Tag: Events

  • Duke Faces $108M Funding Freeze, Multiple Investigations

    Duke Faces $108M Funding Freeze, Multiple Investigations

    Duke University file photo

    The Departments of Education and Health and Human Services are investigating Duke University and the Duke Law Journal for allegedly violating Title VI of the Civil Rights Act of 1964, which bars discrimination based on race and national origin, the agencies announced Monday.

    The New York Times reported Tuesday night that the Trump administration froze $108 million in federal grants and contracts at Duke’s medical school and health system.

    On Monday, ED and HHS sent a letter detailing their concerns about potentially discriminatory practices at Duke Health and threatening the medical school’s federal funding.

    “These practices allegedly include illegal and wrongful racial preferences and discriminatory activity in recruitment, student admissions, scholarships and financial aid, mentoring and enrichment programs, hiring, promotion, and more,” the letter states, though officials didn’t offer specifics.

    The departments want Duke to “review all policies and practices at Duke Health for the illegal use of race preferences, take immediate action to reform all of those that unlawfully take account of race or ethnicity to bestow benefits or advantages, and provide clear and verifiable assurances to the government that Duke’s new policies will be implemented faithfully going forward—including by making all necessary organizational, leadership, and personnel changes to ensure the necessary reforms will be durable.”

    Additionally, the agencies want Duke to convene a “Merit and Civil Rights Committee” that can negotiate with the federal government on behalf of university leaders and “avoid invasive federal engagement,” according to the letter. This request appears to be a new ask for the Trump administration as officials work to expand their scrutiny of higher education, based on what’s publicly known about investigations at other colleges.

    “We hope this arrangement will enable the parties to move quickly toward a mutually agreeable resolution of outstanding concerns and complaints,” officials wrote in the letter. “If the alleged offending policies, practices, and programs are found to exist and remain unrectified after six months, or if at any time the Merit and Civil Rights Committee and federal government reach an impasse, the federal government will commence enforcement proceedings as appropriate.”

    Duke has 10 days to respond to the request to form the committee.

    Meanwhile, the Duke Law Journal investigation, led by the Education Department’s Office for Civil Rights, centers on allegations that the journal uses factors such as race or national origin to select editors. The department opened a similar investigation into the Harvard Law Review

    The Washington Free Beacon, a conservative news outlet, reported last month that the Duke Law Journal prepared a special application packet for affinity groups that noted applicants could get a three- to five-point bump if they have “meaningfully advanced the interests of communities with diverse perspectives and experiences either at school or in their community.” 

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  • UCLA Settles Lawsuit With Jewish Students for $6.45M

    UCLA Settles Lawsuit With Jewish Students for $6.45M

    The University of California, Los Angeles, agreed to pay $6.45 million to settle a lawsuit brought by Jewish students, the Los Angeles Times reported. The agreement, which would be in effect for 15 years, now awaits approval from the judge overseeing the case.

    The lawsuit, brought by three Jewish students and a medical school professor in June 2024, alleged UCLA enabled pro-Palestinian activists to cut off Jewish students’ access to parts of campus, violating their civil rights.

    Violence broke out in and around an encampment established at UCLA in spring 2024 when pro-Israel counterprotesters attacked it with fireworks and other projectiles. Hours of chaos ensued between protesters and counterprotesters before campus police intervened. UCLA’s former chancellor Gene D. Block, named in the lawsuit alongside other UCLA officials, was among the higher ed leaders called before Congress for campus antisemitism hearings.

    As part of the settlement agreement, each plaintiff will receive $50,000. Another $320,000 will go toward a campus initiative to combat antisemitism. About $2.3 million will be donated to eight different Jewish community and advocacy groups, including Hillel at UCLA, the Academic Engagement Network, the Anti-Defamation League, the Jewish Federation Los Angeles Campus Impact Network and the Film Collaborative Inc., to produce a film related to the Holocaust.

    UCLA also agreed that it is “prohibited from knowingly allowing or facilitating the exclusion of Jewish students, faculty, and/or staff from ordinarily available portions of UCLA’s programs, activities, and/or campus areas,” which includes “exclusion … based on religious beliefs concerning the Jewish state of Israel.”

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  • Federal Actions Loom Large at NACUBO Conference

    Federal Actions Loom Large at NACUBO Conference

    NATIONAL HARBOR, Md.—Just outside of Washington, D.C., across the Potomac River, Capitol Hill cast a shadow over the annual meeting of the National Association of College and University Business Officers, where concerns over federal funding and policy changes were palpable among attendees.

    At panels and in side conversations during the three-day meeting, held at the sprawling Gaylord National Resort and Convention Center, attendees swapped strategies, drilled into pressing issues and commiserated over pressures on the sector wrought by both the political environment and a business model that is strained in many places. Representatives of a diverse mix of institutions from across the nation attended, but common challenges emerged: They worry about the impact of looming federal policy changes, which they expect to add pressure to institutions already grappling with financial challenges related to enrollment declines, high tuition discount rates and other issues.

    Here’s a recap of themes and moments that emerged from the conference.

    ‘Fear, Anxiety and Contempt’

    At a packed panel covering recent activity out of Washington, NACUBO vice president for policy and research Liz Clark noted the strains business officers are feeling amid a “tumultuous year” marked by a flurry of federal actions, including the passage of the so-called One Big Beautiful Bill Act, pushed by President Donald Trump, which included various provisions for higher education.

    The legislation, signed earlier this month, caps some student loans while eliminating the Grad PLUS program, limits repayment options and requires programs to pass an earnings test for attendees to access federal student loans, among other provisions, including changes to the endowment tax. Passed on a partisan line with Republicans under pressure to deliver Trump’s signature legislation, Clark noted it is just one action—albeit a significant one—that has reshaped higher education this year.

    Clark added that 2025 has “brought a lot of fear, anxiety and contempt” as colleges navigate restrictions on diversity, equity and inclusion programs; cancellation of federal grants and contracts; and various state laws that have “created a challenging environment” for the sector.

    “I feel like we have, this year, been dealing with everything, everywhere, all at once,” Clark said.

    Clark noted that despite the concerns she highlighted, the One Big Beautiful Bill Act, which she abbreviated “Bubba,” and other policies that were proposed could have hit higher education much harder. One example she offered was the endowment tax, which in the final bill fell far short of what House Republicans initially proposed.

    But in another panel on tax reform, Clark suggested that the endowment tax could still be revised in ways that resemble earlier proposals and would have affected more universities and at higher rates.

    “Don’t forget that ideas never die in Washington,” Clark warned.

    Legal Perspectives

    A panel of higher education lawyers also weighed in on current challenges for the sector.

    Kate Hudson, deputy vice president and counsel for government relations and public policy at the Association of American Universities, warned at the start that the session would not have “a whole lot of good news.” Given the rapid pace of changes from the federal government, she also offered a caveat: “Anything I say today could be out of date in 72 hours.”

    Hudson noted that campus attorneys are dealing with multiple actions from the federal government, such as federal funding freezes and far-reaching executive orders, as the Trump administration seeks to reshape everything from academic research to college admissions.

    “I don’t think it is too dramatic to say that this is a wholesale renegotiation by force of the government-academia partnership,” Hudson said. “I don’t think that’s an overstatement.”

    Jen Gartner, deputy general counsel at the University of Maryland, argued that the relationship between the federal government and research institutions shifted from “extremely collaborative and collegial” to a suddenly “adversarial approach” that has left universities flummoxed. That strain has particularly been felt around grants, which she said have often been terminated for unclear reasons. She also said the federal government has provided unclear information on such cancellations, sometimes providing contradictory statements in the same termination notice.

    And as higher education attorneys have sought answers, she said, they’ve reviewed few.

    “It’s not just that universities don’t know what to do—agencies don’t know what to do, either, and [staff are] not picking up the phone or responding to emails if they’re even still there,” Gartner said.

    Related to research, Hudson also warned that Trump administration’s scrutiny of international students, which includes now vetting their social media posts for evidence of hostility toward the U.S. government and culture, also has the potential to harm the sector.

    “It’s not an overestimation to say that threats … to legal immigration, to your campuses, do present an existential threat to the academic research enterprise itself at a time when [research and development] budgets and graduates from STEM degrees in our competitors, such as China, are off the charts and reaching new heights,” she said. “International students will go elsewhere.”

    Hudson added that the AAU has not historically focused on immigration law, but that has suddenly shifted amid the threats to international students and faculty.

    A Hard Year Ahead?

    Inside Higher Ed also hosted a panel at this year’s conference to discuss the results of the 15th annual Survey of College and University Chief Business Officers, released last week. That survey, conducted in partnership with Hanover Research, found college business officers confident in the long-term outlook but worried about their financial situation in the near future.

    Most respondents believe their institutions will be in worse financial shape next year. Only 43 percent expressed the belief that their institution would be in better shape next year. But Rick Mills, president and CEO of United Educators, was skeptical about the sentiment that financial situations will improve by next year given the various challenges discussed at the conference.

    “At one level, I take heart in the optimism,” Mills remarked. “I think it’s what keeps all of us going, and what gets you to work in the morning, and perhaps, in the end, helps us solve the problem. On the other hand, it strikes me as slightly fantastical thinking in the current environment.”

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  • More Campuses Earn “Green Light” Free Speech Ratings From FIRE

    More Campuses Earn “Green Light” Free Speech Ratings From FIRE

    The number of colleges and universities with written policies that do not seriously threaten student expression are on the rise this year, according to the Foundation for Individual Rights and Expression’s 19th annual “Spotlight on Speech Codes” report, published Tuesday.

    Since 2006, FIRE has grouped hundreds of public and private higher education institutions into three overall categories based on their campus speech policies: green, yellow and red lights. This year, 73 of the 490 (14.9 percent) colleges and universities surveyed received a green light ranking—meaning their policies don’t threaten free expression—compared to 63 last year. It’s the highest share since 2012, when just 3.6 percent of institutions earned green-light ratings. 

    For the first time in 19 years, the number of green-light colleges outnumbered those in the red-light category (14.7 percent), reserved for institutions with policies that “clearly and substantially restrict free speech,” according to the report. Last year, 20 percent of institutions received a red-light rating.

    Although political and institutional responses to campus protests related to the Israel-Hamas war reignited debate over free expression last year, the report attributed the decrease in red-light ratings to colleges and universities revising their policies related to harassment, hate speech and bias-reporting systems. Specifically, the report said that while bias-reporting systems have become popular over the past decade, they “have invited students to report protected speech simply because it offends them,” turned academic institutions into “referees of political and academic speech,” and created a “chilling effect on campus expression.”

    Lawsuits, free speech advocacy—from students, alumni and groups like FIRE—and lawmaker scrutiny have all spurred changes in recent years.

    “Over a dozen institutions have either substantially revised or eliminated entirely their bias reporting systems,” the report said. “Others have significantly reduced the prominence of their bias reporting teams, either by reducing the number of places on their website the team is mentioned or by requiring students enter their credentials to access the policy information.”

    FIRE rated the majority of institutions—337, or 68.8 percent—as yellow, meaning they “maintain policies that impose vague regulations on expression.” And eight colleges—including Baylor University, Brigham Young University and Hillsdale College—received a warning rating for “clearly and consistently stat[ing] that they hold a certain set of values above a commitment to freedom of speech.”

    Over all, private colleges have more restrictive policies than public colleges. Just 10.6 percent of public colleges earned red lights compared to 28 percent of private colleges—and only 7.1 percent of private colleges earned a green-light rating, compared to 17 percent of public ones.

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  • In Defense of Gladwell and “Revenge of the Tipping Point”

    In Defense of Gladwell and “Revenge of the Tipping Point”

    Revenge of the Tipping Point: Overstories, Superspreaders, and the Rise of Social Engineering by Malcolm Gladwell

    Published in October 2024

    Praising a Malcolm Gladwell book may not be the No. 1 way to seem helplessly uncool with your academic colleagues, but it is close. Share with any random social scientist—my people—that you are reading Gladwell, and you are likely to hear a long lecture detailing the flaws and shortcomings of Gladwell’s writing.

    Ignore the skeptics. Reading a Gladwell book is like listening to a well-crafted song: You can enjoy the experience without agreeing with the lyrics.

    Gladwell’s most recent book is Revenge of the Tipping Point. As with all Gladwell books, the audiobook experience will be your best reading bet. Gladwell is a fantastic writer. His narration style is conversational, intimate and energizing. Revenge of the Tipping Point is an all-new book, taking as its starting place the 2000 Tipping Point publication that launched Gladwell into the nonfiction stratosphere. Like the original, Revenge of the Tipping Point seeks to uncover the hidden forces that drive social trends. The book uses stories and a mix of academic research and data to explain phenomena as diverse as the COVID epidemic, the spread of opiate addiction and the rapid cultural and legal embrace of gay marriage.

    For critics of Gladwell (likely a large proportion of Inside Higher Ed readers), Revenge of the Tipping Point will generate a familiar set of objections. We academics will complain that Gladwell cherry-picks data to support a narrative and fails to include information that may complicate the story. Gladwell’s approach is to structure his stories about social phenomena like a murder mystery, with Gladwell playing the role of Sherlock Holmes. Piecing together the clues, Gladwell reveals the guilty culprit (the policy or cultural phenomenon) responsible for the crime (the trend or social outcome in question). As academics, we know that various variables, forces, structures and random causes drive most social trends. Gladwell’s books are satisfying precisely because he is a master of filtering out complexity. You feel smarter after reading Gladwell, even if you aren’t.

    Knowing all this going into reading Gladwell, including Revenge of the Tipping Point, can help ensure that reading his books is enjoyable and productive. For those of us in higher education, Gladwell has a good deal to say about how universities (well, elite universities) work. I found his explanation as to why highly selective schools field a multitude of sports teams across every conceivable athletic endeavor—from squash to Nordic skiing to equestrian to rugby—reason enough to invest time in Gladwell’s latest book.

    We should not confuse Gladwell’s critiques of elite higher education with the ongoing attacks many universities are navigating from the executive branch. One hopes, however, that Gladwell might be rethinking his history of drawing stark moral absolutes when condemning elite institutions while largely ignoring societal positives and complexity. I suspect that the Ivy League is easier to attack when it is cast as Goliath, as opposed to the defender of academic freedom and bulwark against government overreach that recent events have so clearly revealed our universities to be.

    What are you reading?

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  • Cost Remains Primary Barrier to Study Abroad

    Cost Remains Primary Barrier to Study Abroad

    Three in four U.S. students say they hope or plan to study abroad, but a lack of financial resources may hinder those dreams, according to a 2025 Terra Dotta survey.

    The survey, which included responses from 275 college students, found that 80 percent of students said insufficient funds would prevent them from studying abroad. Of respondents who have studied abroad or committed to a program abroad, two in five students said they expect to pay over $10,000 for their experiences.

    Terra Dotta’s report also noted students want more clarity from their institution about financial aid opportunities to address study abroad expenses.

    Methodology

    Terra Dotta’s survey included 275 respondents from two- and four-year colleges and universities, both public and private. The study was fielded in February. A majority of respondents had plans to study abroad or had studied abroad previously.

    Barriers to access: Study abroad is linked to personal and professional development for participants. A 2024 survey of students from Terra Dotta found that those who studied abroad said the experience helped them identify adaptability and resilience, cross-cultural communication, and problem-solving in new situations as the benefits most useful for their future careers.

    However, not every student is able to participate due to financial burdens; among students who don’t plan to study abroad, 48 percent attributed their decision to financial concerns. Cost of attendance is one of the top reasons college students leave higher education, and it can also be a barrier to student participation in on-campus events. A 2024 Student Voice survey by Inside Higher Ed and Generation Lab found that 17 percent of students would get more involved in campus activities and events if attendance or participation were less expensive.

    Other reasons a student might choose not to study abroad include safety concerns (40 percent), geopolitical issues (28 percent) and worried parents (25 percent). Three-quarters of respondents indicated the wars in Ukraine and Gaza impacted their interest in going abroad.

    Academic requirements and a lack of alignment are other challenges for students. Eighteen percent of students said they wouldn’t study abroad due to their major program requirements, and 16 percent think greater alignment between their field of study and study abroad would make the experience more accessible.

    Seventeen percent of respondents said they don’t know anything about study abroad or haven’t heard of opportunities, “indicating an opportunity for [colleges] to reach more students,” according to the report.

    Footing the bill: When asked to add up tuition, housing, airfare and other expenses, 83 percent of respondents said they plan to spend or spent more than $5,000 on study abroad, and 11 percent said the experience costs roughly $15,000.

    Twelve percent of respondents said study abroad experiences were included in their tuition, so they expect to pay nothing additional. Approximately one in five students said they’d pay for study abroad experiences themselves, a 20 percent change from the previous year, according to the report.

    Student respondents indicated they want their institution to take on a larger role in addressing the cost of study abroad; one-third of respondents said colleges could make study abroad experiences more accessible by providing more education on financial aid for such programs. If respondents could give their campus advice on improving study abroad experiences, two-thirds said they’d like easier access to financial aid.

    Other trends: In addition to the barriers to study abroad, Terra Dotta’s report explored student interests and development related to the experience.

    The U.K. is the most popular study abroad destination for respondents (41 percent), mirroring an emerging trend among U.S. students indicating interest in U.K. undergraduate education. Australia (32 percent), Spain (26 percent), Italy (21 percent) and Ireland (21 percent) were other popular destinations. Only 1 percent of students said they planned to travel to China to study.

    Three in five respondents said they think study abroad is at least somewhat important for their personal growth, and about a third said experiencing personal growth is one of the top reasons they plan to study abroad.

    Of students who had completed a study abroad experience (n=170), a majority said it impacted their worldview by exposing them to new ideas. Students said they were most surprised by social norms and etiquette (47 percent), as well as dining and food customs (24 percent) and the local educational system and values (24 percent).

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  • They Attack Because Higher Ed Is Strong, Not Weak (opinion)

    They Attack Because Higher Ed Is Strong, Not Weak (opinion)

    Academics are cynics. We have to be. We critique our students, our peers and ourselves. It’s how we were trained. It’s how we write and publish and secure grants. But sometimes you have to know when to declare victory.

    There is a lot that is troubling higher education. The Trump administration is canceling research grants, changing indirect cost rates, proposing cuts to future federal research funding and reductions in the size of need-based Pell Grants, and raising taxes on some university endowments. States are banning critical race theory or other “divisive concepts”; dissolving diversity, equity and inclusion programs; attacking faculty unions; and undermining tenure. In many parts of the country, enrollment is down. It is easy to focus on the moment. It is easy to focus on problems within our departments, within the dean’s office or within the university.

    If instead of looking at President Trump’s first 100-plus days, we look at higher education as an institution over the past 100-plus years, it becomes clear we should be celebrating higher education’s triumph and not bemoaning its demise. A century ago, U.S. universities lagged their European counterparts. In fact, many universities that are household names today were still teachers’ colleges (San Diego State University was San Diego State Teachers College) or had yet to be founded (the University of California, San Diego). Ivy League campuses like Harvard, Princeton and Yale Universities actively excluded Jewish and Black applicants. The concepts of academic freedom and tenure were nascent. The National Science Foundation did not exist.

    Universities did great things during the 20th century. Presidents and faculty found strength and legitimacy through relevance. They helped in the all-out effort to win the Second World War. Universities anticipated the needs of the Cold War. Research labs produced products that improved people’s daily lives. The University of Minnesota patented Honeycrisp apples. The University of Wisconsin patented fortifying milk with vitamin D.

    Universities not only solved practical problems, but they also helped us understand ourselves. Faculty explored and legitimized new areas of study: women’s studies, ethnic studies, area studies. They fused disciplines to create fields to understand our bodies and our minds, such as neuroscience and biotechnology.

    As universities expanded graduate education, they trained cadres of researchers and professionals who populated state, federal and international agencies. For instance, the rise of the global environmental movement has been traced to the emergence of communities of actors with similar scientific understanding and motivations to identify and address hazards. The almost exponential increase in university training and science production was not limited to our shores; it was global. Over the 20th century, the rapid expansion of mass schooling, up to and through higher education, sparked the education revolution and created a “schooled society.”

    The Challenge

    Many faculty talk about higher education as though it is weak, when arguably it has been the most successful and influential social institution over the past 100 years. If we take a longer-term view, higher education has not lost. Higher education won. But the game is being reset.

    Higher education’s victories were hard fought. They were political. They were negotiated. They required collective action. Through decades of fighting, universities moved past excluding applicants based on race and sex. Then for decades they used affirmative action, followed by holistic review, to more equitably admit students. They established norms for academic freedom and tenure. They became sites for open debate and social and political protest.

    These types of wins are not easy to come by. They require common principles and interests and a shared sense of what counts as knowledge and how the world works. It is hard to mobilize if everything is socially constructed and morally relative and if we look for ways to critique rather than concur.

    Our challenge in this new era is primarily one of legitimacy. Too many politicians and voters see us as illegitimate because too much of what we do is irrelevant. I have had my work on voter turnout criticized for not correctly guessing which of the following was the reviewer’s preferred term: Chicano, Chicana/o, Chicano/a, Chicanx, Hispanic, Latina and Latino, Latina/o, Latino/a, Latin@, Latinx, Latine. Though there is a place for thinking about names and their usage, the point of the paper was: How do we get more Hispanic students to vote?

    The Good News

    Some of the most direct efforts to limit the influence of higher education are occurring on our own turf. Moneyed interests and Trump acolytes have sought to create conservative centers at Ohio State University, the University of Texas at Austin and the University of Florida. When centers like these are founded, we should recognize that we have the home court advantage. We should engage with their leaders and faculty—we are not outnumbered. We should send our students to enroll in their courses and invite their students to dialogue with us. We have immense forms of cultural and social capital and vast networks. Our disciplines have rich traditions for ways of understanding the world and addressing its problems. We have insightful perspectives for understanding the human condition, thinking about natural law and questioning what the social contract should look like in the 21st century.

    We should look back to how faculty made such strong advances in the last century. For instance, in 1915, the American Association of University Professors adopted a Declaration of Principles. That document served as the foundation for the future 1940 Statement of Principles on Academic Freedom and Tenure, which was jointly developed with the Association of American Colleges (now the American Association of Colleges and Universities). The 1940 document was so promising because it represented agreement between faculty and university leaders.

    Those documents are worth revisiting for both their substance and process. For example, we should remind our detractors that academic freedom comes with concomitant responsibilities. We are criticized for attempting to brainwash America’s youth, but the AAUP’s 1915 Declaration of Principles states,

    “The university teacher, in giving instruction upon controversial matters, while he is under no obligation to hide his own opinion under a mountain of equivocal verbiage, should … set forth justly, without suppression or innuendo, the divergent opinions of other investigators; he should cause his students to become familiar with the best published expressions of the great historic types of doctrine upon the questions at issue; and he should, above all, remember that his business is not to provide his students with ready-made conclusions, but to train them to think for themselves.”

    In the world of social media and generative artificial intelligence, training students to think for themselves may be more important than ever. As faculty, we should practice thinking like the early leaders of the AAUP and seek to build national solidarity and articulate a shared purpose for higher education.

    We should accept that conservative politicians are attacking higher education not because it is weak but because it is so strong. In this time, we must rededicate ourselves to a cause that will outlast our careers, a cause worthy of the collective efforts of generations of scholars. We must advance the public good. By improving the public good, we will be relevant, and by being relevant, we will reclaim legitimacy. We must show that we can do what Google and ChatGPT cannot: We can train students to think and to be good citizens.

    Frank Fernandez is an associate professor of educational leadership and policy analysis at the University of Wisconsin at Madison. He writes about the role of higher education in society.

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  • DEI Skepticism Threatens to Derail Japan’s Gender Equity Push

    DEI Skepticism Threatens to Derail Japan’s Gender Equity Push

    Japan needs to admit that long-running efforts to address gender inequality in higher education aren’t working, experts say, with antidiversity sentiment spreading from the U.S. and threatening to gain traction.

    Despite government policies spanning nearly two decades, women remain severely underrepresented across Japanese universities, particularly in science, technology, engineering and mathematics fields.

    As of 2022, women made up just 26.7 percent of faculty nationwide and fewer than half of all students, with even starker disparities in senior academic roles and male-dominated disciplines.

    Sayaka Oki, a professor at the University of Tokyo, described the situation as “terrible.”

    “Gender equality doesn’t really exist here,” she added.

    As of 2022, only 11 percent of professors at Oki’s university were female, with particularly low representation in engineering. In undergraduate programs in physics and engineering, women typically make up only about 15 percent of the student population.

    “The gender imbalance starts at the student level and gets worse in higher positions,” she said. The university has launched repeated initiatives that have attempted to address the problem and has reported that it has “steadily increased the number of women in faculty positions.”

    Since 2006, Japan’s government has implemented a “goal and timetable” policy aimed at increasing women researchers in natural sciences, setting numerical hiring targets every five years.

    However, these targets have remained largely unchanged because the proportion of women earning doctoral degrees—the main feeder for research roles—has not significantly increased.

    Ginko Kawano, professor of gender equality at Kyushu University, said that, “after nearly two decades, the policy has not produced significant results, and it appears we are now at a turning point in terms of policy design.”

    Kawano noted recent government encouragement for universities to adopt admission quotas for women in STEM to improve applicant numbers.

    Yet “while this sends a positive message that women are welcome in these disciplines, it is unlikely to serve as a fundamental solution to the underlying issues,” she said.

    She also acknowledged strong opposition from students and faculty: “Institutions that choose to introduce this system should clearly explain the reasoning behind it.

    “At the same time, it is crucial for university faculty to have access to the information and knowledge necessary to evaluate the merits and drawbacks of such quotas.

    “For example, they should be aware of the historical exclusion of women from science, and recognize the persistent bias that suggest[s] women are not suited for STEM fields—biases that continue to shape the choices women feel able to make,” Kawano said.

    Adding to the complexity is a political environment increasingly wary of diversity initiatives.

    Kawano warned that antidiversity sentiment similar to that in the U.S. could gain traction in Japan, although opposition to gender equality policies has existed independently for years.

    Akiyoshi Yonezawa, professor of higher education in the Global Strategy Office at Tohoku University, highlighted demographic pressures pushing universities toward diversity.

    “Since around 1990, the number of 18-year-olds has continuously declined and is expected to continue until at least 2040,” he said.

    In response, women and international students have been framed as essential for sustaining Japan’s knowledge economy.

    Yonezawa criticized how diversity initiatives in Japan are often framed: “DEI initiatives in Japanese universities and society tend to be promoted as a ‘catch-up’ Western mindset rather than intrinsic value formation through daily experience. This makes DEI activities in Japan’s higher education fragile in the long term when faced with controversy.”

    Institutional barriers also persist. Oki described how her university’s collegial governance system complicates efforts to implement top-down diversity policies and secure funding, which often comes with centralized control conditions.

    “To access the fund, we’re required to adopt a more top-down management style,” she said. “That’s difficult because our university traditionally follows a collegial governance model.”

    Oki agreed that there was a risk that international developments had made the situation potentially more difficult—particularly in the U.S., where things like the ban on affirmative action had made colleagues “more cautious about what might happen here.”

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  • Brown University Takes Out $500M Loan After Funding Freeze

    Brown University Takes Out $500M Loan After Funding Freeze

    Brown University is taking out a $500 million loan as it faces a prolonged federal funding freeze and braces for other changes to federal policy, Bloomberg reported.

    The university previously borrowed $300 million in April after the Trump administration said it was freezing about $510 million in federal grants and contracts at the Ivy League institution. 

    “Given recent volatility in capital markets and uncertainty related to evolving federal policy related to higher education, research and other important priorities of Brown, the university is fortunate to have a number of sources of liquidity,” a Brown spokesperson told Bloomberg.

    Other universities have turned to loans or bonds to get immediate cash amid federal funding freezes.

    In a June message that warned of the potential for “significant cost-cutting” measures, Brown administrators pointed to numerous challenges such as federal research grant cuts, the increasing tax on university endowments and threats to international students. Administrators were considering, among other measures, service reductions as well as changes to staffing levels and graduate student admissions. Brown was already grappling with a $46 million deficit before President Trump took office in January, and the university implemented a hiring freeze in March.

    “All these losses represent an ongoing threat to Brown’s financial sustainability and, consequently, our ability to fulfill our mission,” university officials wrote of the federal policy changes. “We are doing everything possible to minimize the impact, and we are proud of the response of this community in making important changes to operations to reduce expenses over the past year. Unfortunately, the level of savings to date is not enough to counter the deep financial losses Brown is experiencing and must prepare for in the coming year.”

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  • Migrant Higher Ed Program Still in Limbo After ED Lifts Freeze

    Migrant Higher Ed Program Still in Limbo After ED Lifts Freeze

    College leaders are breathing a tentative sigh of relief after the Trump administration promised Friday to release roughly $5 billion in withheld education funding, slated for a range of K–12 programs but also $716 million for adult education programs. Not included in Friday’s announcement, however, was $52 million allocated for migrant higher education programs.

    On June 30, the Department of Education paused nearly $7 billion in education funding expected on July 1, as part of a review by the Office of Management and Budget. Over the weeks of uncertainty that followed, community college leaders feared that, without the funds, they’d need to strip back adult education programming, like GED programs, and lay off personnel. Lawmakers on both sides of the aisle called for the funds’ release. A group of 10 Republican senators demanded an end to the freeze in a July 16 letter to OMB. Democratic governors from 18 states also wrote to Education Secretary Linda McMahon with the same plea.

    Rachel Gasseling, adult education director at Western Nebraska Community College, said that she was heartbroken when the Education Department paused the adult education funds. Her program serves the rural Nebraska panhandle and had a record 27 graduates this past academic year, an almost 69 percent increase over the year before. Adult ed programs served more than 9,300 students statewide last year, she said.

    “By all measures, we were going above and beyond to help our communities and help people build better lives,” Gasseling wrote to Inside Higher Ed. “Every day we waited to know whether we had to start looking for a new job or hold out one more day in hopes we can keep doing what we love.”

    Now she knows her work can continue. Her college was able to float the program until the funds returned. But for some programs across the country, the damage is already done, she said. They closed or reduced staff or services when the funds didn’t come through.

    “A great deal of people have been affected by this decision, and I hope that programs are able to rebuild or stay afloat for the sake of neighbors and communities,” she said.

    David Baime, senior vice president for government relations at the American Association of Community Colleges, said nationwide, state and campus leaders are “extremely relieved” by the news of the restored adult education funds. Now community college leaders hope these programs receive continued support in the 2026 fiscal year appropriations process. 

    “The loss of these funds would have been devastating to hundreds of community colleges, and some programs were already scaled back given the hiatus in support,” he wrote in an email to Inside Higher Ed. “Community colleges are deeply thankful that key legislators stood up for this essential function.”

    Heather Morgan, executive director of the Kansas Association of Community Colleges, said she’s glad to see the funds released but remains wary about the future of adult education programs under the Trump administration. Trump proposed axing these programs in his budget proposal for fiscal year 2026.

    “While this funding helps the programs continue, we will continue to watch the upcoming appropriations process as adult basic education is one of the areas proposed in the president’s budget for elimination,” Morgan wrote to Inside Higher Ed. “The uncertainty of funding makes keeping positions filled difficult as we work to serve adult learners.” The budget proposal would also eliminate funding for migrant education.

    The Education Department and the Office of Management and Budget did not respond to requests for comment.

    Migrant Programs In Flux

    Funds for other postsecondary programs still hang in the balance. Even as the Education Department released funding to states for migrant education at the K–12 level, money for two postsecondary migrant programs remains frozen: the High School Equivalency Program, a program that supports migrant farmworkers and their families in earning their GEDs, and the College Assistance for Migrants Program, which helps recruit and support those students through their first year of college.

    Greg Contreras, the director of the National HEP/CAMP Association, told Inside Higher Ed that the release of funds for the K–12 Migrant Education Program was “definitely encouraging.” But he said he has still received no word on if and when the review of HEP and CAMP may come to an end.

    Without the money to support HEP and CAMP, colleges and universities have been forced to shutter their programs and lay off employees who work with migrant students.

    “As each week rolls by, more programs are starting to drop off,” Contreras said. He received a layoff notice for his own position leading the CAMP initiative at Portland Community College in Oregon; originally, he was told his last day would be in August, but he is working with administrators to see if he might be able to stay through the start of PCC’s fall semester in September.

    Along with funding resources for migrant students, money for CAMP also goes toward scholarships and stipends. Michael Heim, the director of HEP and CAMP at Washington State University, said that his program’s incoming students are grappling with whether they will be able to enroll if the money doesn’t come through. Potentially losing out on scholarships they were promised will be a major factor in their decision-making, he said. But they’re also concerned about their academic success without access to the specialized resources CAMP typically offers, such as tutoring and mentorship.

    “The question they ask themselves is, ‘How do I find community, how do I know people will be in my corner to support me?’” he said. “I think it speaks to a mentality within our students, over all, that they know they want to go to college, but they want to be successful, because the values their families are instilling them are: They know education is important, and they don’t want to miss this opportunity to make their parents proud, make their siblings proud.”

    The National HEP/CAMP Association and its members aren’t backing down yet. The board recently traveled to Washington, D.C., where Contreras said they met with over 30 congressional staff members who they hope will pass along their messages about the importance and effectiveness of the programs.

    Even HEP and CAMP staff who have lost their jobs are staying involved in the effort to get their funding restored, he said, contacting their own congresspeople to ask them to push for the funds to be released.

    “We’re not giving up,” he said.

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