Category: higher education

  • Las instituciones de enseñanza superior recurren estudiantes hispanos para compensar disminución en la matrícula

    Las instituciones de enseñanza superior recurren estudiantes hispanos para compensar disminución en la matrícula

    RIVER FOREST, Illinois — Cuando Jacqueline Quintero empezó a explorar opciones para ir a la universidad cuando se graduara de secundaria, se dio cuenta de algo que muchas parecían tener en común.

    “No me gusta decirlo, pero todo el mundo parecía tan blanco”, dijo Quintero, cuyos padres llegaron a Estados Unidos desde México. “Simplemente no sentía que yo pertenecía allí”.

    Hasta que fue a una recepción para estudiantes admitidos en la Dominican University, cerca de donde creció en los suburbios del oeste de Chicago. Entre las cosas que la hicieron decidirse casi de inmediato a ir allí: Se proporcionaba información a las familias tanto en inglés como en español.

    “Por fin mis padres pudieron hacer preguntas” en su lengua materna, dice Quintero, que ahora cursa el penúltimo año de la carrera de Derecho. “Estaba acostumbrada a traducirles toda mi vida. Me puse a llorar, literalmente”.

    Este aparentemente pequeño detalle es uno de los muchos que han ayudado a impulsar la matrícula de Dominican en casi un 25 por ciento desde 2021, un período durante el cual las instituciones comparables han luchado por atraer estudiantes y cuando el número de jóvenes de 18 años está a punto de comenzar un largo declive.

    Esto se debe a que la universidad ha aprovechado un grupo de clientes potenciales que está creciendo: Los graduados hispanos como Quintero.

    Históricamente, a las universidades y escuelas superiores no les ha ido bien a la hora de reclutar estudiantes hispanos. Ahora su propio éxito puede depender en gran medida de ello.

    “La demografía de nuestro país está cambiando, y la enseñanza superior tiene que adaptarse”, afirma Glena Temple, presidenta de Dominican.

    O, como dijo Quintero, sonriendo: “Ahora nos necesitan”. 

    Relacionado: ¿Te interesa recibir más noticias sobre universidades? Suscríbete a nuestro boletín quincenal gratuito de educación superior.

    Jacqueline Quintero, hija de inmigrantes mexicanos, estudia en la Dominican University y tiene previsto estudiar Derecho. “Ahora nos necesitan”, dice refiriéndose a las universidades que reclutan estudiantes hispanos como ella. Credit: Camilla Forte/The Hechinger Report

    Mientras que se prevé que en 2041 las cifras de graduados en enseñanza secundaria blancos, negros y asiáticos disminuyan en un 26%, un 22% y un 10%, respectivamente, se prevé que el número de graduados hispanos en enseñanza secundaria durante ese periodo aumente un 16%, según la Western Interstate Commission for Higher Education, que realiza el seguimiento de estos datos.

    Según el Centro Nacional de Estadísticas Educativas, casi 1 de cada 3 alumnos desde preescolar hasta 12º curso es hispano. Esta cifra es superior a la de menos de 1 de cada 4 de hace una década. La proporción de alumnos hispanos en las escuelas públicas es aún mayor en algunos estados, como California (56%), Texas (53%) y Florida (38%).

    Esto hace que estos jóvenes – a menudo hijos o nietos de inmigrantes, o inmigrantes ellos mismos – adquieran una nueva importancia para las universidades, que históricamente no han conseguido atraer a tantos estudiantes hispanos como a gente de otros orígenes raciales. 

    Sin embargo, en un momento en que la educación superior necesita que aumente, la proporción de estudiantes hispanos que van a la universidad ha ido disminuyendo. Invertir esa tendencia es todo un reto, por muchas razones – el elevado costo, la necesidad de encontrar un trabajo inmediatamente después de la secundaria, el hecho de que muchos proceden de familias sin experiencia universitaria a las que pedir consejo – agravadas por los ataques cada vez más agresivos a los programas de diversidad de los campus, que podrían dificultar aún más la captación y el apoyo a estos estudiantes. 

    En el pasado, según Deborah Santiago, directora ejecutiva de la organización de defensa de los hispanos Excelencia in Education, las instituciones de enseñanza superior “podían alcanzar sus cifras [de matriculación] sin implicar a esta población. Eso ya no es así”.

    Ese gran número de estudiantes hispanos que se acercan a la edad universitaria “es para lo que tenemos que prepararnos como instituciones de enseñanza superior y para satisfacer las necesidades de nuestras comunidades”, afirma Greg Mosier, presidente del Kansas City Kansas Community College, que ahora se anuncia en periódicos en español y en la radio en español.

    “A medida que los baby boomers se jubilan, la población joven es mucho menor y tiene que sostener a una población de más edad”, afirma Michael Collins, vicepresidente del Centro para la Equidad Económica Racial de la organización sin fines de lucro Jobs for the Future. 

    El Centro para la Liberación Cultural de la Dominican University, cerca de Chicago. La sala es un lugar de estudio, conversación y encuentro para estudiantes de todas las procedencias. Credit: Camilla Forte/The Hechinger Report

    A menos que las universidades construyan redes más amplias, dijo Collins – incluyendo la ayuda para que más hispanoamericanos puedan acceder a empleos mejor pagados – “nuestra calidad de vida será menor. Es un panorama bastante desolador”.

    Incluso los más pequeños esfuerzos por matricular y apoyar a los estudiantes hispanos se complican aún más con la retirada de los programas de diversidad y las ayudas económicas a los estudiantes indocumentados, muchos de ellos hispanos. 

    En febrero, Florida puso fin a la política de cobrar una matrícula estatal a los estudiantes indocumentados, por ejemplo. Otros estados han impuesto o están considerando medidas similares. La administración Trump ha desechado un programa de la era Biden para apoyar a las instituciones que prestan servicios a los hispanos. Y el Departamento de Educación, en una carta a las universidades, interpretó que la sentencia del Tribunal Supremo de 2023 que prohíbe las preferencias raciales en la admisión prohíbe “la toma de decisiones basada en la raza, sin importar la forma.”

    Aunque la base jurídica de esa decisión ha sido ampliamente cuestionada, tiene en vilo a las instituciones de enseñanza superior. Incluso muchos colegios y universidades que los activistas elogiaron por impulsar la matriculación de hispanos no quisieron hablar de ello.

    Algunos expertos dicen que la mayoría de los programas para reclutar y apoyar a los estudiantes hispanos no se verían afectados por las campañas anti DEI, ya que se ofrecen a cualquiera que los necesite. “Estas cosas funcionan para todos los estudiantes”, dijo Anne-Marie Núñez, directora ejecutiva del Instituto para el Éxito de los Estudiantes Hispanos de la Universidad de Texas en El Paso.

    Relacionados: En Puerto Rico, la campaña de Trump para desmantelar el Departamento de Educación pega más fuerte

    La proporción de graduados de secundaria hispanos que van directamente a la universidad es inferior a la de sus compañeros blancos, y está disminuyendo: del 70% al 58% entre 2012 y 2022. Ese es el último periodo para el que se dispone de cifras del Centro Nacional de Estadísticas Educativas. Los estudiantes hispanos que se matriculan en la universidad también la abandonan en mayor proporción

    Hay razones económicas y culturales para ello. 

    Según la Oficina del Censo, el ingreso medio anual de las familias hispanas es más de un 25% inferior al de las familias blancas, lo que significa que la universidad puede parecer fuera de su alcance. El Center for Law and Social Policy ha calculado que más de tres cuartas partes de los estudiantes hispanos que acuden incluso a colegios comunitarios de bajo coste tienen necesidades financieras no cubiertas

    Esto empuja a muchos directamente al mercado laboral. Muchos estudiantes universitarios hispanos trabajan al menos a tiempo parcial mientras estudian, algo que, según las investigaciones, reduce la probabilidad de graduarse.

    Cuando Eddie Rivera terminó la secundaria en Carolina del Norte, “la universidad no era realmente una opción. Mi consejero no me ayudó. Sólo seguí lo que mi cultura hispana nos dice, que es ir a trabajar”.

    Cuando Eddie Rivera terminó la secundaria en Carolina del Norte, “sólo seguí lo que mi cultura hispana nos dice, que es ir a trabajar”. Animado por sus compañeros, acabó matriculándose en la Dominican University. Credit: Camilla Forte/The Hechinger Report

    Rivera, que tiene el estatus DACA, o Acción Diferida para los Llegados en la Infancia, trabajó en una residencia de ancianos, en un parque de trampolines cubierto y en un hospital durante la pandemia, donde sus colegas le animaron a ir a la universidad. Con la ayuda de un programa de becas para estudiantes indocumentados, también terminó en Dominican, donde a sus 28 años es estudiante de tercer año y se especializa en relaciones internacionales y diplomacia, con planes de obtener una maestría en política exterior y seguridad nacional.

    Dominican, una pequeña universidad católica que data de 1922 y que antes se llamaba Rosary College, tiene una historia de educación de hijos de inmigrantes, del norte y centro de Europa, inicialmente. 

    Hoy, de las farolas del campus de 30 acres cuelgan pancartas con fotos de antiguos alumnos hispanos de éxito, y una banda de mariachis dirige las celebraciones del Día de los Muertos. 

    Las visitas a la institución se realizan en inglés y español, se ofrece a los estudiantes trabajo en el campus y el personal ayuda a familias enteras a superar crisis sanitarias, de vivienda y financieras. Dominican añadió un campus satélite en otoño en el barrio mexicano-americano de Pilsen, en Chicago, que ofrece titulaciones de dos años orientadas al empleo. Todos los estudiantes de la universidad reciben ayuda financiera, según datos federales. 

    Relacionado: ‘Hay una cultura de temor’: Estudiantes indocumentados agonizan ante inicio del nuevo mandato de Trump

    “Todos los días me encuentro con un miembro del personal o un profesor que me pregunta qué me pasa en la vida y cómo pueden ayudarme”, dice Aldo Cervantes, estudiante de tercer año de Negocios con especialización en Contabilidad, que quiere dedicarse a la banca o a los recursos humanos.

    También hay una Academia Familiar para que los padres, abuelos, hermanos y primos de los estudiantes conozcan los recursos de la universidad; como incentivo, las familias que acudan a cinco sesiones obtienen créditos para que su estudiante realice un curso de verano sin costo alguno.

    Un armario de ropa en la Dominican University para estudiantes que necesitan trajes de negocios para entrevistas de trabajo. Uno de los factores que frenan la matriculación de hispanos en la universidad es la menor renta media de los hogares. Credit: Camilla Forte/The Hechinger Report

    “Cuando observamos a la población latina que va a la universidad, no se trata de una elección individual”, afirma Gabe Lara, Vicepresidente de Éxito y Compromiso Estudiantil, utilizando el término preferido por la universidad para referirse a las personas de ascendencia latinoamericana. “Es una elección familiar”.

    Estas y otras medidas han contribuido a más que duplicar la proporción de estudiantes hispanos en los últimos 10 años, hasta casi el 70% de los 2.570 estudiantes de Dominican, según cifras facilitadas por la universidad. 

    Genaro Balcazar dirige las estrategias de matriculación y marketing como director de operaciones de la universidad, tiene una forma pragmátuca de ver la situación.

    “Atendemos las necesidades de los alumnos no por quiénes son”, dijo Balcázar, “sino porque necesitan la ayuda”.

    Comunícate con Jon Marcus al 212-678-7556 o jmarcus@hechingerreport.org

    Este artículo sobre la enseñanza superior  y el reclutamiento de alumnos hispanos fue producido por The Hechinger Report, una organización de noticias independiente sin fines de lucro centrada en la desigualdad y la innovación en la educación. Suscríbete a nuestro boletín. Escucha nuestro podcast sobre educación.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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  • Program Viability and Why It Matters

    Program Viability and Why It Matters

    What Is a Program Viability Assessment, and Why Does It Matter?

    In a game of checkers, players often make tactical, reactive moves based on the immediate situation with game pieces that generally move in standard ways. In a game of chess, on the other hand, each type of game piece has a distinct movement potential. Players must leverage strategy and careful planning several steps in advance. Each move impacts future possibilities, so players try to analyze the current state and potential future scenarios to inform their decisions. 

    Make no mistake, in higher education today, you’re playing chess with your academic program portfolio and market strategy. To assist you in this process, we discuss Archer Education’s critical tool of Program Viability Assessment — the art and science of knowing how your programs best move across the market “game board” toward portfolio-level success.

    Understanding the Program Viability Assessment: What Is It?

    A Program Viability Assessment analyzes a higher ed program’s potential for demand and growth, net revenue, operational sustainability, and alignment with organizational goals. Through the assessment process, an institution can identify its risks and opportunities, allowing it to make informed decisions about its resource and investment allocations and strategic direction.

    A Program Viability Assessment can be used for both current and potential new programs. For this discussion, we focus on current programs within an existing portfolio, asking: Are the current programs viable, and, if so, are they expected to continue to be? In an upcoming article, we will tackle new program opportunity assessment: Does the new program idea have a product-market fit?

    Let’s discuss the process for conducting a Program Viability Assessment of your current programs.

    Key Components of a Current Program Viability Assessment

    Our Program Viability Assessment process uses a model that captures a program’s recent historical performance, determines its five-year growth potential, and then marries this view with its cost inputs and any institutional constraints (e.g., hurdle rates, margin mandates, and internal revenue share agreements). 

    Our typical process steps are as follows: 

    Developing a Program Portfolio Road Map

    Applying the Program Viability Assessment to each program results in an investment road map for the program portfolio — akin to a multistep chess strategy. Basically, how do you think of each program (game piece) and its ability to move in the right direction in current and future market conditions? For example:

    It is important to be transparent about the program viability process and the criteria for investment decisions at the institutional level to anticipate and avoid leadership bias concerns. It can also be useful to consider incentives (not necessarily monetary) for recognizing how and when to grow a successful program (i.e., the fun part) as well as incentives for recognizing how and when to sunset a program that has served its purpose (i.e., the challenging part). 

    By openly acknowledging the “product life cycle” of academic programs across the institution — i.e., a natural beginning, middle, and end to a program’s contribution to the portfolio — you can remove unnecessary reputational wear and tear on academic units working to meet evolving market demands. 

    Why Does Program Viability Matter?

    At its heart, a Program Viability Assessment is a conversation among faculty and subject matter experts, enrollment management leadership, and institutional executives to steer the university’s market strategy, program resourcing, and strategic objectives. This is a robust, data-driven process that provides input opportunities for a variety of critical stakeholders.

    Here’s why program viability matters.

    Resource Allocation

    Understanding the viability of a program helps the institution allocate resources (time, money, personnel) as effectively as possible. E.g., it prevents continued investment in programs that are unlikely to succeed.

    Risk Management

    Evaluating program viability allows an institution to identify the potential for upcoming risks and uncertainty, enabling leaders to develop strategies to mitigate those risks.

    Strategic Alignment and Leadership Buy-In

    Programs that align with an institution’s overall strategy are more likely to succeed. Assessing a program’s viability ensures that the program contributes to the institution’s current and future-oriented mission and objectives. This includes programs that have leadership support and those that intentionally test new topics or market areas.

    Sustainability

    A program’s long-term success is contingent upon its ability to sustain itself financially and operationally. Program viability analysis looks at factors such as ongoing demand, market competition, and resource requirements.

    Data-Driven Success Measurement and Decision-Making

    Conducting a Program Viability Assessment is a rigorous process that develops a common standard for defining success, enabling an institution to measure progress and adapt as necessary to improve its portfolio-level outcomes. It provides a framework for decision-making that can enhance overall institutional effectiveness.

    Finally, let’s take a look at a few brief examples of how powerful this kind of assessment can be.

    Examples of Program Viability Assessment Findings

    Here are a few recent examples of Archer analyses that illustrate why taking the time to complete program viability analysis is important.

    Analysis of a Regional Center Undergraduate Program Portfolio 

    A state university had built a regional center decades prior and wanted to understand why, after years of success, the center was barely breaking even instead of growing as it had in the past. The regional center offered several bachelor’s degree programs that enabled students in the area to come to a campus for in-person instruction, versus having to commute a significant distance to the main campus or commit to a fully online program. 

    The growth potential for these programs’ topic areas was generally sound. However, upon review of recent census data, Archer discovered that, in this particular region, there was very little difference in wages between those with a high school diploma and those with a bachelor’s degree, calling into question the value proposition of the center offering primarily degree programs. 

    The shift in regional income levels occurred due to some impactful employers leaving the area in recent years. This finding was enough to start an executive-level conversation about how best to deploy the center’s resources to support the community beyond the current degree program approach and to start a study to determine the economic impact of closing the center as a last resort.

    Criminal Justice Bachelor’s Degree Evaluated in a Local Context

    A small, private regional institution was concerned about the small enrollment numbers for its Bachelor of Science (BS) in Criminal Justice program, which had been in the market for more than five years. Despite the original market research showing demand for criminal justice skills in the area, the program did not reach viability (e.g., sufficient class sizes to reach break-even revenue). Costs to support the program were modest. 

    Upon deeper review of the local context, Archer learned that the police academies in the region had updated their training programs such that there was now significant overlap between the skills taught in the academy and those taught by higher education institutions in the region. The finding was the catalyst for a revamp of the program curriculum and enhanced coordination with local law enforcement academies.

    Accounting Education Malaise Remedied by Curricular Update 

    A private institution with strong business programming showed a steady decline in enrollments in its undergraduate accounting degree program for the past five years. A broad market analysis revealed that the industry was suffering from a malaise — in short, the certification requirements were too onerous; the salaries lagged those of related content areas, such as finance and business technology; and there was not enough innovation in the topic area to appeal to current student populations. 

    Rather than close the program in defeat, the institution decided to test a new value proposition for the program by embedding data analytics and artificial intelligence (AI) content in the curriculum to provide enhanced skills acquisition. They also offered additional certified public accountant (CPA) exam preparation support at a modest cost. Marketing messaging immediately showcased these enhancements. 

    Assessing Your Program’s Viability

    Program Viability Assessments can support institution-level strategic conversations, foster inclusive decision-making, and spark creative problem-solving. This ultimately drives the ambitious impact institutions seek, within the institution and in the broader market. 

    Contact our strategy and development team today to learn more about how Archer Education can help you assess the sustainability of your programs and achieve growth. 

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  • Restoring academic values: a key for university effectiveness

    Restoring academic values: a key for university effectiveness

    by John Kenny

    This blog post is based on research into the effectiveness of higher education policy, published in Policy Reviews in Higher Education. The article, ‘Effectiveness in higher education: What lessons can be learned after 40 years of neoliberal reform?’, takes a systemic perspective to consider a range of roles needed for HE to function effectively in the more accountable HE environment of today (Kenny, 2025).

    It focusses on three key stakeholder groups arguably most pertinent to effectiveness: government policy makers, university corporate leaders and the academic profession, with a particular focus on the academic role, as this is typically overlooked in much of the research into higher education policy, yet we argue critical to the effectiveness of the system.

    A systemic approach to HE policy assumes that reform in educational systems is complex and unpredictable. It also accepts that different stakeholders may experience change differently, there needs to be an understanding of the different roles played within the system and how they interact. Of particular concern in this article is how the academic role interacts with other stakeholders, especially the government regulators and university corporate leaders.

    For over 40 years, a top-down ‘command and control’ approach to change has been adopted in HE. Typically, when this mind-set drives change, the inherent complexities of systemic change are disregarded, and it is assumed the outcomes of a reform can be pre-determined. It largely ignores the relationships, values and experiences of other stakeholder groups, which systems theory suggests is not appropriate for effective educational reform (Checkland, 2012; OECD, 2017).

    By contrast, this article points to research into effective organisations that identified four ‘culture groups’ as present in any organisation: the Academic, the Corporate, the Bureaucratic and the Entrepreneurial. Each of these has a unique values perspective from which it approaches the decision-making process. These ‘competing values’ determine the organisational values, but with the values of the dominant group tending to prevail. The research linked organisational effectiveness (or performance) to a “strong culture” defined as one in which the practices and processes are in alignment with the espoused values position of the organisation (Smart & St John, 1996; Quinn & Rohrbaugh, 1981).

    For academic institutions such as universities, HE policy specifically identifies both Corporate and Academic governance as the two most important (Gerber, 2010; MCU, 2020; TEQSA, 2019a; 2019b; 2023). It follows that, in an effective organisation, a “strong culture” would be based on both the corporate and academic values having a more equal influence over decision-making.

    Many of the current problems have arisen because, under the neoliberal reform agenda, with government policymakers aligned with corporate values, a corporate culture has dominated for the last 40 years. This has led to a situation in universities where corporate leadership dominates and academic leadership has been diminished (Gerber, 2010; Magney, 2006; Yeatman & Costea (eds), 2018).

    The intention of this work is not to demonise any culture group nor argue for a return to a ‘Golden Age’ where academics tended to dominate. It proposes that, in the more accountable HE environment of today, from a systemic perspective the unique nature and purposes of universities as trusted organisation means each of these roles is important. It argues that across the system the government, corporate leaders and Academia, each play an important, but distinct role in ensuring the system, and universities, function effectively. For the HE system and universities to be effective, as opposed to more efficient, we need better understanding of these distinctions and more clarity about the accountabilities that should apply to each group (Bovens, 2007; Kearns, 1998).

    This work pays particular attention to understanding the academic role. It argues that, with the domination of a corporate mind-set, which values control, compliance, competitiveness and productivity, academics are seen as “mere employees” (Giroux, 2002; Harman 2003), whose autonomy and academic freedom need to be curtailed (Hanlon, 1999).

    This paper argues this situation has been exacerbated by the failure of the academic profession to define their role in this more accountable HE environment. The paper points to research that aims to fill this gap by re-defining academic professionalism in the more accountable HE environment, but in a way that does not sacrifice its essential ethical and autonomous underpinnings.

    It further argues these unique characteristics of academic work, which have compelling implications for the overall quality of university education, have come under sustained attack from the rise of political populism (Hiller et al, 2025), increased disinformation and misinformation on social media, and the growing use of Artificial Intelligence (AI).

    An extensive review of national and international literature identified four ‘foundational principles’ (Kenny et al, 2025) which present a definition of the academic role involving a holistic combination of academic leadership, shared professional values, and independence in scholarship, underpinned by a “special” employment relationship. The historical, political, legislative, educational and cultural context of any particular HE system, however, requires these ‘foundational principles’ to be translated into a set of ‘enabling principles’ to suit that HE context (Freidson, 1999; Kenny & Cirkony, 2022).

    To test this empirically, a set of ‘enabling principles’ were developed for the Australian HE context as a case study. Kenny et al (2024) described how, in the three phases of this action research study already completed, a set of ‘enabling principles’ has been developed and incorporated into a Professional Ethical Framework for Australian Academics (The Framework).

    This case study aims to re-define the nature of academic work to re-emphasise its contribution to the effectiveness of HE, both in Australia and around the globe. The Framework represents our current re-definition of the academic profession in the more accountable Australian HE context. However, the universality of the foundational principles suggests this approach might be replicable by researchers in other HE contexts (Kenny et al, 2025).

    This work addresses the compelling question of the sustainability of the academic profession by:

    1. Providing greater alignment across the HE system between the broader social purpose of universities and the important role that academics play.
    2. Unifying individual academics as professional scholars through a set of common professional values and a justification for their professional autonomy and academic freedom.
    3. Contributing to the sustainability of the academic profession by enabling individual academics to better navigate the competing tensions within their institutions as they build their professional identity based-on transparent professional standards, adequate resourcing and accountability mechanisms that will minimise exploitative practices currently evident in the system (AUA, 2024).
    4. Providing a common language that enables non-academic stakeholders, including governments, university management, industry, students, etc, to better understand the unique role academics play in ensuring the HE system and universities are effective in meeting their obligations to Society.
    5. Providing foundational principles that can be adapted to other HE contexts and facilitate the creation of a global academic community of practice through which the profession can enhance is voice in shaping the future of HE around the globe.

    This work should help to restore a balance of power between the academic and corporate leadership in the governance of universities by facilitating more purposefully designed governance structures and accountability mechanisms that enable academic staff to influence HE policy formation, decision-making and resource allocation, which is especially important against a backdrop of growing political and economic challenges to universities.

    Feedback from our national and international academic colleagues is encouraged. Those wishing to find out more are directed to the website of the Australian Association of University Professors (AAUP) at https://professoriate.org, where more information can be found about this research and how you might participate in the further development of The Framework,which has been made available for consultation with and feedback from a broader national and international academic audience.

    John Kenny has extensive experience as a teacher and teacher educator and leadership in academic professional issues. His growing concern over the long-standing systemic issues in higher education, loss of independence for universities and loss of prestige for the academic profession led him to take a more systemic perspective and initiate this research looking into the role of academia in the effectiveness of higher education.

    The author may also be contacted directly by email (John.Kenny@utas.edu.au).

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Editorial: 60 Years of the Society for Research into Higher Education

    Editorial: 60 Years of the Society for Research into Higher Education

    by Rob Cuthbert

    Yesterday

    Issue No 60 of SRHE News appears by happy coincidence in the 60th year since the Society for Research into Higher Education was established (“all my troubles seemed so far away”). Reminiscences can often be reinforced by the musical soundtrack of the time, as ours will be. Many readers of SRHE News and Blog weren’t born in 1965, but let’s not allow such small obstacles to deflect us, when everybody knows the tunes anyway. Here are a few reminders of how things were 60 years ago, in 1965.

    (I Can’t Get No) Satisfaction

    As the Rolling Stones sang: “I tried, and I tried, and I tried and I tried, I can’t get no satisfaction”, the message resonated with 30,000 potential HE students who could not get admitted to higher education in UK universities in 1965, with only 50,000 places available. Only about 4% of the rising cohort of 18 year olds won admission to the 25 universities in existence in 1965. Most people left school at 15; the school-leaving age was only raised to 16 in 1971.

    The Robbins Report two years earlier had punctuated, but not initiated, the accelerating expansion of demand and need for more higher education, reflected in the 1960s with the creation of the new plateglass universities, including Kent and Warwick in 1965. Robbins had proposed a new breed of scientific and technological universities but these were not established; development relied instead on the organic growth and expansion of the colleges already in existence. That growth was significantly helped and supported by the new Council for National Academic Awards (CNAA), created in 1965 to begin the validation of degree courses outside universities.

    In a Parliamentary debate in December 1965 Lord Robbins aimed to set at rest the ‘more means worse’ argument championed by Kingsley Amis:

    “On the occasion of our last debate, the two leading issues discussed were the question of numbers and the question of the machinery of government. On the first of these issues, whether the expansion proposed by the Committee on Higher Education involved a lowering of entry standards, I think it may be said that discussion is at an end. Even The Times newspaper, which is not over-given to retraction, has had to admit that its accusations in this respect rested on misapprehension; 1250 and the latest figures of qualified persons coming forward show, without a doubt, what our Committee always emphasised: that its estimates were on the low side rather than on the high.”

    Continuing rapid expansion allowed more and more 18-year-olds to join: “I’m in with the in-crowd, I go where the in-crowd goes”. This was before fees; students had grants they didn’t have to repay, with their real value still rising (they peaked in 1968): boomers could happily sing with The Who about My Generation.

     We Can Work It Out

    The non-university colleges would first become polytechnics, following the 1966 White Paper A Plan for Polytechnics and Other Colleges, written by civil servant Toby Weaver. Secretary of State for Education Tony Crosland promoted the new policy idea of the binary system (“Try to see it my way”) in his seminal Woolwich speech in April 1965, but Crosland had been mainly occupied with the comprehensivisation of secondary schools. DES Circular 10/65 was the first of a series which dealt with the issue of comprehensivisation, as Harold Wilson’s Labour government asked local education authorities to submit plans for reorganising their schools on comprehensive lines. It was the first major schools reform since Butler’s 1944 Education Act under Prime Minister Winston Churchill, who died in 1965.

    Expansion of HE was substantially driven by the colleges, still very much part of the local authority sector. The polytechnics would increasingly chafe at the bureaucratic controls of local authorities but it would be more than 20 years before the 1988 Education Reform Act ripped the polytechnics out of the local authority sector. In 1965 the replacement of the London County Council by the Greater London Council was big news for the expanding HE sector, especially because it entailed the creation of the Inner London Education Authority, responsible for no fewer than five of the 30 polytechnics, and a range of other specialist HE institutions. Nowadays that kind of restructuring would barely merit a mention in Times Higher Education, which itself was not even a glint in the eye of Brian Macarthur, the first editor of the Times Higher Education Supplement, not launched until 1971.

    I Can’t Explain

    The colleges to become polytechnics would soon be calling for ‘parity of esteem’ (“Got a feeling inside – can’t explain”). Although ‘poly’ would eventually be replaced in the vernacular by the execrable but inescapable ‘uni’, some features of the HE system proved extremely persistent. League tables had not yet made an appearance but would soon become not only persistent but pernicious. Some things, like HE hierarchies of esteem, seem to be always with us, just as Frank Herbert’s mediocre scifi novel Dune, first published in 1965, has recently seen yet another movie remake.

    A World of Our Own

    In contrast David Lodge, professor of English Literature at Birmingham University, would go from strength to strength, writing about what he knew best – “we’ll live in a world of our own”. 1965 was before his campus trilogy, rated by some as the best novels ever about university life, but in 1965 he did write about a PhD student, in The British Museum Is Falling Down. In the same year Philip Larkin, still only halfway through his twenty years’ service as Librarian at the University of Hull, was awarded the Queen’s Gold Medal for Poetry.

    It’s Not Unusual

    For those whose memory is punctuated by sporting events there was still a year to wait before England’s triumph in the football World Cup, which sadly was unusual, indeed unique. A more usual hierarchy of football esteem began in 1965 with Liverpool’s first ever win in the FA Cup, and an era ended with Stanley Matthews’ final game in the English First Division. Tom Jones began his own era of success in 1965 with his first No 1 hit, It’s Not Unusual.

    Eve of Destruction?

    US president Lyndon Johnson announced the Great Society in his State of the Union address in January 1965, but Martin Luther King marched in Selma and  Montgomery. The first American troops arrived in Vietnam, and a Students for a Democratic Society demonstration against the war drew 25,000 people in Washington. Student protests, too, are always with us (”The Eastern world, it is exploding”).

    How sweet it is

    Dorothy Hodgkin had won the Nobel Prize for Chemistry just a year earlier, and in 1965 she was made a member of the Order of Merit. The Social Science Research Council was established in 1965. It was later renamed the Economic and Social Research Council in an early skirmish in the culture wars, precipitated by Keith Joseph as Education Secretary under Prime Minister Margaret Thatcher – who had been taught by Dorothy Hodgkin at Somerville College, Oxford.

    Act naturally

    The field of research into higher education was sparsely populated in 1965, but for the founders of the Society for Research into Higher Education it was a natural development to come together. The learned society they created has, in the 60 years since then, grown into an internationally-oriented group of researchers, dedicated to every kind of research into a global HE system which could scarcely have been dreamed of, but would surely have been celebrated, by SRHE’s founders. Let’s hang on, to what we’ve got.

    The Society has planned a range of activities to celebrate its platinum anniversary, including a series of blogs reflecting on changes to higher education during those 60 years. If you would like to contribute to the series (Help! I need somebody) please contact rob.cuthbert@uwe.ac.uk.

    Rob Cuthbert is editor of SRHE News and the SRHE Blog, Emeritus Professor of Higher Education Management, University of the West of England and Joint Managing Partner, Practical Academics. Email rob.cuthbert@uwe.ac.uk. Twitter/X @RobCuthbert.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • College Uncovered: The Missing Men

    College Uncovered: The Missing Men

    Something has been happening on college campuses that’s as surprising as it is dramatic: The number of women enrolled has overtaken the number of men.

    Women now outnumber men by about 60 percent to 40 percent, and that gaps keep getting wider. And men who do enroll are also more likely to drop out.

    There are a lot of reasons for this. Boys get lower grades than girls, on average, in elementary and middle schools. They’re more likely to be held back or face disciplinary actions. They’re less likely to graduate from high school. And more men than women go into the skilled trades, instead of getting college degrees.

    Among the results: Universities and colleges now tip the scales for men in admission to try to keep the genders even.

    But as things keep falling out of balance, there are impacts on the financial success for men and on economic growth for everybody.

    We’ll hear from men and women students about what that’s like right now, and from colleges about what they’re trying to do about it.

    Listen to the whole series

    TRANSCRIPT

    [Kirk] This is College Uncovered. I’m Kirk Carapezza …

    [Jon] …and I’m Jon Marcus.

    [sound of referee] Climbers ready? Contestants ready? One, two, go!

    [Jon] This is the sound of one of the most unusual extracurricular activities at the University of Montana: running up a fallen tree with careful footwork, and neatly sawing off the end of it.

    [sound of club member] So really what we’re trying to do is keep the tradition of antique logger sports alive by bringing in new generations to doing activities that they did hundreds of years ago. I mean, we’re using cross-cut saws that they used to cut down giant redwoods.

    [Jon] That might seem like a throwback, but the University of Montana Woodsmen team has an important new purpose. Promoting programs such as forestry has become part of the university’s new strategy to attract an increasingly important type of student.

    [Kelly Nolin] There are definitely some efforts that are happening at the institution to help men find their community and to find a space.

    [Jon] That’s Kelly Nolin. She’s director of admissions at the University of Montana.

    [Kelly Nolin] Our gender split is about 42 percent male, 56 percent female. So it’s definitely widening, and it’s clearly a concern for a variety of reasons. And so that’s why we decided to look into opportunities to recruit more male students.

    [Jon] What Nolan says she’s trying to solve is a really big problem that most people don’t know is even happening: The proportion of men who are going to college is falling way behind the proportion of women who are going.

    Nationwide, women now outnumber men by about 60 percent to 40 percent, and that gap keeps getting wider. Far more young women than young men who graduate from high school are going to college, and men who do enroll are also more likely to drop out.

    We’ll tell you how this might actually be creating an advantage for men in the admissions process, and even how it affects even the dating scene on campuses — which, let’s face it, is a big part of college to a lot of students.

    Take it from Amber Turner. She’s a freshman at Nova Southeastern University in South Florida, which is now more than 70 percent women.

    [Amber Turner] It’s a lot more women than men and the men usually have a lot more options, whereas the women have disgusting options because there aren’t many of them. I have a boyfriend, personally, but I saw with my friends that it’s kind of like nobody here for them.

    [Jon] But fewer men in college has really serious implications for not only colleges that need to fill seats — or, for that matter, students frustrated by the dating pool. It affects the prospects of financial success for men, and of economic growth for everybody.

    This is College Uncovered, from GBH News and The Hechinger Report — a podcast pulling back the ivy to reveal how colleges really work. I’m Jon Marcus of The Hechinger Report …

    [Kirk] … and I’m Kirk Carapezza with GBH. Colleges don’t want you to know how they operate, so GBH …

    [Jon] … in collaboration with The Hechinger Report, is here to show you.

    Today on the podcast: ‘The Missing Men.’

    [Kirk] This season, we’ve been talking about the demographic cliff. That’s the decline that’s starting in the number of 18-year-olds, and how it will affect colleges and the economy.

    Now here’s a related milestone you might not have heard about. The number of college-educated women in the workforce has for the first time overtaken the number college-educated men. That’s because more women than men have been going to college.

    There are a lot of reasons for this. Boys in elementary and middle school get lower grades than girls. They’re more likely to be held back or face disciplinary action. And they’re less likely to graduate from high school. Jon, you and I have talked to high school senior boys about all of this.

    [Jon] Right, Kirk, and a lot of them were worried that they don’t have the confidence to tackle college.

    [Abdukadir Abdullahi] I feel like there’s more distractions for guys to get, like, the best grades because every school, like, the guy is always the class clown, and stuff like that.

    [Jon] That’s Abdukadir Abdullahi. He’s the son of a single father and just didn’t see himself in college. Neither did Pedro Hidalgo, even though he actually wanted to go.

    [Pedro Hidalgo] College was something I always wanted to reach and I always wanted to be accepted to, but I never had that belief within myself that I could do it.

    [Jon] Men are more likely than women to go into the skilled trades, which is faster and cheaper than paying for what seems to them to be an endless and expensive stretch of time in college. That’s what Abdullahi was planning to do.

    [Kirk] Back when you thought college wasn’t for you, what was the alternative? You were planning to just go straight to work or join the military or did you have an alternative plan?

    [Abdukadir Abdullahi] I was going to, like, be a plumber or something like that, like where you could have to go to school, but you could make a decent amount of money.

    [Kirk] In the end, he and the rest of these guys did end up going to college. But a lot of other high school boys feel like they need to get jobs right away, especially if they come from families that need help with their finances.

    Here’s Hidalgo’s classmate, Debrin Adon. His parents immigrated to the United States from the Dominican Republic.

    [Debrin Adon] I’m not going to speak for every man, but at least for young men like my classmates and I, we’re more focused on like money, you know? Like, getting money — getting that paycheck.

    [Kirk] That’s right. So a lot of them get jobs right out of high school and then they buy a car and maybe get married and by that point, it’s almost certain that they’ll never go to college.

    This is Kellie Becker. She’s the college counselor at the school where Abdullahi went.

    [Kellie Becker] A lot of young men are working. They’re working for their families. Like, they’re the man of the house. They are providing their entire family with one paycheck and they get a little taste of that where they, some of them, have to do it or some of them want to do it because they’re getting that money.

    [Kirk] These are just a few of the reasons we’ve ended up here. Fifty years ago, the gender divide was exactly the reverse, and there were far more men than women in college. Since then, there’s been a lot of work to encourage women to get degrees. But much less of that kind of thing is targeted at men. Women also disproportionately work in fields that require degrees, such as social work and teaching. And we’ve already heard how boys don’t do as well as girls in lower grades, how young men feel responsible for helping their families right out of high school and how many of them go into the trades. The decline is even steeper for Black men. Their numbers went way down during the pandemic. Even at historically Black colleges, Black men now make up only about a quarter of the students.

    [Michael Sinclair] Money is one of the main factors. A lot of our young men are looking for opportunities to earn a living, but they need the money now.

    [Kirk] That’s Michael Sinclair. He’s an associate professor at Morgan State University, and he points out that this becomes a vicious cycle.

    [Michael Sinclair] There’s a statement that my father once told me: You can’t be what you can’t see. And if you’re not seeing Black men on college campuses, a lot of young people don’t think that that’s for them.

    [Kirk] This mismatch between men and women is starting to create an odd divide on many college campuses.

    [Jon] Exactly, Kirk. I visited another big university, the University of Vermont. It’s already 64 percent female. I went to the student union, where Melinda Wetzel told me what it was like to be a woman student there.

    [Melinda Wetzel] Oh, yeah, I do have one small class that there is only one guy. I do undergraduate research and when I’m in the medical building, I feel like I hardly ever see men. I feel I’m walking around and it’s just, like, a bunch of ladies.

    [Jon] This extends to areas on campus you might not expect.

    [Melinda Wetzel] I was at the gym the other day and, like, if you think about going to a gym, you think of, like, oh, no, like, there’s going to be a lot of scary guys there. I looked around and I actually pointed out to my friend, like, ‘Whoa, look at all the girls here. This is great.’

    [Jon] Now, some men on campus also think it’s great that there are more women.

    [Pete Azan] So in our class we have, like, 83 girls and like 30 guys. They told us that like the first day of school. So we were all shocked.

    [Jon] Pete Azan is studying dental medicine down at Nova Southeastern. More women than men are going into dentistry these days, too — not only there, but nationwide. He’s okay with that, though.

    [Pete Azan] I love it. I go to class every day the happiest man, because I get to be around beautiful women all day.

    [Jon] And however you might feel about that, there’s another potential advantage for men to this little-noticed trend:

    [Kirk] To keep the gender mix more evenly balanced, a lot of universities are making it easier for men to get in. That’s become especially important as they start to topple over that demographic cliff that’s coming, in the number of students of any gender.

    Sourav Guha used to work in university admissions. He saw how men got an edge so colleges could keep the genders balanced. Now Guha is executive director of the Consortium on Higher Achievement and Success. It supports students who are already enrolled in college.

    [Sourav Guha] I’d put it this way: There were a lot of high school girls who, in terms of credentials, looked as good as or better than some of the boys we admitted, but the girls ended up either wait-listed or rejected. It’s not that the students we were taking were not qualified or capable of being there, but certainly they had credentials, like, maybe a lower GPA, sort of different classes, different levels of high school achievement.

    [Kirk] So listen to what he’s saying there, Jon. At some schools, the odds that men will get in are now better than the odds that women will.

    [Jon] Right, Kirk. And it’s absolutely true. We looked it up. A lot of prestigious universities are accepting more of their male applicants than their female applicants. Boston University, Brown, Vanderbilt, the University of Chicago, the University of Miami, the University of Southern California — all of them took at least slightly more male than female applicants.

    [Kirk] Now, that might keep the genders balanced for a while at those selective colleges and universities, even if it is at the expense of women who apply to them. But the problem isn’t going away, and some experts are warning that the repercussions are significant.

    [Jon] Right, Kirk. Richard Reeves researched this phenomenon of men not going to college and became so alarmed about it that he founded an organization to study and address it, the American Institute for Boys and Men.

    [Richard Reeves] Now, there are lots of good organizations ringing the alarm bells when there are gaps facing women and girls, and that is great, and they do a great job of it. But it hasn’t really been anyone’s job to wake up every day and ring the alarm bell around declining male enrollment in colleges.

    [Jon] Reeves says this should matter to everyone.

    [Richard Reeves] We’re leaving too much male talent on the table as a result of the failure of our education system to serve men as well as women. And as a result, those men are not doing as well in the economy as they could. That’s bad for the economy. It’s also bad for the women that they will end up with. And so this is, in the end, bad for everybody.

    [Jon] Colleges are trying lots of things to appeal to men. The University of Vermont has started running an entrepreneurship competition for high school students. It’s open to anyone, but more boys than girls have entered. That’s what the university expected, based on focus groups that showed that men liked entrepreneurship programs. The grand prize is a full-tuition scholarship.

    Like a lot of schools, Vermont is also using its athletic programs to attract men.

    Now, you’d think more women getting college degrees would be translating into higher pay and more promotions. But while there may be more of them in college, the degrees they tend to get are often in lower-paying fields. Men still outnumber women in disciplines such as engineering and business, which have a bigger payoff.

    Sourav Guha explains.

    [Sourav Guha] If you look at the top two fields for women, it’s still nursing and teaching. You know, for men, it’s software development. So women are going to college and the economic returns they’re getting from college are not the same that men are getting.

    [Kirk] But Richard Reeves says men who don’t get degrees at all will generally be worse off.

    [Richard Reeves] One of the myths that is really important to nail here is the idea that, well, men don’t need college degrees because there are lots of jobs — well-paid, good jobs that men can go and do even if they don’t have higher educations. That is not true anymore.

    [Kirk] However they’re approaching it, and for whatever reasons, colleges are laser-focused on this issue. As we’ve been saying all this season, they need all the students they can get right now.

    [Jon] Yeah, Kirk, and Reeves is worried about a new reason men are finding to not go to college: politics.

    [Kirk] Right. As colleges continue to be targets in the culture wars, Reeves says some men consider them not only woke, but anti-male.

    [Richard Reeves] I’m worried that not only does higher education seem like it’s more female and coded a bit more female, but also coded left, progressive and maybe even somewhat intolerant toward men, and particularly perhaps conservative men from, say, rural areas, right? I think if you want to find someone who’s pretty skeptical about higher education, it may well be a conservative white guy living in a rural area. And turns out that is one of the groups that we’re really seeing a big decline in enrollment.

    [Jon] This concern isn’t lost on colleges. We already heard from University of Montana admissions director Kelly Nolin. Among the ways her university has tried to win back men is by inviting conservative speakers such as Turning Point USA founder Charlie Kirk.

    [Charlie Kirk] And I’m going to make a case, and I don’t know if it’ll be persuasive to do, why I think DEI is unbiblical. …

    [Kelly Nolin] And regardless of how you feel about his political views, it was an important moment for people in our state to see that as a liberal arts college, we were willing and able to bring a conservative person to campus, but also somebody who appeals to a lot of men. And so just sharing those different perspectives, trying to break some of the stereotypes of how people in our state or maybe outside of our state view us, that’s some of work that we’re doing right now.

    [Jon] That’s on top of pushing its forestry school and that Woodsmen Club and other things, based on what it learned from focus groups of male students.

    [Kelly Nolin] They really felt, in their experience, that we needed to focus more on the attractive nature of our location. So some of the activities that are available to students very easily — things like fly-fishing, hiking, skiing, hunting — those were important to these students. And they weren’t things that we were really highlighting in our brochures.

    [Jon] Kirk, you and I got to go to the University of Montana on assignment, and it is a really beautiful natural setting, although, as I recall, I beat you to the top of Mount Sentinel when we hiked it.

    [Kirk] I was taking in the scenery, Jon. But, yes, those are the kinds of things the university is now using to market itself to men.

    [Kelly Nolin] We sent an email with a link to our wild sustenance class, which is a class about hunting that really focuses on not just the mechanics of hunting, but the conservation purpose behind hunting that could appeal to a wide range of people from a wide variety of political affiliations.

    [Kirk] Yeah, Jon, and just as an aside, that email had an unexpected effect.

    [Kelly Nolin] I will tell you that somebody saw that ad and they came to visit. And when they were asked why they were looking at the University of Montana for college — they were from Virginia — they said they wanted to come someplace where they had rugged men.

    [Kirk] She’s laughing because that person was a woman.

    [Jon] Right. But colleges are taking this deadly seriously. As we’ll continue to discuss this season, they are facing down that demographic cliff and every student counts.

    This is College Uncovered. I’m Jon Marcus from The Hechinger Report.

    [Kirk] And I’m Kirk Carapezza from GBH. This episode was produced and written by Jon Marcus …

    [Jon] … and Kirk Carapezza.

    If you want to see whether a college accepts more male than female applicants, we’ve linked in the show notes to the federal government website where you can find that.

    [Kirk] We had help on this episode from Liam Elder-Connors of Vermont Public and reporter Yvonne Zum Tobel in South Florida. Our sound of the Woodsmen Club came from the University of Montana student newspaper.

    This episode was edited by Jonathan A. Davis. Our executive editor is Jennifer McKim. Our fact-checker is Ryan Alderman.

    [Jon] Mixing and sound design by David Goodman and Gary Mott. All of our music is by college bands. Our theme song and original music is by Left Roman out of MIT.

    Mei He is our project manager and head of GBH podcasts is Devin Maverick Robbins.

    [Kirk] College Uncovered is made possible by Lumina Foundation. It’s produced by GBH News and The Hechinger Report and distributed by PRX.

    Thanks so much for listening.

    More information about the topics covered in this episode:

    To see the acceptance rates of men vs. women applicants at any college or university, go here, enter the name of the institution, and click on ADMISSIONS.

    Universities and colleges search for ways to reverse the decline in the ranks of male students

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • What Is the Good, Better, Best Model?

    What Is the Good, Better, Best Model?

    Leveraging Staged Growth for Online Learning Infrastructure

    When it comes to building a successful online learning ecosystem in higher education, there’s no magic switch to flip — and certainly no one-size-fits-all strategy to follow. For colleges and universities navigating the complex shift to digital, growth isn’t linear. It’s staged. Enter the Good, Better, Best model, one of the most effective techniques an institution can use to grow online.

    Unlike blanket approaches that assume every school has the same staff, resources, and readiness level, Good, Better, Best offers a practical, capacity-driven road map — a flexible framework that honors where an institution is while guiding it toward where it wants to go. 

    At its core, this model isn’t about chasing perfection; it’s about committing to measurable progress over time. “Best” isn’t a static end point. It’s a moving target that evolves alongside the institution’s goals, stakeholders, and capabilities.

    At Archer, we view Good, Better, Best not as a ranking system, but as a framework for institutional improvement — one that works only when there’s transparency, alignment, and shared ownership across departments. Whether your institution is just beginning its online learning journey or fine-tuning an established program, Good, Better, Best meets you where you are — and grows with you.

    You Might Need a Good, Better, Best Strategy If … 

    If your institution is experiencing any of the following roadblocks, you may benefit from adopting a Good, Better, Best strategy.

    You’re not sure where to start to improve your online operations.

    With so many moving pieces — in areas ranging from tech platforms to student support — it can be hard to know what to tackle first. Good, Better, Best helps you identify which areas should be your priority based on capacity, not guesswork.

    Your leadership team’s alignment with your long-term goals is unclear.

    When leaders aren’t on the same page, it’s easy to spin your wheels. Good, Better, Best creates a common language and plan that fosters alignment across departments and roles.

    You’ve outgrown your current partner model and want more control.

    If your outsourced solutions no longer fit your evolving needs, Archer’s Good, Better, Best partnership model can help you reclaim ownership of your operational processes with a scalable, strategic framework tailored to your team.

    Teams aren’t sure who owns what (and it’s slowing you down).

    Role clarity is critical to success. Good, Better, Best surfaces ownership gaps and overlaps so you can streamline your operations and empower your teams to move forward confidently.

    You have an institutional vision, but no shared plan to execute it.

    Ambition is great — but it needs direction. Good, Better, Best turns a vision into action with clear phases, milestones, and accountability across stakeholders.

    You’ve made progress, but need a strategy to maintain it and scale it.

    Momentum is hard-won, and sustaining it takes intention. Good, Better, Best supports continuous improvement so you can build on your success without burning out your team.

    Why Good, Better, Best Matters in Enrollment Strategy

    For institutions looking to grow their online programs, knowing where to go next starts with understanding where they are now. 

    At Archer, we help colleges and universities assess their current state across the core functions that shape the online student experience — from marketing and enrollment to student support and information technology (IT). Our Readiness Assessment is the first step in building a road map rooted in the Good, Better, Best model.

    Rather than applying a rigid, one-size-fits-all playbook, we use Good, Better, Best to create a customized path forward for each institution, shaped by its unique capacity and goals. Each department involved in the assessment — whether it’s admissions, advising, IT, or marketing — gets to define what “Good,” “Better,” and “Best” look like for them. 

    This is what makes the framework so powerful. It’s not prescriptive; it’s practical and flexible, built around what institutions have today and where they want to grow tomorrow.

    By anchoring their enrollment strategy in this kind of honest, department-level reflection, institutions can align their efforts, set realistic goals, and build momentum toward long-term success.

    The Challenge of Transformation 

    In today’s competitive higher ed landscape — where enrollment patterns are shifting and online options are expanding — many institutional teams find themselves overwhelmed. They’re trying to do everything at once, often with stretched resources, siloed decision-making, and no clear sense of what should come first. 

    The result? Progress that feels more reactive than strategic.

    But what’s missing isn’t more effort. It’s more structure.

    We’ve seen that the most successful institutions don’t attempt to leap straight to “Best” on day one. Instead, they take the time to map out a clear, achievable path forward. That’s where the Good, Better, Best model makes a difference. It gives teams a way to define their current state, envision their future goals, and understand the phased steps required to get there.

    This kind of structured transformation allows institutions to move with purpose — prioritizing what matters most, aligning cross-functional teams, and building momentum one phase at a time.

    Is Your Institution Ready for Good, Better, Best

    At its core, the Good, Better, Best model isn’t about doing everything at once — it’s about doing the right things, at the right time, with the right people. It’s a strategic framework that meets institutions where they are and guides them forward with clarity and intention.

    At Archer, we don’t just help you design your road map — we walk it with you. As your partner in strategy, delivery, and implementation, we’re here to support you as you achieve sustainable, long-term growth that’s aligned with your mission and built for your team’s unique capacity. With Good, Better, Best, progress isn’t just possible. It’s practical. 

    Contact us today to learn more. 

    Subscribe to the Higher Ed Marketing Journal:

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  • What is a ‘governing document’ in the University of Sussex?

    What is a ‘governing document’ in the University of Sussex?

    by GR Evans

    The  Office for Students has found that the Trans and Non-Binary Equality Policy Statement  of the University of Sussex involves breach of two of the relevant OfS Regulatory Requirements in late March 2025, and imposed an unprecedentedly substantial fine. The first of those criticised (OfS Condition E1) concerns the duty to protect freedom of speech and academic freedom:

    The provider’s governing documents must uphold the public interest governance principles that are applicable to the provider.

    A further OfS Condition (E2) requires that ‘the provider must have in place adequate and effective management and governance arrangements’ so as  to ‘operate in accordance with its governing documents’.

    On 9 April 2025 the Vice-Chancellor of the University of Sussex published a fierce criticism of the unprecedented decision of Office for Students that it had failed to comply with one of its own ‘policies’. The Vice-Chancellor considered that the policy in question was:

    a really small statement, of which we have many dozens, if not hundreds, of similar policies and statements. Whereas the governing documents of the university  are its charter and statutes and regulations.

    There was press coverage about the ensuing uncertainty. UniversitiesUK, as the ‘collective voice’ of universities promised to write to the OfS to ask for clarity as its decision appears to find that it is a ‘failure to uphold freedom of speech and academic freedom’ if a university has ‘policies’ to prevent ‘abusive, bullying and harassing’ material or speech.

    The University has notified the OfS of its intention to apply for judicial review.  Among the grounds Sussex relies on is that the Office for Students did not have powers to treat ‘documents that are not a provider’s “governing documents”’ as creating the public interest governance condition necessary to permit the OfS to seek judicial review. The OfS defines ‘governing documents’ somewhat inadequately as ‘set out in’ its ‘Regulatory Framework’, where  ‘the provider’s governing documents must uphold the public interest governance principles that are applicable to the provider. In this case it held:

    that the University of Sussex breached ongoing condition of registration E2 because it failed to have adequate and effective management and governance arrangements in place to ensure that it operates in accordance with its governing documents.

    The definition of ‘governing documents’ is therefore of the first importance if a precedent is to be set by this OfS decision. The Higher Education and Research Act (2017) s.3(8)(a) protects the autonomy of higher education providers, defining it as ‘the freedom of English higher education providers within the law to conduct their day to day management in an effective and competent way’. Sussex was created among the batch of new universities of the 1960s.

    The Act created a new Regulator, the Office for Students, stating that the Regulator ‘must have regard to’ the ‘need to protect the institutional autonomy of English higher education providers’. This requires a fine balance if the OfS is to avoid intrusion upon a provider’s autonomy.

    The institutional autonomy of higher education providers gives them control of the drafting of their internal legislation. External authorities may insist on particular points in certain cases. For example medical qualifications set by a provider cannot constitute a qualification to be a doctor unless they are recognised by the General Medical Council.  But the right to create its own rules (within the law) largely lies with the provider, who may design them  and order them in its own preferred hierarchy.  The Office for Students may not interfere.

    Nevertheless the creation of ‘governing documents’ must carry certain implications about the source of the internal or external authority to create, review or amend them.  It is suggested that ‘Sussex contends that these are matters for our old friend the Visitor, a traditional legal role in UK university governance, who in Sussex’s case is the actual King’, and:

    cites longstanding legal authority confirming that the Visitor has exclusive jurisdiction over internal governance questions, including interpretation and application of the university’s own rules, and says that unless Parliament clearly removes or overrides that jurisdiction, external bodies like OfS can’t interfere.

    Where the Monarch is not the Visitor it is normally a Bishop.

    However a Visitor is not essential to the law-making of a higher education provider. ‘Alternative providers’ may not have Visitors. As eleemosynary bodies their Colleges normally have Visitors of their own but neither Oxford nor Cambridge has a Visitor. Under the Oxford and Cambridge Universities Act of 2023, both Universities create their own Statutes. In Oxford’s case those which are King-in-Council Statutes require the consent of the Privy Council on behalf of the King. In Cambridge all its Statutes require that consent to their creation or modification. Their subordinate legislation, most Regulations in Oxford (some of Oxford’s Regulations may be created by its Council) and Special Ordinances and Ordinances in Cambridge, simply require the consent of their governing bodies, Oxford’s Congregation of over 5000 and Cambridge’s Regent House of over 7000 members.

    The rules at the top of a provider’s hierarchies may constitute governing documents but it is far from clear how far down that status applies. For purposes of management ‘procedural or process documents’ explain the required ways of doing things and the processes which must be followed’. Among these are Codes of Practice and ‘Guidance documents’. This seems to be where the Trans and Non-Binary Equality Policy Statement fits, as approved by the Executive Group in 2018, 2022, 2023 and 2024 and placed under the heading of Equality, Diversity and Inclusion(revised in 2022, 2023 and 2024).  Is it a governing document in this lowly position?

    Also found relevant by the Office for Students in the Sussex case was the exercise of powers of delegation. It identified ‘a pattern of decisions taken at the university to adopt and/or revise policies without proper delegated authority’, both that its:

    Prevent Steering Group approved and adopted the 2021 version of the University’s Freedom of Speech Code of Practice despite not having delegated authority to do so

    and also that ‘the 2023 version of the External Speakers Procedure was approved by the University Executive Group, despite that group not having delegated authority to do so’.

    Like similar universities Sussex has an Executive Team composed of a Vice-Chancellor, Pro-Vice-Chancellors, their deputies, Deans of Schools and Faculties, with senior academic-related staff headed by a University Secretary, a Financial Officer and various Directors. These are not directly responsible for framing its legislation but may have authority to apply it, though not necessarily powers to delegate its application.

    The Office for Students could turn to the University’s rules about delegation in framing its criticism. Sussex has given thought to that. Sussex’s Council approved a Scheme of Delegation in March 2018. ‘Responsibility’ may be delegated by the Council except for the appointment of the Vice-Chancellor and President; ‘the variation, amendment or revocation of the Charter or Statutes’; and responsibility for approving the University’s annual audited accounts or the appointment of Auditors. The Scheme of Delegation clarifies where roles and responsibilities are allocated between Council and its Committees, among Committees, and between Council and Senate. The ‘Executive’ and a University Executive Group are described as exercising ‘leadership’ and there is also a University Leadership Team, though ‘leadership’ is undefined.

    Sussex has also given thought to overall responsibilities for supervision of the exercise of its internal rules. It has chosen to describe them collectively as ‘policies’. It is recognised to be ‘important that a clear and consistent approach is taken to drafting and updating policies across the institution’ details the requirements for the creation, approval, review, and updating of policies.  However it clarifies the difference between policies and other associated documents, sets out responsibilities relating to policies, and details the requirements for the creation, approval, review, and updating of policies. An overarching Policy on Policies has been agreed by the ‘University Executive Team and Council’. This consists in a Policy on the Creation and Management of University Policies (‘Policy Framework’).

    The aim of the University’s Policy Framework is to make clear what a policy is and what policies should be used for, to differentiate between policies and other types of documents (e.g. procedural documents, codes of practice, etc), and to outline the process that should be followed when drafting, reviewing, and updating policies. An outline of where responsibilities lie in relation to policies is also included.

    This suggests that if pressed Sussex might take all these to constitute its ‘governing documents’, while recognising distinctions among them.

    Nevertheless Sussex distinguishes governance and management. ‘A policy is a high-level statement of principles, requirements or behaviours that apply broadly across the University’ and ‘reflects institutional values’, thus supporting ‘the delivery of the University’s strategy’.  It  reflects ‘legal and regulatory obligations, sector standards, or high-level operational requirements’. These create obligations.

    Among them Sussex lists ‘Regulations’, which  must be made ‘pursuant to the Charter’. These contain detailed rules governing a wide variety of actions of, or on behalf of, the University falling under governance but extending into management: staffing procedures, student disciplinary and appeals procedures, the Students’ Union, the composition of Council and Senate, titles of degrees and Schools, roles of Heads of Schools, lists of collaborative institutions, academic titles and dress, the various degree courses awarded by the University, and general University regulations (library, ICT, administrative). These Regulations are updated annually and approved by Council and/or Senate. Next come written ‘Resolutions’ which Council members may choose to approve or not, ‘in accordance with procedures set out in the Regulations’, though amendments to the Charter and the Statutes and certain Regulations require ‘a three-fourths majority’.

    For purposes of management ‘procedural or process documents’ going beyond these categories explain the required ways of doing things at Sussex and ‘the processes which must be followed’. Among these are Codes of Practice and ‘Guidance documents’. This seems to be where the Trans and Non-Binary Equality Policy Statement fits, as approved by the Executive Group in 2018, revised in 2022, 2023 and 2024. placed under the heading of Equality, Diversity and Inclusion.  Are they still among ‘governing documents’ with a constitutional role in the University’s  governance? An application for a judicial review will take a considerable time to produce a recommendation even if it supports Sussex’s argument

    SRHE member GR Evans is Emeritus Professor of Medieval Theology and Intellectual History in the University of Cambridge.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Davidson College – Edu Alliance Journal

    Davidson College – Edu Alliance Journal

    April 21, 2025, by Dean Hoke:  With this profile of Davidson College, I complete the tenth and final entry in my series exploring small colleges across the United States. This journey has deepened my appreciation for the distinct contributions and lasting impact of these diverse institutions. Collectively, these colleges have further strengthened my belief in the diversity, resilience, and enduring importance of American higher education — and reaffirmed the vital role that small colleges continue to play in communities across the country.

    Background

    Founded in 1837 by Presbyterian leaders, Davidson College is a private liberal arts college located in Davidson, North Carolina, just north of Charlotte. Named after Revolutionary War hero General William Lee Davidson, the college embraces a strong tradition of academic excellence and service. Although it maintains historical ties to the Presbyterian Church (USA), Davidson welcomes students of all faiths and backgrounds. A hallmark of Davidson’s culture is its student-run Honor Code, fostering a climate of trust and integrity. With about 2,000 undergraduates, Davidson remains committed to developing “humane instincts and disciplined, creative minds” through a personalized liberal arts education steeped in tradition, yet responsive to the challenges of a changing world.

    Curricula

    Davidson College offers a broad and rigorous liberal arts education, exclusively focused on undergraduate learning. Students choose from 37 majors and 39 minors, ranging from traditional fields like English, History, and Biology to interdisciplinary studies like Data Science and Environmental Studies. Through the Center for Interdisciplinary Studies, students can even create personalized majors. All students must complete a comprehensive general education program, emphasizing writing, critical thinking, and exposure to diverse disciplines.

     Davidson has an 8:1 student-faculty ratio, which promotes mentorship and in-depth discussion. Faculty, all holding terminal degrees, foster an environment that encourages original research and creative work. Davidson emphasizes experiential learning, with over 70% of students studying abroad and many engaging in faculty-mentored research or community-based projects.  Signature programs include the Center for Civic Engagement and Humanities Seminars. The college’s academic culture, shaped by its Honor Code, blends classic liberal arts education with forward-looking innovation, producing graduates who are both intellectually agile and socially responsible.

    Strengths

    • Academic Achievements: Davidson students and alumni excel in prestigious awards. The college has produced 23 Rhodes Scholars (one of the highest totals per capita for an undergraduate institution) and is a top producer of Fulbright Scholars​. Students are also competitive for Goldwater, Watson, and Marshall scholarships, reflecting the quality of preparation.
    • Employment and graduate school placement rates: In the class of 2024, 92% were employed or enrolled in postgraduate education 6 months after graduation. This has been consistent for a number of years.
    • Selective Admissions: Admission to Davidson is highly competitive (“most selective” according to Princeton Review and U.S. News). For the Class of 2027 entering fall 2023, Davidson’s acceptance rate was ~14.5% (1,068 accepted out of 7,363 applicants) ​and has a yield rate of nearly 50%​. Davidson practices need-blind admissions for U.S. students and meets 100% of demonstrated financial need.
    • Notable Faculty and Resources: Davidson’s faculty are dedicated teachers and active scholars. Small class sizes and an emphasis on undergraduate research allow students to work closely with faculty on original research or creative works. The college has modern facilities for science and art. Davidson’s NCAA Division I athletics (unusual for a school of its size) also provides school spirit and national visibility, particularly the men’s basketball program.
    • Financial Strength and Aid: Davidson’s financial position is robust, with an endowment of approximately $1.3 billion as of 2023​. This substantial endowment (which has more than doubled in the past decade) underwrites the college’s Davidson Trust, a landmark financial aid program.

    Weaknesses

    • High Cost and Financial Accessibility:
      The high sticker price of attending Davidson—now over $80,000 annually and rising—remains a barrier for many middle-income families. Students without demonstrated financial need receive little or no merit aid, limiting socioeconomic diversity compared to peer institutions with larger endowments.
    • Student Diversity Challenges:
      Davidson College has made significant efforts to diversify its student body, but challenges remain. Black and Hispanic/Latino enrollment continues to lag behind national averages for selective liberal arts colleges. Although Davidson has invested in scholarships, outreach programs, and DEI initiatives, progress has been gradual. Some students and alumni express concern that the pace of change has not fully kept up with the college’s aspirations for a more inclusive campus community.
    • Faculty Retention Challenges Among Early-Career and Diverse Faculty:
      While Davidson College enjoys strong overall faculty stability, recent strategic plan updates and DEI committee reports acknowledge challenges in retaining early-career and underrepresented faculty members. Factors such as limited research resources, heavier service burdens for faculty of color, and opportunities at larger institutions have contributed to higher attrition rates within these groups.

    Economic Impact

    According to the Davidson College Economic Impact Report 2023, produced by Appleseed Inc. (an economic consulting firm specializing in higher education and nonprofit sectors), Davidson College generates nearly $500 million annually for the North Carolina economy, including $430 million for the Charlotte metro region. The college supports approximately 2,300 jobs statewide and contributes around $22 million in annual state tax revenue. Student and visitor spending adds another $18 million annually to local businesses. Beyond economics, Davidson students contribute over 73,000 hours of community service each year, benefiting local schools, nonprofits, and civic organizations. The town-gown relationship is exemplary, with Davidson serving as a cultural, social, and educational hub for the region. Davidson’s strategic proximity to Charlotte opens further opportunities for collaboration, internships, and regional engagement, ensuring that its impact extends well beyond its picturesque campus.

    Enrollment Trends

    According to the Davidson College FactFile, enrollment has remained steady with a gender balance and a national/international student body.

    The college student body represents all states and 57 nations. The domestic student of color population is 28%, and  53% of the students are women.

    Degrees Awarded by Major

    In the 2023–24 academic year, Davidson College conferred degrees to 504 graduates, of whom 108 had double majors.

    Alumni

    Davidson College’s alumni impact spans politics, literature, sports, and public service:

    • Dean Rusk (1931): U.S. Secretary of State under Presidents Kennedy and Johnson; Davidson’s international studies program honors his legacy.
    • Tony Snow (1977): Former White House Press Secretary and noted journalist; exemplified public communication skills rooted in his Davidson education.
    • Patricia Cornwell (1979:) Best-Selling crime novelist whose forensic thrillers have sold over 100 million copies worldwide.
    • Elizabeth Kiss (1983): Global educational leader and Warden of Rhodes House at Oxford University; a trailblazer in ethics and leadership education.
    • Anthony Foxx (1993): U.S. Secretary of Transportation and former Mayor of Charlotte; actively supports Davidson’s civic engagement initiatives.
    • Stephen Curry (2010, completed 2022): NBA MVP and four-time champion; his legendary NCAA tournament run put Davidson basketball on the national map, and he returned to complete his sociology degree.

    Endowment and Financial Standing

    Davidson’s endowment has grown significantly, reaching approximately $1.375 billion in 2023. This growth supports its generous need-blind, no-loan financial aid policies and academic initiatives.

    The college’s financial management has earned high marks. The 2023 Forbes Financial Grades give Davison a 3.9 GPA and an A letter grade.

    Return on Investment (ROI)

    According to Georgetown University’s Center on Education and the Workforce, Davidson’s 40-year ROI for bachelor’s degrees is $2,689,000—well above the national average of $1,744,000 for private institutions. This places Davidson in the top 75 private college institutions.

    Why is Davidson Important?

    • Davidson College embodies the best traditions of academic rigor, ethical leadership, and service.
    Founded in 1837, Davidson forged a powerful model of liberal arts education rooted in critical thinking, moral inquiry, and civic responsibility. The college’s honor code—one of the earliest in the South—still defines campus culture today, emphasizing personal integrity and a community of trust.

    • Davidson’s regional and national influence extends far beyond its campus.
    The college plays a growing role in the economic and civic life of the Charlotte metro area, leveraging partnerships that connect students to real-world opportunities in business, public service, and innovation. Nationally, Davidson alumni have made transformative contributions in government, global affairs, literature, education, and athletics, demonstrating that small colleges can have broad and lasting societal impact.

    • Davidson remains a vital force for leadership, diversity, and opportunity.
    Initiatives like the Davidson Trust, which eliminates student loans from financial aid packages, alongside robust global learning and community engagement programs, show Davidson’s commitment to access and excellence. The college continuously prepares students not only for professional success but for principled leadership in a rapidly changing world.

    Summary

    Davidson College remains one of America’s premier liberal arts institutions, blending historic tradition with forward-looking innovation. The college exemplifies the transformative power of the liberal arts, producing leaders of conscience and influence. It has long combined academic excellence with ethical leadership and a global perspective, demonstrating that a small college can have a profound national and international impact. Davidson’s commitment to trust, service, and innovation ensures that it continues to shape lives and society for the better.


    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, is a co-host for the podcast series Small College America. 

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  • Funding for online education library ERIC is slated to end this week

    Funding for online education library ERIC is slated to end this week

    When you’re looking for research on four-day school weeks or how to teach fractions, or trying to locate an historical document, such as the landmark Coleman Report of 1966, you might begin with Google. But the reason that high-quality research results pop up from your Google search is because something called ERIC exists behind the scenes. 

    ERIC stands for Education Resources Information Center and it is a curated online public library of 2.1 million educational documents that is funded and managed by the U.S. Education Department. The collection dates back to the 1960s and used to be circulated to libraries through microfiche. Today it’s an open access website where anyone can search, read online or download material. Neither a library card nor login credentials are needed. It is used by an estimated 14 million people a year. (I am one of them.) If you’re familiar with MedLine or PubMed for health care studies, this is the equivalent for the field of education. 

    This critical online library catalog is supposed to continue operating under a five-year contract that runs through 2028. Initially, ERIC was spared from the department’s mass contract cancellations in February. But according to Erin Pollard Young, the sole Education Department employee who managed ERIC until her job was eliminated in March, the Department of Government Efficiency or DOGE has since refused to approve disbursement of money that has already been authorized by Congress for the upcoming year. 

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    ERIC is scheduled to run out of money on April 23.  After that date, no new documents can be added.  “The contract, from my understanding, would die,” Pollard Young said in an interview. 

    “After 60 years of gathering hard to find education literature and sharing it broadly, the website could stop being updated,” Pollard Young posted on LinkedIn. “Yes, the data are backed up in so many places, and the website will likely remain up for a while. But without constant curation and updating, so much information will be lost.”

    Parents, teachers, researchers and education policymakers are all affected. “Defunding ERIC would limit public access to critical education research, hindering evidence-based practices and informed policy decisions vital for the advancement of American education,” emailed Gladys Cruz, a superintendent of a school district called Questar III BOCES outside of Albany, New York, and a past president of the AASA, The School Superintendents Association. 

    Proposal to halve the cost

    Pollard Young said that before she left the Education Department, she was frantically working to comply with a DOGE demand to slash ERIC’s annual budget by half, from $5.5 million to $2.25 million. The cuts were painful. She would have to cut 45 percent of the journals added to the database each year. The public help desk would be eliminated. And Pollard Young had agreed to personally take on the extra task of directly communicating with 1,500 publishers, something that had been handled by AEM Education Services, a vendor that collects, analyzes and manages data for the government. 

    These proposed cuts did not satisfy DOGE. Pollard Young said she received an email reply in all caps, “THIS IS NOT APPROVED,” with a request for more information. Pollard Young submitted the additional information but never received a response. She lost access to her work email about a week later on March 11, the day that Pollard Young and more than 1,300 other Education Department employees lost their jobs in a mass firing

    Related: Chaos and confusion as the statistics arm of the Education Department is reduced to a skeletal staff of 3

    Pollard Young was the only Education Department employee who was involved with ERIC on a daily basis. She oversaw a team of 30 contractors at AEM Education Services, which did most of the work. Adding documents to the digital library involves many steps, from determining their importance to cataloging and indexing them. It is the metadata, or descriptive tags, that AEM inserts behind the scenes that allows documents on ERIC to be discoverable and rise to the top on Google searches. But the public can also search directly on the ERIC website. 

    “Fun fact,” Paige Kowalski, executive vice president of the Data Quality Campaign, an organization that advocates for data-driven decision making in schools, posted on LinkedIn. “Over the 20 years that DQC has been around we’ve had some poorly designed websites with atrocious search functions. I often couldn’t find resources I wrote! But could always find them on ERIC. Huge resource.”

    The bulk of the collection consists of academic journal articles. Many are full text PDFs that would otherwise be inaccessible behind paywalls. ERIC also contains books, federal, state and local government reports and doctoral dissertations. 

    Gray literature

    One of its gems is the large amount of “gray literature,” which Pollard Young described as unpublished studies from private research organizations and school district reports that are not cataloged in EBSCO, a private database of academic documents. That’s another reason that Google and AI cannot simply replace this curated ERIC collection. “In education so much research is produced outside of journals,” said Pollard Young. “Big, important RCTs [randomized controlled trials] are in white papers,” or special reports. 

    In response to specific questions about the future of ERIC, the Education Department responded more broadly about the need to restructure the Institute of Education Sciences (IES), where ERIC is managed. “Despite spending hundreds of millions in taxpayer funds annually, IES has failed to effectively fulfill its mandate to identify best practices and new approaches that improve educational outcomes and close achievement gaps for students,” said Madi Biedermann, deputy assistant secretary for communications, in an emailed statement. “The Department is actively evaluating how to restructure IES with input from existing leadership and expert stakeholders so that the Institute provides states with more useful data to improve student outcomes while maintaining rigorous scientific integrity and cost effectiveness.”

    It is still possible that DOGE will approve the reduced budget proposal this week before the money runs out. But there will be no one at the Education Department to oversee it or communicate with publishers. “Best case scenario, ERIC operates at half of its budget,” Pollard Young posted on LinkedIn. 

    Related: DOGE’s death blow to education studies

    Like other Education Department employees who were fired in March, Pollard Young is on administrative leave until June. But she said she is willing to risk potential retaliation from the administration and speak on the record about the threat to ERIC, which she had managed for more than a dozen years.

    “I am aware of what some of the consequences are,” said Pollard Young. “But to me, it is important for the field to know that I am doing everything in my power to save ERIC and also for the country to understand what is happening. As I’m talking to people across the country, it is clear that they don’t fully understand what is happening in D.C. Hopefully we can put some pressure on it so we can keep the funding or bring it back.”

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or barshay@hechingerreport.org.

    This story about ERIC was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • College Athletes Can Now Make Millions Off Sponsorship Deals – The 74

    College Athletes Can Now Make Millions Off Sponsorship Deals – The 74


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    $390,000 to Jaylon Tyson, a former basketball guard at UC Berkeley, from a group of private donors.

    $3,000 to Jordan Chiles, a UCLA gymnast and Olympic gold-medal winner, from Grammarly, an AI writing company. 

    $390 to Mekhi Mays, a former Cal State Long Beach sprinter, from a local barbecue joint. 

    These payments — derived from data that public universities provided to CalMatters — were part of “name, image and likeness deals” requiring students to create favorable posts on social media. 

    Such sponsorship deals were unheard of just four years ago. In 2021, California enacted a law allowing athletes to make these kinds of brand deals. It was the first state to pass such a law, prompting similar changes across the country. 

    This is the first-ever look at what many California athletes have actually made. University records show that money is flowing, but how much college athletes earn depends largely on the popularity of the sport, the gender and star power of its players and the fanbase of the university. While UCLA gymnasts earned over $2 million in the last three school years, university records show that players on the UCLA women’s water polo team earned just $152 during the same time frame, despite winning the national championship last year. 

    For companies, these name, image and likeness deals are akin to paying any other celebrity or professional athlete to promote a product. University alumni and sports fans can’t give money directly to a student athlete — at least not yet — but they are allowed to make name, image and likeness deals. Many universities have private donor groups, known as collectives or booster clubs, that offer athletes money, sometimes more than $400,000 in a single transaction, in exchange for an autograph or participation in a brief charity event. Often, those deals are a pretext to send money to top-tier players and discourage them from seeking better deals at other colleges.

    CalMatters reached out to every public and private university in the state with Division 1 teams, where the potential for profit is typically highest, and requested data that shows how much money each of its student athletes have made since 2021. State law requires all student athletes to report to their school any compensation they receive from their name, image and likeness, and public universities are required to disclose certain kinds of data upon request. Private universities, such as Stanford University and the University of Southern California, are not required to disclose any data about their students’ earnings. 

    All of the public Division 1 universities responded to CalMatters’ inquiry, though they did not all provide the same degree of transparency. San Jose State and Cal State Northridge said they had no records of any deals.

    There’s no consequence for students who fail to report what are known as NIL deals, so the data from public institutions may be incomplete. Still, certain trends emerge: 

    • College athletes at the state’s public universities received millions of dollars from collectives or booster clubs. At four University of California schools, around 70% or more of all compensation came from these collectives, according to university records. That’s just below national trends, according to a report by Opendorse, a tech company that tracks students’ deals. 
    • Male basketball players earned the most. While football is more popular and lucrative, nationally, many public Division 1 schools in California lack a football team. The football data may also be incomplete. For instance, all football players at UC Berkeley reported making a total of just over $113,000 since 2021 — less than what all San Diego State players made — even though Berkeley is in a more prominent conference. 
    • For high-profile football or basketball players in particular, it’s becoming more common for students to transfer multiple times, often in search of better name, image and likeness deals. Some California institutions, such as UC Davis and Cal Poly San Luis Obispo, have seen top athletes transfer colleges or threaten to transfer in order to attain better compensation elsewhere.
    • Except for a few star players, such as Chiles, most female college athletes made very little, according to the data provided to CalMatters. 
    • Collectively, athletes at UCLA and UC Berkeley earned more than double what those attending other UC and California State University campuses made. Some donors, such as those supporting Sacramento State and UC San Diego, have rapidly raised money to compete, while at other schools, athletic directors say they’ll never be able to guarantee such high-dollar deals. 

    Schools often removed any information that could identify an individual student. While UCLA generally did not provide the individual names of its athletes, the school was more transparent than most and shared the date of each transaction, the name of the brand or company, the amount of money it gave, and the sport. In February, a UCLA gymnast reported receiving $250,000 from the beverage company Bubbl’r. Since then, Chiles has promoted that brand, repeatedly. In May, a UCLA gymnast reported receiving $210,000 from the cosmetic brand Milani for “social media” — just a few months before Chiles posted a video on Instagram, promoting its makeup. One or more members of the UCLA gymnastics team have also reported deals with the food company Danone for $300,000 and with the health care company Sanofi for $285,000. 

    Fresno State shared less information. In the 2021-22 academic year, the Fresno State women’s basketball team raked in over $1.1 million from multiple name, image and likeness deals, but the university did not disclose which players were involved or how many were paid. After influencers and former basketball players Haley and Hanna Cavinder transferred to the University of Miami in April 2022, the number and dollar amount of deals for the Fresno team diminished. In the 2023-24 academic year, the team made just over $1,000 from 10 different deals.

    Money from boosters or collectives is the hardest to trace. In May, for example, a group of UCLA donors gave an undisclosed football player $450,000 for “social media.” 

    While private universities are not required to disclose students’ earnings, market estimates from On3, a media and technology company focused on college sports, say the highest-earning Stanford University athlete, basketball player Maxime Raynaud, could collect $1.5 million in the next 12 months. The top USC athlete, football player Jayden Maiava, could make $603,000 in the next year, according to the same estimates. These numbers are based on an algorithm that uses aggregate deals from college athletes across the country. Nationwide, the Opendorse report estimates that college athletes will earn $1.65 billion in the 2024-25 academic year. 

    Soon, college athletes may make even more. A high-profile class-action lawsuit will likely allow schools to pay athletes directly, while still classifying them as students, not employees. If the proposed settlement agreement goes into effect, students could see payouts as early as this fall. 

    If a school pays a student directly, the money should be divided roughly proportional to the number of male and female athletes, the Biden administration said in a U.S. Department of Education fact sheet issued in January. The page no longer exists

    In the last few months, attorneys have rescinded federal labor petitions asking that USC and Dartmouth College student athletes be reclassified as employees, but new cases are likely on the horizon, said Mit Winter, an attorney who specializes in name, image and likeness law: “I do think at some point — two years, five years, whatever it is — at least some college athletes will be employees.”

    A Times Square billboard reads: NIL has begun

    For decades, college sports have been a big business, though most of the money flowed to universities, not students. Nationally, Division 1 universities reported $17.5 billion in athletic revenue in 2022, according to the National Collegiate Athletic Association (NCAA). That’s more than the gross domestic product of 83 countries. For schools with top-performing football programs, such as UCLA and Berkeley, broadcast deals and other kinds of marketing represent over a third of total revenue. 

    Before California’s law went into effect, college athletes weren’t allowed to profit off their sport, though they frequently received scholarships equal to the cost of college tuition. On July 1, 2021 the new law took effect, and Haley and Hanna Cavinder were the first to benefit, signing deals with Boost Mobile, a cell phone company, and Sixstar, a nutrition company, just after the stroke of midnight. A Times Square billboard proclaimed they were the first such deals in the country. 

    Over the past four years, other California college athletes have signed advertising deals with clothing brands such as Crocs, Heelys and Aeropostale and food brands such as Liquid I.V. and Jack in the Box. FTX, the now-bankrupt cryptocurrency exchange, signed contracts with at least six players on the UCLA women’s basketball team in 2021. In 2022, the Biden campaign gave a UCLA gymnast $7,000, but public records did not disclose the purpose of the transaction. No other politicians appeared in any university’s data.

    Last year, Visit Fresno County, a nonprofit that promotes tourism, paid former Fresno State football players Dean Clark and Kosi Agina just under $10,000 to post Instagram videos about a local farmer’s market and a minor league baseball team, according to President and CEO Lisa Oliveira. She said the posts were so successful that she asked Agina to make another video, promoting a hiking trail in the Sierra National Forest

    But much of the money for students’ name, image and likeness doesn’t come from brands at all — it’s from private donors. Philanthropist and entertainment lawyer Mark Kalmansohn has given nearly $150,000 in 12 different transactions to athletes on UCLA’s volleyball, softball and women’s basketball teams since 2022, according to the data, which runs through May of last year. In an interview with CalMatters, Kalmansohn said he’s given more than $175,000 since May. “Women’s sports were almost always treated in a second-hand nature and given inferior resources,” he said, adding that his philanthropy is about “women’s rights.”

    In exchange for money, he asks each recipient to issue a free license of their name, image and likeness to a nonprofit organization that’s relevant to the athlete’s sport. But he said that’s not the norm. “In men’s football and men’s basketball, it’s pretty obvious that money is not for an ‘appearance’.” Instead, he explained that it’s a way to support the player and keep the team competitive. 

    Most donors give money to specific athletes through a collective, where the donors’ identities are largely hidden. At UCLA, public data through the 2023-24 academic year shows that a collective known as the Men of Westwood channeled nearly $2 million in private donations to the football, basketball and baseball teams. At Berkeley, collectives gave over $1.3 million to athletes since the 2022-23 academic year — the vast majority of which went to the men’s basketball team. 

    Supporting ‘elite talent’ at UC and Cal State

    For years, NCAA rules made it difficult for college athletes to transfer schools, but in 2021, right around the time that California started to allow name, image and likeness deals, the NCAA eased those rules. The number of students who transfer suddenly jumped in 2021 and has ticked up each year since, according to NCAA data. In practice, the new rules means that a well-endowed collective can lure athletes who want to make more money. 

    This year, over 11% of all Division 1 football players have tried to transfer colleges, an increase from the previous year, said Matt Kraemer, whose organization, The Portal Report, uses social media posts and tips from insiders to gauge college athletes’ transfer activity. Quarterbacks are even more likely to try to transfer, Kraemer said.

    For institutions like UC Davis, the threat of losing a top athlete can be costly. Late in the 2023-24 academic year, donors from other universities promised top athletes lucrative deals if they agreed to transfer, so UC Davis formed a collective, Aggie Edge, to make counter-offers, said Athletic Director Rocko DeLuca. “It’s a means to retain elite talent here at Davis.”

    DeLuca said the collective gave men’s basketball guard TY Johnson $50,000 and UC Davis running back Lan Larison $25,000. Those transactions were for “social media, appearances, autographs,” according to the university’s data. 

    So far, all other UC Davis athletes — more than 700 students over 25 sports — have reported just under $19,000 in deals since 2021. A few other athletes received products, such as a free cryotherapy session or a commission based on sales.

    In December, former UC Berkeley quarterback Fernando Mendoza transferred to Indiana University, where he later signed a name, image and likeness deal with a collective for an undisclosed amount. UC Berkeley then recruited former Ohio State quarterback Devin Brown the day after he won a national championship. It’s not clear if the Berkeley collective offered Brown a deal, since the university’s data doesn’t name Brown. 

    Justin DiTolla, Berkeley’s associate athletic director, said the university is “not affiliated with the collective” and that the university provides “equal support to all student athletes.” “We recognize that there is a difference in NIL support,” he said, “But it isn’t under our scope or umbrella.” The Berkeley collective, California Legends, declined to comment.

    At Cal Poly San Luis Obispo, some football players sought more money through a name, image and likeness deal by transferring to another school, but they didn’t all succeed, said Don Oberhelman, the university’s athletic director. “That’s the dirty little secret of all of this: the number of kids who blow an opportunity.”

    This fall, nine football players at Cal Poly San Luis Obispo announced their intention to transfer, he said. Six of them found a new university, he said, including University of Texas El Paso, San Diego State, Stanford, and Washington State — but three of them never received an offer from another school. 

    Oberhelman said that his football coach begins recruiting a replacement the moment a player announces his intention to transfer. If that student doesn’t end up transferring, he may lose his spot on the football team and the entirety of his athletic scholarship, which can be up to $30,000 a year. 

    “There’s raw emotion involved in these kinds of decisions,” he said. “I don’t think that’s how we would operate, but I can see a lot of people say, ‘You broke up with us.’” 

    Oberhelman said he doesn’t know what happened to the three players from the football team who failed to transfer. “For me, it would boil down to: Did we promise that money to someone else? Did we find another transfer or a high school person to replace you? If we did, that would put your future financial aid with us in jeopardy.”

    Small-town name, image and likeness deals 

    Outside of top football and men’s basketball programs, many of California’s college athletes vie for smaller name, image and likeness deals, often with local businesses, lesser-known clothing or athletic brands, or anything else they can find.

    Former Berkeley softball player Randi Roelling got $50 from one woman to give a pitching lesson to her daughter. In July 2023, chiropractor Lance Casazza started giving out free sessions to at least one Sacramento State football player in exchange for social media posts.

    Annika Shah, a basketball player at Cal Poly San Luis Obispo, got her first deal through a local restaurant, Jewel of India, which occasionally has a pop-up tent outside the college gym. “I just said, ‘Hey I can market you. Let’s think of a cool slogan to put out.’” Customers who ask to “swish with Shah” at the checkout counter get a discount on their meal, she said. Shah doesn’t get any money, she said, but she does get free food whenever she visits. 

    “It was just a cool relationship and connection that I made with this family and the owners of Jewel of India, where they just want to help me out and I want to help them.” 

    Walking around campus, friends jokingly refer to Shah as their own “Jewel of India” and she likes it. “It’s such a marketable slogan now, and it kind of identifies who I am.”

    Many Division 1 schools have their own websites where customers can buy gear with an athlete’s name on it, but last fall, no such platform existed at Cal Poly San Luis Obispo, said Shah, so she created her own. She partnered with a company, Cloud 9 Sports, and launched her own apparel brand. It’s brought in about $2,000 in sales so far, but after the university and Cloud 9 Sports take a cut, Shah said she’s left with about $800. 

    Shah said she was never told to report any of her monetary or in-kind contributions. After CalMatters asked, Oberhelman, the athletic director, said the school is now requiring it. “We haven’t done a great job following up because we’re just not going to have student athletes that are getting even five-figure deals,” he said. 

    Oberhelman said he only knew of eight deals, each for $2,000, all to the men’s football team from a group of private donors.

    Fresno State provided more data than Cal Poly San Luis Obispo, but it did not designate which deals came from its collective, known as Bulldog Bread. On its website the collective says it has raised more than $690,000 in corporate donations for Fresno State. At the top tier, that includes money from former Fresno State quarterbacks David and Derek Carr, property developer Lance Kashian, and construction company Tarlton and Son, Inc. The collective recently launched a vodka brand in partnership with a distillery, where a portion of all proceeds support students’ name, image and likeness deals.

    Athletes at UC Santa Barbara have reported $1,800 from their collective, Gold & Blue, but many other transactions reported by the school provide few details. According to the school’s data, an unnamed person or group made 15 deals with one or more members of the UC Santa Barbara men’s basketball team, totaling over $50,000 in “appearance fees” for an event last August associated with Heal the Ocean, a local environmental nonprofit. 

    The organization’s executive director, Hillary Hauser, said the nonprofit made no such contribution and had no events in August. University spokesperson Kiki Reyes said it’s “possible” that a collective made those payments, but she refused to respond to CalMatters’ questions regarding Hauser’s statement the event never occurred. 

    From August 2023 to August 2024, male basketball and baseball athletes at UC Santa Barbara reported roughly $500,000 in compensation for appearance fees related to various charities. Over the same time frame, all other athletes reported receiving free products, sales referrals, and cash payments totaling about $1,000.

    At UCLA, the CEO of the Men of Westwood collective, Ken Graiwer, is listed in university records as the “point of contact” for a $450,000 contribution, distributed over six transactions in the 2023-24 academic year, to the men’s basketball team for “public appearances.” For each of those transactions, the university’s data lists the Team First Foundation, a sports nonprofit, as the vendor. Neither UCLA nor the Team First Foundation responded to questions about who made the payment. 

    A few months before those transactions, the Men of Westwood posted a few photos on its Instagram account, showing UCLA men’s basketball players on the court with smiling children from the Team First Foundation programs. In the post, the Men of Westwood said it was “NIL outreach.” 

    California universities try to ‘stay competitive’

    Since becoming legal in 2021, the market for name, image and likeness compensation has exploded. Sports commentators, attorneys, and athletic directors say the landscape is a kind of “wild West” or “gold rush”: The money is pouring in, but the regulations are sparse or evolving.

    CalMatters has partial data from the 2024-25 academic year, but early indicators suggest that even more cash will soon flow to players. In September, a group of Sacramento State alumni, including some state lawmakers, said they raised over $35 million in one day for name, image and likeness deals. Cal State Bakersfield and UC San Diego recently formed their own collectives too.

    Last year, former Democratic Sen. Nancy Skinner of Berkeley — one of the co-authors of the watershed name, image and likeness law — proposed a new bill to gather more data about spending by collectives and its impact on women’s sports. Newsom vetoed the bill, saying “Further changes to this dynamic should be done nationally.” 

    Initially, the NCAA tried to prevent colleges from directly assisting athletes with deals, but the association has eased those regulations recently, blurring the lines between universities and the private collectives that support them. Many states have passed laws explicitly allowing universities to make deals directly with students. In October, Skinner and former Democratic Sen. Steven Bradford wrote a letter to California universities, encouraging them to do the same. 

    “I strongly urge California schools to make full use of (the watershed law) to stay competitive in college sports, especially now that other states are copying California and allowing their schools to make direct NIL deals with their student athletes,” said Skinner in a press release about the letter.

    This spring, California District Judge Claudia Wilken is expected to approve a settlement between athletes and the NCAA that would further expand the ways universities can pay their players. In the proposed settlement, a college could directly spend up to a combined $20.5 million per year on payments to all of its athletes. The spending limit would grow over time.

    Regardless of the settlement, athletic directors at many of California’s public institutions, such as Cal Poly San Luis Obispo and Cal State Bakersfield, said they don’t plan on giving any more money directly to students because their athletic programs lack the cash. “They’re already on full scholarship, so there aren’t any more existing dollars we can really offer that person,” said Oberhelman, with Cal Poly San Luis Obispo. Even if the university did have the money, he said he’s concerned about the legal implications of paying students directly. “Are they going to get a W-2 now? Are we paying workers comp? Nobody seems to have answered a lot of these questions.”

    DiTolla, at Berkeley, said the university will start paying its athletes once the settlement is finalized. UC San Diego joined Division 1 sports last year, and Athletic Director Earl Edwards said it is “seriously considering” paying its athletes too “if that’s what we need to do to be competitive.” UCLA refused to comment on the proposed settlement.

    USC Senior Associate Athletic Director Cody Worsham said the university will “invest the full permissible $20.5 million in 2025-26.” Stanford refused to answer any questions.

    While no Division 1 school in California has shared details about how it plans to pay its athletes, experts, such as attorney Mit Winter, say the proposed settlement is unlikely to change the current disparities in college sports, especially within the four most lucrative and dominant athletic conferences, known as the Power Four. Stanford, USC, UC Berkeley and UCLA are all in the Power Four. 

    For female rowers like Anaiya Singer, a freshman at UCLA, the disparities among men’s and women’s sports — and between football, basketball and everyone else — are no surprise. “Those big sports do bring in the most revenue, and they’re the most watched,” she said, while acknowledging that other athletes, such as fellow rowers, “deserve much more than we’re getting.” 

    Singer said she’s been working on building her social media brand and has nearly 3,000 followers on TikTok and just over 1,300 on Instagram. A few “very small companies” reached out to her through TikTok about promoting beauty products, but none of the brands felt like a good fit, she said. She has yet to agree to any deals or receive any funding from a collective.

    Neither have most of her peers. The UCLA women’s rowing team has reported less than $500 in name, image and likeness compensation since 2021.

    In the proposed settlement, each school will each be able to independently determine how to distribute their funds, but Winter said universities will likely follow their peers. “If you’re in UCLA, Berkeley….you’re in the Power Four and you’re going to have to stay competitive in recruiting,” he said. 

    “Most of the Power Four schools have all sort of landed on a similar way they’re going to pay that money out,” he added: 75% to the football team, 15% to the basketball team, around 5% to women’s basketball, and 5% to all other sports.

    This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.


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