Tag: Expectations

  • WEEKEND READING: Three reasons why the TEF will collapse under the weight of OfS  and DfE expectations

    WEEKEND READING: Three reasons why the TEF will collapse under the weight of OfS  and DfE expectations

    Author:
    Professor Paul Ashwin

    Published:

    This blog was kindly authored by Paul Ashwin, Professor of Higher Education, Lancaster University.

    The Office for Students (OfS) and the Department of Education (DfE) have big plans to make the TEF much more consequential. They want future TEF outcomes to determine whether institutions can increase their intake of students and their undergraduate tuition fees in line with inflation, which could mean the difference between survival or merger/closure for many institutions. These plans require that the OfS to show that the TEF provides a credible measure of institutional educational quality, whilst also fulfilling the OfS’s central remit of acting in the interest of students. The OfS consultation on the future approach to quality regulation provides an opportunity to assess the OfS’s latest attempt at such a justification. To say it looks weak is a huge understatement. Rather, unless there is a radical rethink, these proposals will lead to the collapse of the TEF.

    There are three reasons why this collapse would be inevitable.

    Firstly, the TEF provides a broad, if flawed, measure of institutional educational quality. This was fine when the main consequence of a TEF award was the presence or absence of a marketing opportunity for institutions. However, if the TEF has existential consequences for institutions, then a whole series of limitations are suddenly cast in a deeply unflattering spotlight. The most obvious of these is that the TEF uses programme level metrics to make judgements about institutional quality. It is both conceptual and methodological nonsense to attempt to scale-up judgements of quality from the programme to the institutional level in this way, as has been routinely stated in every serious review of the National Student Survey. This didn’t matter too much when the TEF was lacking in teeth, but if it has profound consequences, then why wouldn’t institutions consider legal challenges to this obvious misuse of metrics? This situation is only exacerbated by the OfS’s desire to extend the TEF to all institutions regardless of size. The starkest consequence of this foolhardy venture is that a small provider with insufficient student experience and outcomes data could end up being awarded TEF Gold (and the ability to increase student recruitment and tuition fees in line with inflation) on the basis of a positive student focus group and an institutional statement. How might larger institutions awarded a Bronze TEF react to such obvious unfairness? That the OfS has put itself in this position shows how little it understands the consequences of what it is proposing.

    Second, in relation to the OfS acting in the student interest, things look even worse. As the TEF attempts to judge quality at an institutional level, it does not give any indication of the quality of the particular programme a student will directly experience. As the quality of degree programmes varies across all institutions, students on, for example, a very high quality psychology degree in an institution with TEF Bronze would pay lower tuition fees than students on a demonstrably much lower quality psychology degree in an institution that is awarded TEF Gold. How can this possibly be in the student interest? Things get even worse when we consider the consequences of TEF awards being based on data that will be between four and ten years out of date by the time students graduate. For example, let’s imagine a student who was charged higher tuition fees based on a TEF Gold award, whose institution gets downgraded to a TEF Bronze in the next TEF. Given this lower award would be based on data from the time the student was actually studying at the institution, how, in the name of the student interest, would students not be eligible for a refund for the inflation-linked element of their tuition fee?

    Thirdly, the more consequential that the TEF becomes, the more pressure is put on it as a method of quality assessment. This would have predictable and damaging effects. If TEF panels know that being awarded TEF Bronze could present an existential threat to institutions, then they are likely to be incredibly reluctant to make such an award. It is not clear how the OfS could prevent this without inappropriately and illegitimately intervening in the work of the expert panels.  Also, in the current state of financial crisis, institutional leaders are likely to feel forced to game the TEF. This would make the TEF even less of an effective measure of educational quality and much more of a measure of how effectively institutions can play the system. It is totally predictable that institutions with the greatest resources will be in by far the best position to finance the playing of such games.

    The OfS and DfE seem determined to push ahead with this madness, a madness which incidentally goes completely against the widely lauded recommendations of the TEF Independent Review. Their response to the kinds of issues discussed here appears to be to deny any responsibility by asking, “What’s the alternative?” But there are much more obvious options than using a broad brush mechanism of institutional quality to determine whether an institution can recruit more students and raise its undergraduate tuition fees in line with inflation. For example, it would make more sense and be more transparent to all stakeholders, if these decisions were based on ‘being in good standing’ with the regulator based on a public set of required standards. This would also allow the OfS to take much swifter action against problematic providers than using a TEF-based assessment process. However things develop from here, one thing is certain: if the OfS and DfE cannot find a different way forward, then the TEF will soon collapse under the weight of expectations it cannot possibly meet.

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  • Where Colleges Meet Prospective Family Expectations in Recruitment

    Where Colleges Meet Prospective Family Expectations in Recruitment

    College recruitment is a bit like hosting a dinner party. You might set the table beautifully, prep your best dish, and send out invitations. But if you forget dessert or serve something your guests did not actually want, you will still leave people hungry.

    That is the story unfolding when we compare two recent sets of data: the 2025 Marketing and Recruitment Practices Report (RNL, 2025) and the 2025 Prospective Family Engagement Report (RNL, Ardeo, & CampusESP, 2025). Together, they show where colleges are feeding families exactly what they want, and where they are still serving mystery meat.

    Email is king, but do not ignore texts and portals

    Email is still king, and on this, families and colleges are totally in sync. Nearly all institutions rely on it to connect with prospective students and their families (98–100%), and approximately 90% of families consider it their top way to receive college updates (RNL, 2025; RNL et al., 2025). But that is not the end of the story: lower-income and first-generation families are more likely to prefer text messages, with about 30% say getting updates on their phones suits them best. And when it comes to college portals? Most families are not shy about their feelings. Seventy-seven percent call these hubs “invaluable” for keeping track of deadlines and details.

    Here is the practical takeaway. If your family portal is still in beta, you are late. The portal is the digital front porch. Families want to step in. They do not want to just peer through a window.

    However, this is where institutions often fall short.

    • Lower-income families: They may not have unlimited data plans or reliable Wi-Fi. For them, text updates are not just convenient. They are a lifeline. Use SMS for deadlines, aid reminders, and quick check-ins.
    • Multilingual families: A portal that exists only in English is a locked door. Translation tools, multilingual FAQs, or videos with subtitles are not extras. They are necessities.
    • Busy working families: They may read email at odd hours. Keep messages concise. Make them mobile-friendly. Pack them with links that get families directly to what they need. No scavenger hunt.

    Email may be the king, but texts and portals are the court. Together, they make families feel included, informed, and respected. Income, language, and schedule should not become barriers to access.

    Cost clarity: The non-negotiable

    Families shout this from the rooftops. Show me the money.

    Ninety-nine percent say tuition and cost details are essential. Seventy-two percent have already ruled out institutions based on the sticker shock (RNL et al., 2025).

    Meanwhile, many institutions are still burying their net price calculators three clicks deep or waiting until after application to share the real numbers (RNL, 2025). That delay does not just frustrate. It eliminates your campus from consideration.

    Here is the practical takeaway. Put cost and aid at the forefront. Homepage, emails, campus events. If families cannot find your numbers, they will assume they are bad.

    Widen the lens for a moment.

    • Lower-income families: They do not just compare sticker prices. They seek reassurance that aid is real, accessible, and does not come with hidden strings.
    • First-generation families: Jargon like “COA” and “EFC” confuses them. Use plain explanations, visuals, or short videos to demystify the process.
    • Multilingual families: Cost info in English-only PDFs will not cut it. Translations, bilingual webinars, and multiple-language calculators build trust.
    • Busy working families: Parents reading on a break or late at night do not want to hunt. Make your cost breakdowns mobile-friendly. Spell it out: “Here is the average monthly payment after aid.” No guesswork.

    Clarity is equity. Make costs easy to find, easy to understand, and easy to compare. If you do, you keep your institution in the game.

    Portals: High demand, low supply

    Only 45% of private and 38% of public institutions offer family portals (RNL, 2025). Seventy-seven percent of families consider portals “invaluable” during the planning process (RNL et al., 2025). That is not a gap. It is a canyon.

    Here is the practical takeaway. Stop debating whether you need a portal. You do. Build one. Promote it. Keep it fresh. A portal is not just another login. It is a family’s command center.

    Here is why the design matters:

    • Lower-income families: If they juggle multiple jobs or devices, the portal must be mobile-first. No exceptions.
    • First-generation families: Use the portal as a step-by-step guide through the admissions maze. Clear checklists and “what comes next” nudges make all the difference.
    • Multilingual families: A portal only in English is a locked gate. Multilingual menus, downloadable resources, and translated FAQs turn it into a real access point.
    • Busy working families: On-demand matters. Record sessions, post how-to videos, and archive key communications. Parents can catch up after a late shift.

    Think of your family portal as the ultimate cheat sheet. If it answers questions before families even think to ask them, you have built trust.

    Campus visits still rule the court

    Institutions know visits are powerful. Families confirm it. Ninety-seven percent say seeing campus in person shapes their decision (RNL, 2025; RNL et al., 2025). First-generation families value them even more.

    Here is the practical takeaway. Do not just host cookie-cutter tours. Offer tailored experiences for first-generation families, local students, or academic interest groups. If your best tour story is still “this is the library,” you are missing the emotional connection.

    And do not forget the families outside the “traditional tour” box.

    • Commuter students: Show them where they will spend their days. Lounges, commuter lockers, meal plan hacks, parking solutions. These matter.
    • Students working 20 hours a week to pay tuition: Highlight flexible scheduling, evening classes, and campus jobs.
    • Busy working families: Are you offering evening and weekend options? Can families join virtual sessions during a lunch break? If not, you are leaving them out.

    The real question: Are your campus experiences built for everyone, or just for the students who can spend a sunny Thursday afternoon strolling through your quad?

    Families want in, not just students

    Three out of four families want at least weekly updates or timely news when it matters (RNL et al., 2025). Institutions are trying, but too often, communication still feels like a one-size-fits-all t-shirt. Technically wearable. Not flattering.

    Here is the practical takeaway. Treat families as partners, not sidekicks. Share updates in plain language. Offer Spanish-language options. Spotlight ways families can support their students. Yield is not just about students. It is about family buy-in.

    And remember:

    • Lower-income families: They may not have time to comb through long emails. Keep communication concise. Highlight financial deadlines.
    • First-generation families: Spell out key milestones. Provide clear “what comes next” instructions.
    • Multilingual families: Translate emails, texts, and portal content.
    • Busy working families: Send reminders multiple times of day. Record webinars. Make resources on demand.

    When communication feels clear, inclusive, and personal, families lean in. When it does not, they check out. Sometimes, they cross your institution off the list.

    Mind the gaps: Equity and information access

    Families across the board say cost, aid, program details, and outcomes are critical. Lower-income and first-generation families face significantly larger “information deserts” when searching for them (RNL et al., 2025). Yet institutions often double down on generic email campaigns or broad digital ads. They assume everyone is starting from the same place (RNL, 2025).

    Here is the practical takeaway. Equity in outreach is not just a value statement. It is a recruitment strategy. Translate materials. Send proactive aid guides. Partner with community groups to get info where it is needed most.

    And remember:

    • Lower-income families: Scholarships and payment plan info should not be three clicks deep. Put them front and center.
    • First-generation families: A one-page roadmap with plain-language admissions and aid steps can level the field.
    • Multilingual families: One brochure in Spanish is not enough. Provide translated FAQs, videos, and multilingual staff at info sessions.
    • Busy working families: Host virtual Q&As in the evenings. Record them. Make sure materials are mobile-friendly.

    If families cannot find or understand what they need, they will assume you do not have it. Or worse, that you do not care.

    Digital tools are only as good as the content behind them

    Institutions love their toys. Chatbots, SEO, and retargeted ads. These tools can be powerful (RNL, 2025). But families are not impressed by bells and whistles if the basics are missing. They want clear, easily accessible information about costs, aid, programs, and outcomes. Too often, they click into a chatbot or portal and leave frustrated because the answers are not there (RNL et al., 2025).

    Here is the practical takeaway. Do not let technology become window dressing. Audit your site from a family’s perspective. Can they find costs, aid, majors, and career outcomes in under two clicks? If not, no chatbot in the world can fix it. No amount of flash will.

    Think beyond the default user.

    • Lower-income families: Spotty internet access means your site needs to be mobile-first, fast-loading, and crystal clear.
    • First-generation families: Chatbots must speak plain language, not acronym soup.
    • Multilingual families: Add multilingual chatbot capabilities or direct them quickly to translated resources.
    • Busy working families: On-demand support matters. Chatbots at midnight. Video explainers that can be paused and replayed. Not just a nine-to-five phone line.

    Digital tools are not about looking modern. They are about making life easier. If your tech feels like another hoop to jump through, families will bounce. If it feels like a helpful hand, families will lean in.

    The big picture

    The alignment is clear on some fronts. Families want email, visits, and cost clarity, and institutions largely deliver. But the gaps, portals, aid communication, and equity in outreach are where recruitment wins or loses.

    Families are not just support systems. They are decision-makers. Right now, they are asking colleges to meet them with transparency, respect, and practical tools that make a complicated journey a little simpler.

    In other words, if institutions want families to stay at the table, they will need to stop serving what is easiest to cook and start serving what families ordered.

    Talk with our marketing and recruitment experts

    RNL works with colleges and universities across the country to ensure their marketing and recruitment efforts are optimized and aligned with how student search for colleges.  Reach out today for a complimentary consultation to discuss:

    • Student search strategies
    • Omnichannel communication campaigns
    • Personalization and engagement at scale

    Request now

    References
    • RNL. (2025a). 2025 Undergraduate Marketing and Recruitment Practices Report. Ruffalo Noel Levitz. https://www.ruffalonl.com/practices2025
    • RNL, Ardeo, & CampusESP. (2025b). 2025 Prospective Family Engagement Study. Ruffalo Noel Levitz.

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  • TEQSA’s new payroll, wage regulatory expectations – Campus Review

    TEQSA’s new payroll, wage regulatory expectations – Campus Review

    Institutions will be required to prove that their payroll operations are effective to combat endemic wage underpayment, the university regulator has announced.

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  • Class of 2025 grads are experiencing disconnect between job expectations and reality, study finds

    Class of 2025 grads are experiencing disconnect between job expectations and reality, study finds

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    Class of 2025 graduates’ expectations seem to be clashing with reality during their job search, especially when it comes to pay, job preferences and beliefs about the job market, according to an April report from ZipRecruiter. 

    For instance, some graduates have found that the job search is taking longer than they expected. About 82% of those about to graduate expect to start work within three months of graduation, but only 77% of recent graduates accomplished that, and 5% said they’re still searching for a job.

    “Navigating the transition from campus to career can be a challenge for new grads, especially given the unpredictable market this class is stepping into,” Ian Siegel, co-founder and CEO of ZipRecruiter, said in a statement.

    In a survey, additional disconnects surfaced. About 42% of recent graduates reported they didn’t secure the pay they wanted. Although soon-to-be graduates said they expected to make six figures — $101,500 on average — the average starting salary for recent graduates was $68,400.

    Those about to graduate also said they want flexibility, but recent graduates said that’s harder to achieve than they hoped. About 90% of recent graduates said schedule flexibility is important to them, yet only 29% said they had flexible jobs.

    Amid shifting job market conditions, college graduates feel both confident yet cautious about their job prospects and the economy, according to a Monster report. Employers that offer flexibility, purpose and growth opportunities will attract and retain the next generation of top talent, a CareerBuilder + Monster executive said.

    Compensation conversations could remain a challenge in 2025, especially as pay transparency feels contentious, according to a report from Payscale. To combat this, employers can listen to employees and lead with fairness through pay transparency, a Payscale executive said. 

    Despite the challenges, job seekers entered 2025 with optimism, according to an Indeed report. Job seekers’ interest will likely remain steady but face more competition since job availability has remained stagnant in recent months, an Indeed economist said.

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  • Why many men feel lost in an age of shifting roles and expectations

    Why many men feel lost in an age of shifting roles and expectations

    A friend recently argued compellingly that two major gaps in the Harris campaign strategy affected voter turnout and engagement: a reluctance to acknowledge policy shortcomings and a failure to address the specific needs of men, particularly working-class men and those in communities of color. These gaps represent missed opportunities to connect with voters who feel overlooked and underserved.

    Many noncollege men today are navigating economic hardship and social isolation, grappling with precarious work and shifting social expectations. In a world that often emphasizes adaptability and academic success, the message they hear is clear: They should have worked harder, been more flexible or chosen a different path. 

    Yet this message can feel dismissive—more moralizing and patronizing than empathetic—ignoring the broader economic and structural challenges these men face. The decline of jobs in traditional industries, limited access to meaningful work and a diminished sense of purpose have fostered a profound sense of alienation where mainstream political narratives simply don’t resonate.

    Broader cultural shifts compound these issues. Traditional male roles have eroded, leaving many men feeling marginalized and uncertain, struggling to navigate changing gender expectations. Many also experience personal isolation, strained relationships and limited social support, adding to a sense of being stuck without clear solutions.

    While the Harris campaign frequently highlighted issues affecting women and promoted family-centered policies, it lacked a narrative that could directly address working-class men’s distinct challenges. The focus was often on broad achievements and visions rather than a targeted response to the real, often invisible, struggles these men face.

    As my friend put this, “With her (proper) advocacy for reproductive rights, Harris already had the women’s vote, and the hard-core Democratic base are never-Trumpers whom they wouldn’t lose, no matter what else her campaign said. But instead of talking concrete policies that address where she was about to lose large numbers of (potentially persuadable) voters, Harris and her proxies talked about ‘joy’ and ‘helping the guy sitting next to you’—in short, to remain polite and appeal to upper-middle class tastes.”

    By overlooking a direct appeal to men dealing with economic, social and personal challenges, the campaign missed a critical opportunity to engage with and support a population that increasingly feels unseen and left behind.


    The erosion of traditional male roles—breadwinner, family leader, protector—has left many men grappling with identity, isolation and a profound sense of purpose. As society evolves, these long-standing markers of masculinity have lost relevance, especially for working-class men who once found dignity and respect in roles that aligned with hard work, family provision and community involvement.

    Now, as economic and cultural shifts reshape these roles, many men are struggling to find a path forward, a reality that not only affects them but impacts the broader social fabric.

    This identity crisis reflects a broader issue: As traditional definitions of masculinity are increasingly challenged, men are left with fewer frameworks for meaningful contributions to family, work and community. The fading emphasis on male-led provision and protection has led to a vacuum where isolation and frustration often take root. Without clear societal pathways that respect both historical contributions and evolving social needs, men can feel left behind, unsure of how to participate in a society that often seems to have moved beyond their previous roles.

    To address this crisis, society must reimagine male roles in ways that offer respect, purpose and connection. Only by acknowledging the disintegration of traditional frameworks and creating new, healthier pathways can we guide men toward meaningful identities. This means valuing male contributions not only in economic terms but also in terms of their relational and communal roles. Reintegration into family, work and community as valued members demands that we redefine what it means to be a man in today’s world—placing dignity, contribution and connection at the forefront.

    In an era where masculinity itself is under re-evaluation, it’s essential to shape new definitions that honor both the past and present. Men today need roles that allow them to thrive within evolving social landscapes, where they can build connections and be respected for contributions beyond traditional parameters. Only by doing so can we address the underlying causes of alienation, providing men with a renewed sense of purpose in a society that, with the right approach, can benefit immensely from their reimagined roles.

    Addressing the challenges that many men face is not about overlooking or minimizing the very real struggles women continue to confront. Recognizing one group’s needs does not diminish the other’s; rather, it broadens our capacity to understand and support everyone more fully. Just as society benefits when women’s voices are heard, it also strengthens when we address the unique struggles that many men experience in today’s world. This inclusive approach allows us to tackle challenges holistically, building a society that values and supports each person’s dignity, purpose and place.


    The alienation felt by many men today reflects a profound shift in the economic, demographic and cultural landscape of American life. These changes have created a reality for a large group of men—often isolated, lonely, frustrated and angry. In this demographic, men frequently find themselves without the traditional anchors of family, stable friendships or secure employment. As society has evolved, these men increasingly feel disrespected or dismissed, disconnected from the structures that once provided support, identity and a sense of purpose.

    The economic landscape for men, particularly those without a college degree, has changed dramatically over the last few decades. The decline of traditional industries, such as manufacturing, construction and mining, has resulted in the disappearance of millions of stable, well-paying jobs. These industries were not only sources of economic stability but also providers of identity and community. For many men, especially those who entered the workforce in the 1980s and 1990s, job loss has meant not just an economic setback but a disruption in their sense of self-worth and purpose.

    As these traditional industries shrank, the economy pivoted to sectors like technology, health care and the service industry—fields that often emphasize educational attainment, interpersonal skills and adaptability. Many men who once relied on stable blue-collar jobs have struggled to transition to these new fields, either due to a lack of qualifications or because the roles simply don’t align with the values and identities they were raised with. As a result, these men experience economic precarity, often living paycheck to paycheck, juggling temporary or part-time work without benefits, or relying on the gig economy, which lacks the long-term stability they might have expected earlier in life.

    The rise of “kinless America” has compounded the problem of economic insecurity, leading to a broader crisis of social disconnection. In the United States, rates of marriage have declined significantly and divorce rates remain high. For men, divorce and separation often mean loss of regular contact with children, limited social networks and, sometimes, an emotional isolation that they struggle to overcome.

    Marriage and family life once provided social stability, companionship and a sense of purpose. Without these connections, many men find themselves living alone or in shared, temporary arrangements, removed from the grounding influence of family. For those who are also economically disadvantaged, the struggle to form new partnerships or social networks can be insurmountable, leaving them largely kinless and isolated.

    This demographic shift affects friendships, too. Research shows that men, more than women, often depend on their partners to maintain social ties and that they struggle to form friendships as adults. As such, unpartnered men frequently end up in a kind of social desert, with few meaningful connections to rely on for emotional support or companionship.

    Cultural shifts have further deepened this sense of alienation. Over recent decades, there has been a growing emphasis on individual achievement and self-realization, sometimes at the expense of communal identity and traditional values. While this shift has empowered many, it has also led to the devaluation of certain traditional roles that many men historically occupied. Traits associated with traditional masculinity, such as stoicism, physical labor or even traditional provider roles, are sometimes framed as outdated or even “toxic,” leaving some men feeling that their core values and sense of identity are now stigmatized.

    Furthermore, as cultural narratives around gender have evolved, men who do not or cannot align with these new expectations often feel marginalized or invisible. Messages around the importance of academic achievement and professional success can leave those who have struggled to meet these expectations feeling dismissed or left behind.

    Adding to this sense of disrespect is the rise of social media and a culture of comparison, where it can feel as though one’s successes or failures are on display for public scrutiny. Men who feel they don’t measure up may withdraw even further, reinforcing their isolation and frustration. For those experiencing economic precarity or relationship struggles, these messages compound an existing sense of inadequacy.


    These changes have left many men feeling disconnected from their families, their communities and their traditional roles. For many working-class men, in particular, these economic and social shifts can lead to a crisis of identity, with few alternative sources of meaning or recognition to replace the roles they once filled. Lacking the dignity they once found in hard but honorable work, many now worry they are being dismissed as “losers” or that their labor is undervalued.

    This shift often translates into feelings of anger, shame and frustration. Without clear avenues for expressing or resolving these feelings, some men may withdraw, becoming more isolated and resentful.

    The isolation, loneliness and frustration felt by these men manifest in various ways, including higher rates of mental health issues, substance abuse and even suicide. Data shows that men, particularly middle-aged men, have some of the highest rates of suicide in the United States, and they are also disproportionately affected by the opioid crisis. Lacking strong social support systems, they often fall through the cracks of mental health and social services, either because they lack the resources or because they feel stigmatized in seeking help.

    Politically, this alienation can drive disenchantment with mainstream narratives and established institutions. Many feel overlooked or even disrespected by a society they perceive as indifferent to their struggles. As a result, some turn to populist figures who channel their frustrations, adopting hypermasculine postures that seem to defy what they view as a culture overly critical of traditional masculinity. They are often receptive to leaders who emphasize strength, defiance of convention and a willingness to challenge norms—qualities that appear to stand in opposition to the mainstream culture they feel has rejected or devalued them. Political rhetoric that champions the “forgotten man” resonates deeply with these individuals, promising to restore the dignity and respect they feel has been taken from them.


    Gender antagonism has surged due to a complex mix of economic, social and cultural changes that have disrupted traditional roles, heightened insecurities and polarized public discourse.

    With the decline of traditionally male-dominated industries and growth in service sectors, many men face economic insecurity, disrupting the breadwinner role that historically provided identity and respect. Meanwhile, women’s increased workforce participation challenges traditional male roles, creating frustration and resentment as economic stability and established identities shift.

    As expectations for equal partnerships grow, many men raised with conventional norms feel unprepared for these shifts. New dynamics around independence and equity can fuel misunderstandings, alienation and resentment, especially when traditional gender expectations clash with modern relationship ideals.

    Increased awareness of issues like misogyny and toxic masculinity has led to critiques that some men feel unfairly target their identities. Misunderstandings around terms like “toxic masculinity” can foster defensiveness, as positive models for masculinity are often lacking in these discussions.

    Social media amplifies divisive, adversarial portrayals of gender, reinforcing stereotypes and fostering resentment. Gender issues have also become politicized, making nuanced conversations difficult and polarizing gender dynamics further.

    Traditional gender roles are evolving quickly, leading to identity crises as qualities like stoicism or assertiveness are redefined. Without inclusive pathways to navigate these changes, many feel insecure or alienated, fueling tension.

    Social isolation, especially among men, has intensified, with limited support systems leading to loneliness and resentment. Emphasis on victimhood narratives also fuels a “competition of grievances,” as men’s economic and social struggles seem to compete with women’s issues, leading to mutual resentment.


    What is the path forward?

    To address the rising sense of alienation among American men and reduce gender antagonism, we need practical solutions that validate their experiences, offer purpose and foster constructive engagement. This isn’t solely about economic or demographic shifts; it requires holistic policies and social initiatives that support men’s economic stability, familial roles and community involvement without condescension.

    1. Economic stability and accessible upskilling. Policies that support well-paying, stable jobs, especially in trades and skilled labor, can help restore pride and purpose. Expanding accessible training—through apprenticeships, vocational programs and targeted certifications—can revitalize pathways to economic self-sufficiency and respect. Higher education, particularly community colleges, can play a vital role, but they must adopt practical, flexible models that allow working men and women to balance existing responsibilities with upskilling opportunities. Here are some strategies:
    • Employer partnerships for on-the-job training: Colleges can work with local industries to design programs that meet workforce needs and offer on-site training, allowing employees to earn while they learn.
    • Affordable, results-oriented programs: Expanding low-cost programs that focus on high-demand skills provides a clear incentive for workers to invest their time, with direct connections to jobs, salary increases and career advancement.
    • Mentorship and career support: Programs that connect students with mentors who have successfully upskilled can offer both guidance and motivation, especially for those hesitant about returning to school.
    • Enhanced job placement and counseling services: Colleges can offer support in aligning new skills with market demands, ensuring students can quickly apply their skills to new roles or promotions.
    • Skills-based certifications in growth sectors: Short-term certifications in fields like cybersecurity, skilled trades and advanced manufacturing can appeal to workers by providing clear pathways to better jobs.

    Higher education must provide clear, realistic pathways to secure employment, with affordable, high-quality vocational training and credentialing programs that align tightly with job market needs.

    1. Supporting fathers and family involvement. Fostering men’s roles as fathers, particularly those separated from their children, is essential. Legal reforms that promote equitable custody arrangements, along with targeted support for single fathers, can help men stay actively involved in family life. Programs offering parental counseling and father-centered parenting classes can restore purpose and fulfillment, reducing feelings of alienation from loved ones.
    2. Building community and combating isolation. To address social isolation, we need community spaces where men can forge friendships and feel connected. Initiatives centered on shared activities—such as sports leagues, volunteer groups or veterans’ organizations—offer valuable opportunities for camaraderie, helping men form supportive networks and reinforcing a sense of belonging and social cohesion.
    3. Recognizing and celebrating men’s contributions. Society benefits from recognizing men’s contributions through mentorship, craftsmanship, coaching and community leadership. Programs that emphasize these roles and celebrate male contributions can help men find renewed purpose in positive, community-oriented activities. Acknowledging these contributions adds value to society without diminishing other forms of progress.
    4. Addressing gender antagonism with understanding. Reducing gender antagonism requires an approach that acknowledges the unique challenges men and women face without casting all men as insensitive or prone to toxic traits. Public discourse should address specific actions or attitudes within their contexts rather than implying these are inherent in all men. Media portrayals that reinforce negative stereotypes about masculinity need to be challenged. Inclusive narratives that recognize both men’s and women’s struggles and contributions foster empathy, helping bridge divides rather than deepen them.
    5. Embracing shared human values. Many core values—compassion, respect, integrity, resilience—are universal. Shifting our focus from gendered virtues to shared human qualities can foster unity and mutual respect, emphasizing individual strengths over rigid gender norms.

    The erosion of traditional male roles has left many men feeling adrift, disconnected from the sources of pride and identity that once defined them. Only by acknowledging these challenges and investing in creative solutions that restore economic stability, respect, connection, meaning and purpose can we create a healthier, more balanced and respectful society for all.

    Steven Mintz is professor of history at the University of Texas at Austin and the author, most recently, of The Learning-Centered University: Making College a More Developmental, Transformational and Equitable Experience.

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  • Online Learners: Generational Influences on Expectations and Satisfaction

    Online Learners: Generational Influences on Expectations and Satisfaction

    Earlier this year, I was interested to read RNL’s Generations of Online Learners report, which was produced by cross-tabbing our national survey of (largely) prospective online students by the three primary student generations. There has been greater awareness in recent years of the influence of generational differences in higher education, and this made me interested to explore the perceptions of students by age within our National Online Learners dataset.

    These data reflect the responses to the RNL Priorities Survey for Online Learners (PSOL) over the past three academic years (fall 2021 through spring 2024), which now reflects a fully post-pandemic point of view. The total data represents 101,925 student records from 153 institutions. The PSOL asks students to indicate a level of importance and a level of satisfaction on a variety of experiences associated with their online study.

    While the standard age categories used in the PSOL don’t exactly line up with the generational parameters, we can get close with these designations:

    Age Indicator Generational Designation
    19-24 Gen Z
    25-34 Millennial (One)
    35-44 Millennial (Two)
    45 -54 GenX

    Tuition paid is a worthwhile investment

    One of the high priority items on the PSOL is the perception of “Tuition paid is a worthwhile investment.”

    Tuition paid is a worthwhile investment.

    Gen Z Millennial (One) Millennial (Two) Gen X
    Importance* 86% 89% 91% 92%
    Satisfaction** 62% 67% 71% 76%

    *% of students who indicated the item was important/very important
    **% of students who indicated they were satisfied/very satisfied with this item

    While this item is just 6 percent less important to Gen Z students than it is to Gen Xers, Gen Z students are 14 percent less satisfied than the Gen Xers. The older the student, the more likely they are to be satisfied with their tuition investment. What this says to online programs is you may need to more intentionally build the case for the investment of time and resources when you are recruiting and looking to retain Gen Z students (the primary “traditional age” student cohort) than you may need to be when recruiting (and seeking to retain) either Millennials or Gen X online students.

    Items of less importance to Gen Z/more important to Gen X

    Three other items stand out as being much less important to Gen Z students than they are to Gen X students:

    • This institution has a good reputation.
    • Factor to enroll: Reputation of the institution
    • Source of information: Catalog (online)

    Each of these items saw at least 10 percent less importance among Gen Z online students when compared with Gen X.

    This could be considered in the reverse: these items are actually more important to older students than they are younger students. If you are an online program that is specifically looking to recruit online learners who are older, you may want to emphasize your overall reputation and include reliable resources that speak to the quality of the education you are providing.

    These Gen X ratings may be (at least in part) due to a lack of exposure that this generation had to online learning options when they were younger; they may need more evidence that online learning is an acceptable way to get a degree. In addition, older online students may be more accustomed to reviewing catalogs and expecting to see a complete catalog as an online resource as they are determining their program and direction for course work.

    Conversely, the relative lack of concern that Gen Z students give to issues of reputation (likely as a placeholder for “quality” of the program) is likely an indicator of their comfort with the online modality – which for them does not represent something experimental or new. Particularly after the pandemic (and their exposure to online or remote learning) they may not have loved those experiences, but they did become quite comfortable with them.

    Five areas where Gen Z students are much less satisfied than Gen X

    There were a number of factors for which Gen Z online students indicated satisfaction levels which are 10 percent or more lower than among Gen X online students.

    Faculty provide timely feedback about student progress.

    Gen Z Millennial (One) Millennial (Two) Gen X
    Satisfaction* 66% 71% 73% 76%

    *% of students who indicated they were satisfied/very satisfied with this item

    The quality of instruction is excellent.

    Gen Z Millennial (One) Millennial (Two) Gen X
    Satisfaction* 65% 70% 72% 76%

    *% of students who indicated they were satisfied/very satisfied with this item

    Adequate financial aid is available.

    Gen Z Millennial (One) Millennial (Two) Gen X
    Satisfaction* 59% 66% 68% 70%

    *% of students who indicated they were satisfied/very satisfied with this item

    I receive timely information on the availability of financial aid.

    Gen Z Millennial (One) Millennial (Two) Gen X
    Satisfaction* 64% 72% 74% 74%

    *% of students who indicated they were satisfied/very satisfied with this item

    This institution responds quickly when I request information.

    Gen Z Millennial (One) Millennial (Two) Gen X
    Satisfaction* 68 % 76 % 78 % 80 %

    *% of students who indicated they were satisfied/very satisfied with this item

    These data make it clear that the youngest online students are clearly less satisfied with their experience than are older generations. Note that all respondents are in fully online programs and are not reflecting any of the “emergency remote learning” that occurred during the pandemic – a period that precedes the data collection window. Having said this, these younger students may be more ready to be critical of fully online learning due to possible pandemic-era remote learning experiences. Alternatively, their lifelong exposure to all things online may just make them have higher expectations of their online programs than older students. As we have documented elsewhere, their expectations may be informed by the many other highly personalized and speedy online interactions they have in other spheres of their lives.

    The results reflected here provide an opportunity for online programs to consider the student populations they are targeting for recruitment purposes and how they can best retain them through to completion of the program – and thereby maximize their student success outcomes. Targeted initiatives and communication related to these priority areas for younger students may best serve institutions with achieving their goals, recognizing that students in different age groups have different perceptions and perspectives that they bring with them to the higher education experience.

    Survey your students

    The most relevant and useful data points that will maximize student success are always specific to each institution. For this reason, it is important that institutions (and in this case online programs) need to survey their own student population to identify areas of importance and satisfaction (and dissatisfaction). Once you have data for your own institution (or online program), you can isolate it by various demographics and then target your activities for subpopulations that may be less satisfied with their experience. The work you do to gather student feedback data, to explore it for insights and to use it to inform actions will have the greatest impact on student success.

    Contact me if you would like to learn more about administering the Priorities Survey for Online Learners with your students.

    I also invite you to download the 2024 National Student Satisfaction and Priorities Report to learn more about the perceptions of students by class level in traditional and online programs

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