Changing Higher Ed

President university turnover is a major problem in higher education, with the average tenure of leaders serving in this capacity at one institution declining sharply from 10 years to a shocking 3.7 years.   In this first half of a two-part series, Dr. Drumm McNaughton discusses the challenges facing university presidents and why their tenures have become so short with a nationally recognized authority figure who has one of the best track records and overall experience under his belt to speak on such a topic, Chancellor Emeritus Dr. William E. “Brit” Kirwan of the University System of Maryland. Few are as qualified to do so as Brit, having served as chancellor at the University System of Maryland for 13 years, president of The Ohio State University for four years, and president of the University of Maryland College Park for ten years.   Part two of this series will cover what higher ed can do to improve university president retention.     Highlights     §    The role of the university president has become much more complex and challenging over the last few years, causing the average tenure of presidents to fall from 10 to 3.7 years. There has never been more political interference and influence on higher ed as there is now, especially in Texas, Florida, and North Carolina. For example, the governor of Florida recently directed his attorney general to file a lawsuit against the Department of Education on changing accreditors.   §    There's also an unprecedented amount of pushback on DEI when diversity and inclusion were once very much a part of higher ed. In Ohio, a very anti-DEI bill was introduced that would restrict what higher education could do on diversity issues. This change in focus is forcing presidents to juggle what can be taught in the classroom and their faculty, who are very much invested in DEI initiatives.   §    Divisions and political beliefs are also over-influencing boards, causing them to be more directive and engaged in operational issues than they should be. As a result, sound board governance has declined, with many boards going rogue. Politicized boards also are forcing presidents to translate policy into operations when this should be done in parallel and jointly by the board, while boards are sticking their noses into what can be taught, which should be decided by the president.   §    For example, at the University of Virginia, the board chair recently told the president to announce her resignation at the next board meeting before board members were made aware of this decision. At Chapel Hill, the board refused to grant tenure to a distinguished journalist for political reasons. A similar situation occurred at Texas A&M.   §    Funding issues are mounting and will likely worsen, forcing presidents to make massive cuts to programs, negatively affecting faculty morale. Presidents are also more involved in fundraising than ever, complicating their leadership roles. Meanwhile, big-time intercollegiate athletic programs are forcing presidents to cobble together money to keep these expensive enterprises afloat.   §    There are two reasons universities can still hire presidents despite these major problems. The first is that it’s human nature to want to advance and meet new challenges. As a result, many people are still compelled to rise to the top. The second is that salaries and compensation packages for presidents have escalated dramatically. There are several presidents earning compensation packages of $1 million or more per year.     Read the transcript →   About Our Podcast Guest   Dr. William E. “Brit” Kirwan is chancellor emeritus of the University System of Maryland (USM).  He is a nationally recognized authority on critical issues facing higher education. He served as chancellor of the University System of Maryland (USM) for 13 years (2002-2015), president of the Ohio State University for four years (1998-2002), and president of the University of Maryland, College Park for 10 years (1988-1998). Prior to his presidency, he was a member of the University of Maryland mathematics faculty for 24 years.   Dr. Kirwan is the past chair of, among other boards, the American Council for Higher Education, the Association of Public and Land Grant Universities, the American Association of Colleges & Universities, the Business Higher Education Forum, and the National Research Council Board on Higher Education and Workforce. He also served as the co-chair and chair of the Knight Commission on Intercollegiate Athletics from 2004 to 2016. Presently, he chairs a Statewide Commission on Innovation and Excellence in Education, which has been asked to make recommendations to the Governor and General Assembly to enable Maryland schools to perform at the level of the world’s best school systems.   Among Dr. Kirwan's many honors is the 2010 TIAA-CREF Theodore M. Hesburgh Award for Leadership Excellence. Considered one of the nation's top higher education honors, this award recognizes outstanding leadership in higher education and contributions to the greater good.  In 2009, he received the Carnegie Corporation Leadership Award, which included a $500,000 grant to support USM academic priorities. Dr. Kirwan was elected to the American Academy of Arts and Sciences in 2002 and inducted into the Baltimore Sun’s Maryland Business and Civic Hall of Fame in 2017.   Dr. Kirwan received his bachelor's degree in mathematics from the University of Kentucky and his master’s and doctoral degrees in mathematics from Rutgers, The State University of New Jersey, in 1962 and 1964, respectively.    About the Host   Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website: https://changinghighered.com/.   The Change Leader’s Social Media Links   LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #HigherEducation #HigherEdLeadership #HigherEdChallenges

Although higher ed as a whole believes in the importance of freedom of speech, very few agree on what the free exchange of ideas looks like and how it should function on campus. But with the current hostile political and social climate, it’s now more important than ever for higher ed to unite on what truly matters—protecting respectful and productive speech that leads to a better and kinder society.   In his latest podcast episode, Dr. Drumm McNaughton speaks with President Eric Hogue of Colorado Christian University on the topic of free speech in higher ed. Eric shares how students must approach disagreements to create a more forward-thinking society and, most significantly, how faculty, staff, and students should conduct themselves in public and in the classroom to elicit more mature behavior.   Podcast Highlights   Free speech is a constitutional right that’s an essential function of a democratic society. Free speech allows individuals to express their opinions, thoughts, and ideas without fear of censorship or persecution. A complete college education dives into understanding this right. Such an education also empowers students not to be swayed by the ideologies of the moment but to compare new ideas against centuries of accrued knowledge.   The free exchange of ideas works best when exercised with respect, maturity, positive behavior, and decorum. But society has lost respect for each other and the ability to agree to disagree.   Higher ed needs students to look at disagreements from the mind perspective—how we think about issues—and combine it with their heart perspective. This allows students to see arguments from other people’s views. Higher ed needs students, faculty, and staff to build resilience by realizing they are not a victim in every situation, everything isn’t a crime, disagreements don’t impinge on rights or freedoms, and if someone is different from them, that doesn’t make them evil people who must be silenced. Higher ed must always be in pursuit of truth, even though it might be categorized as “my” truth or “your” truth.   Colorado Christian University employs co-teaching practices where faculty with opposing views debate each other on topics in front of students. The students are more attentive and engaged when this happens. CCU also has a moot court, and the practicum is to learn how to create an argument. Sometimes, the assignment is to create an argument from a different perspective. Students learn that they disagree with topics, not the people they debate and that if somebody doesn't wholly agree with them, they're not evil or don't need to be silenced.   Read the transcript →   About Our Podcast Guest Eric Hogue was named president of Colorado Christian University by the Board of Trustees in March 2023 and took office in June 2023. Hogue previously served as vice president of University Advancement for CCU. Hogue has a strong affinity for Christian higher education, having earned a Master of Arts in Theological Studies from Liberty University and a Bachelor of Science in Business Administration from Jessup University. He brings a deep knowledge of CCU to his new role. Since 2018, Hogue has served as vice president of University Advancement, directing a comprehensive fundraising program totaling more than $45 million, including $33.5 million for the Armstrong Center Campaign. He launched a $44 million Science Center Campaign, established the CCU Endowment Foundation to prioritize the rapid and sustained growth of future resources for the University, and birthed the CCU Fund and Hope Fund, which will raise $1.5 million annually for student scholarships. Before joining CCU, Hogue served for six years as the chief development officer of Jessup University, where he tripled JU's endowment fund and navigated two successful campus capital development campaigns. Hogue is known for his roles as a former political candidate; practicing theologian and pastor; and long-tenured radio, television, and media professional. He is the author of The Winning Side of the Ask: The Heart and Skills of the Donor-Centric Professional Fundraiser, a book dedicated to helping nonprofits design a thriving philanthropic culture.   About the Host Dr. Drumm McNaughton, host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website: https://changinghighered.com/.   The Change Leader’s Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #FreeSpeech #HigherEducation #HigherEdPodcast

As higher ed faces enrollment challenges, fostering diverse pathways for first-gen students becomes crucial. Dr. Drumm McNaughton's podcast features Dr. Marielena DeSanctis, President of Community College of Denver, discussing innovative solutions based on her unique K-12 to community college leadership insights. She emphasizes essential K-12 partnerships for first-gen support and advocates for a family-oriented approach. Addressing orientation, graduation, and credit transfer, Dr. DeSanctis sheds light on vital issues in higher education equity. ·       ·         Prospective students, particularly first-gen, need confidence in college success. Partnering with high schools to guide students through higher ed processes is crucial, preventing doubts upon college entry. Communicating the value of post-secondary degrees is vital.   ·         Implementation of such supports at the K-12 level, not just during campus tours, aids student progress tracking.   ·         Recognizing the weight of traditional family roles, higher ed leaders must convince both students and families to enroll.   ·         The Community College of Denver holds an inclusive, outdoor graduation event, reflecting family importance. Flexible durations and guest participation foster inclusivity.   ·         Efficient student orientation is key; store relevant modules in the Learning Management System for anytime access.   ·         AP, ACE, or IB courses may favor out-of-state prospects. Dual enrollment credit disparities can arise even within a state due to high school recommendations.   ·         Dual enrollment at high schools can lack the college experience. Transfer credit inconsistencies hinder student progression.   ·         Retaking courses during transfers, especially within the same state, impedes student advancement.   ·         In a study, CCD students transferring between Denver universities faced redundant courses. Transparency, a task force, and aligned objectives addressed this.   ·         Aligning course objectives and identifying credit equivalency enhances credit transfer for students moving between institutions.   Read the transcript →   About Our Podcast Guest   Dr. Marielena DeSanctis, an accomplished education leader with over 23 years of experience, is a passionate advocate for first-generation student success. Her unique journey, transitioning from K-12 to community college leadership, brings a deep understanding of bridging educational sectors. As President of the Community College of Denver, she pioneers critical partnerships between K-12 and higher education, while championing a family-centric approach to enrollment. Dr. DeSanctis' innovative insights address key challenges, including equitable credit transfers and graduation formats. Her commitment to empowering students resonates through her roles in numerous educational organizations, reflecting a profound dedication to transforming lives through education.   About the Host Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website: https://changinghighered.com/.   The Change Leader’s Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #FirstGenStudents #HigherEdEnrollment #EnrollmentCliff  

Higher education leaders who want to increase inclusion while maintaining affordability at their campus can emulate the actions of the Illinois Institute of Technology. By following three core principles, Illinois Tech has ranked first in the state for people it has successfully moved from the bottom 20th percentile of household income to the upper 20th percentile.   Illinois Tech is also one of just 88 institutions named an American Talent Initiative ‘High-Flier’ by the Aspen Talent Institute and Bloomberg Philanthropies for ensuring college access and success. Moreover, Illinois Tech’s employment rate is 92% six months after graduation, even when 37% of its students receive Pell Grants.   In this episode of Changing Higher Ed® podcast, Dr. Drumm McNaughton speaks with President Raj Echambadi of the Illinois Institute of Technology about the four principles that have allowed Illinois Tech to experience so much success. They include boosting inclusion through experiential learning opportunities, providing more pathways for students, and embracing digital education.   Podcast Highlights   Illinois Tech pairs technology education with human-centered education by mandating experiential learning opportunities. These include not only students learning from faculty but also students learning from each other and faculty learning from students.   Because of how the public perceives higher ed, institutions must provide different pathways for students to receive an education. This involves no longer thinking of students as a monolith that can benefit from a one-size-fits-all solution. Instead, institutions must think about individual student groups and look at their different needs and motivations to develop more effective value propositions.   For example, after learning that students were concerned about affordability, Illinois Tech partnered with the local community college system, the City Colleges of Chicago, to create an innovative program. Students can now spend their first year at City Colleges to take post-secondary courses at community college prices while living on the Illinois Tech campus. They can also join student organizations and participate in activities at Illinois Tech. This not only addresses affordability but boosts a sense of belonging for students.   For its student-centered approach, Illinois Tech has been asked to join REP4 Rapid Education Prototyping, which is an alliance of like-minded institutions that devise strategies by learners for learners. It is a bottom-up orientation, where the learners design and dictate the learning strategy. At the same time, it becomes the job of educational leaders to make sure that those strategies get implemented so their learners remain empowered.   Illinois Tech embraces a hybrid model due to student demand and to increase accessibility for those who work full-time jobs, for example. Before joining Illinois Tech, Raj developed and launched the first scaled online MBA program in partnership with Coursera at the University of Illinois Urbana-Champaign. That program happens to be the largest online program in the world. Ten percent of all online MBAs in the United States come from the university.     Read the transcript →   About Our Podcast Guest   Raj Echambadi, the 10th president of Illinois Institute of Technology, is steering the institution towards preeminence by prioritizing economic mobility, accessible education, human-centered technologists, and purposeful citizenship. Collaborating with university leaders, he has launched the groundbreaking ELEVATE program, which offers experiential learning, personalized mentorship, and job readiness, resulting in remarkable enrollment growth and recognition as an ATI High-Flier institution by Bloomberg Philanthropies. Echambadi's previous role as dean of the D’Amore-McKim School of Business at Northeastern University and his involvement in pioneering online education further underscore his transformative vision.   About the Host   Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website: https://changinghighered.com/.   The Change Leader’s Social Media Links   LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #changinghighered #thechangeleader #higheredpodcast

Tier two (R2) research and smaller institutions, including two-year, minority-serving, and tribal colleges, can now build solid research infrastructures and perform groundbreaking discoveries through research enterprises on the same scale as larger R1 and flagship universities. In this episode of Changing Higher Ed®, Drumm speaks with Sethuraman Panchanathan, Director of the National Science Foundation (NSF). They discuss how his organization helps democratize ideas in higher education, enabling all colleges and universities to solve real-world problems and revitalize their communities. The NSF achieves this through programs like the Nationally Transformative Equity and Diversity (GRANTED) and Enabling Partnership to Increase Innovation Capacity (EPIIC). Dr. Panch also discusses NSF's mission and vision. He talks about its recent $44 million program that helps fund projects across the US. Additionally, Drumm refers to another NSF program as "a tech transfer on steroids." Moreover, they explore what smaller institutions with few resources need to do to start conducting research.   Podcast Highlights NSF's Regional Innovation Engines is a $44 million investment that partners with communities to utilize regional potentials like the Hazleton pilot converting hemp into carbon-negative building materials through collaboration with Penn State University and community colleges. The cross-cutting TIP Directorate pulls discoveries into the industry, creating impactful solutions by fostering partnerships and bringing back new ideas to address real-world problems. GRANTED and EPIIC programs support the growth of research infrastructure and capacity at national and minority-serving institutions, enhancing access to resources and regional innovation ecosystems. NSF's strategic focus includes research, education, partnerships, and research infrastructures, with initiatives like BP Innovate, EDU Racial Equity in STEM, and the Robert Noyce Teacher Scholarship Program to promote inclusion and quality in STEM education.   NSF partners with organizations like the Bill and Melinda Gates Foundation, Schmidt Futures, and the Walton Family Foundation to improve the quality of US STEM education for all students. GRANTED provides investment in research infrastructure, and institutions can reach out to the program coordinator to present competitive ideas and connect with successful participating institutions.    Read the transcript →   About Our Podcast Guest The Honorable Sethuraman Panchanathan is the 15th director of the U.S. National Science Foundation (NSF), nominated by the President in 2019 and confirmed by the U.S. Senate in 2020. With over three decades of experience, he is a leader in science, engineering, and education. Before joining NSF, Panchanathan served as the executive vice president of the Arizona State University (ASU) Knowledge Enterprise, where he significantly advanced research innovation and strategic partnerships. His scientific contributions have earned him numerous awards, including Honorary Doctorates and the IEEE-USA Public Service Award. Panchanathan's leadership extends to various interagency councils and committees, including the National Advisory Council on Innovation and Entrepreneurship and the Interagency Arctic Research Policy Committee. He is also known for his extensive publication record and mentorship of over 150 graduate students, postdocs, and research scientists. Panchanathan is a fellow of multiple prestigious academies and societies, including the National Academy of Inventors and the American Association for the Advancement of Science. He is married to Sarada "Soumya" Panchanathan, an academic pediatrician and informatician, and they have two adult children, Amritha and Roshan.   About the Host  Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website: https://changinghighered.com/.   The Change Leader’s Social Media Links   LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #ChangingHigherEd #HigherEdResearch #HigherEdPodcast

It is well known that public perception of post-secondary education is at an all-time low, as politics, rising tuition, and higher student debt is saddling students and graduates with more stress. And, despite reports showing that people with student debt can negatively affect society, the Supreme Court recently ruled that the $1.7 trillion in student debt cannot be forgiven despite what the HEA clearly states in the statutes.   Research shows that students who must incur debt to attend college have lower GPAs, more health issues both before and after graduation, are less likely to buy a house, will get married and have children later in life, are less likely to start a business, and are less entrepreneurial. The problems are real and are affecting society as we know it.   In his latest podcast episode, Dr. Drumm McNaughton speaks with economist and investment manager David Linton about his findings from his upcoming book, Crushed: How Student Debt Has Impaired a Generation and What to Do About It. David shares how much the cost of education has risen from 1969 to 2020, why most college and university managers plan to budget, why this doesn’t help address the problem, and what higher ed can do to improve this.   Podcast Highlights   §  The cost of higher ed in terms of percentage of household income has risen dramatically in the past 50 years. In 1969, the cost of public college education was $1,545 per year, 19% of the median household income. In 2020, it was just under $29,000, or 42% of the median household income. That's about two and a half times more expensive as a function of household income. On an inflation-adjusted metric from 1969 to 2020, it’s between 3 ½ - 4 times as expensive. In other words, the cost of four years in 1969 was the same as that of one year in 2020.   §  A driving force behind this rise in tuition is that some administrators and presidents prioritize rankings and performing well vis-à a-vie their competitors. They know what colleges the other students are applying to and want to ensure their students have a similar or better college experience, including more physical and mental health services, nicer campus facilities, larger research departments, more public services for the community, and other ancillary services. There are also more administrators per student than before.   §  Another theory as to why tuition is so high is because state support has dropped from 50-70% of the tuition a student pays to around 12%. However, in 2017, Professor Douglas Webber of Temple University roughly found that for every $1,000 in state budget cuts, students pay an extra $300 – $315 more per year in tuition and fees. This addresses only 30% of the problem.   §  Adding to the rising tuition costs, most administrators discuss expanding departments or hiring new faculty versus cost-cutting and reducing tuition—many plan to construct a new building once a year or every other year. Very few or no administrators say that one of their top five priorities is to adopt the Six Sigma approach, which involves constantly getting incrementally better over a very long period. This can include delivering the same quality education or same quality experience but with 2% fewer resources every single year. Higher ed leaders respond, “No, we have a budgeting process, and each department has to fit within their budget.” John Katzman, who founded Princeton Review, says up to a third of overall university expenses could eventually be cut without damaging the education experience.   §  One solution to rising tuition costs would be that a large consortium of schools, e.g., PAC-12 schools or all Midwest liberal arts schools that happen to compete with one another, should announce they are not going to raise tuition by more than inflation each year for the next ten years. These savings could go back to the school departments to figure out how to do more with less every year.   §  Higher ed presidents need to know the average debt per student upon graduation and the degree to which they've been able to pay it off in five or ten years. If they don’t, the first step is to figure out what that is. Boards need to establish the objective. If boards discover that 30%, 40%, or 50% of students ten years out cannot repay their debt, one objective can be for the president to improve that somehow.   §  Campuses must identify if certain types of students cannot pay, specific academic thresholds that make it unlikely for students to graduate, or more likely to take on more debt if they don’t cross them. Also, if there are certain areas of study where students are more or less successful when repaying their debts or not having debt. Then, institutions must establish a clear objective. For example, possible goals could include that within five years, graduates’ student debt delinquency rate will drop from 20% to 10%, the graduation rate will increase from 70% to 80%, or the debt upon graduation will decrease from $30k to $20k.   §  Cust-cutting must be included in prioritization. Most schools have an annual or semi-annual process whereby they look at objectives, whether it's new facilities for staff or a department, and then rank them in order. But cost-cutting is rarely ranked in the top five. Reducing tuition and cost-cutting doesn't have to be dramatic. It can be to freeze, maintain, or have budgets increase at inflation, minus 1%, every year and then force the department heads to figure out a way to work within that framework.   §  Bring in a consultant or have faculty figure out ways to increase revenue without raising tuition. Identify where the campus is getting other resources if they are selling their services to other areas, utilizing their facilities and research more efficiently, or partnering with other businesses.     Read the transcript →   About Our Podcast Guest   David E. Linton is an author and economist.  A former adjunct professor at the University of Southern California’s Marshall School of Business, he taught Investment Analysis and Portfolio Management.  His first book, Foundations of Investment Management, has become a mainstay among aspiring professionals who want to bridge the gap between an academic understanding and the practical application of investment management strategies.    Mr. Linton’s second book, Crushed, was researched and written after his tenure as a professor at USC.  While wondering about the beautiful campuses of USC, University of Chicago, UT Austin, and several others, Mr. Linton couldn’t help but wonder: why are college campuses so nice?  Why is college so expensive?  How can I possibly afford to send my three kids to college?  Is a college degree even worth it?  And how can I balance what’s in the best interest of my kids without mortgaging their (and my) future?   If you want to know the answers to these questions – don’t do what Mr. Linton did, which is spend the next two years and ~2,000 hours researching the topic.  Just read the book.  It’s a better return on time.   Mr. Linton works at a multinational technology firm managing corporate and customer cash when he's not teaching or researching.  He is a seasoned economist and asset manager, previously working as the Director of Portfolio Construction and Manager Research at Pacific Life and a Vice President and Portfolio Manager at PIMCO.  Mr. Linton is a CFA® charter holder, has a BS in Business Administration from the University of Southern California, graduating magna cum laude, and an MBA from the University of Chicago Booth School of Business, graduating with honors.  He enjoys reading with his oldest child, playing chess with his middle child, and wrestling with his youngest child.  He thinks they enjoy those activities, too.   About the Host   Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website, https://changinghighered.com/.   The Change Leader’s Social Media Links   LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #studentdebt #crushed #HEA

The recent hack of MOVEit has serious implications for higher education. MOVEit, an application used by the National Student Clearinghouse and many other institutions to move large files, directly affects numerous higher ed institutions and solution providers. This, coupled with the Gramm-Leach-Bliley Act going into effect in early June of 2023, has (should have) put cybersecurity at the top of mind for college and university decision-makers.   In his latest podcast episode, Dr. Drumm McNaughton once again speaks with virtual chief information security officer Brian Kelly, who this time returns to Changing Higher Education to discuss the ramifications of MOVEit getting compromised, tools that can help higher ed institutions protect themselves, all nine elements of the GLBA that colleges and universities must be in compliance with to receive financial aid, what GLBA enforcement could look like, and an online hub that states and higher ed can emulate to ensure students enter the cybersecurity field.     Highlights   §  MOVEit, a third-party tool used by the National Student Clearinghouse and others to move large data pieces, was recently compromised, compromising institutional data. This is having a downstream impact on higher ed since many institutions engage with the NSC.   §  In addition to performing triage and internal assessments, higher ed institutions must reach out to all of their vendors and contractors and ask if they use MOVEit and, if they are, what they are doing to protect their data.   §  It is important to have a process in place for vetting third-party risk. EDUCAUSE’s HECVAT can help address this and future problems. It’s a standard set of questions that institutions can ask third-party vendors about security and privacy. Over 150 colleges and universities use HECVAT version 3.0’s questionnaire in their procurement process. Large vendors like Microsoft and Google have completed it.   §  HECVAT makes it easier for vendors since they don’t have to answer bespoke questionnaires from numerous institutions that might have their nuances and differences. It also allows the community of CISOs and cybersecurity privacy practitioners in higher ed to have a conversation around a grounded standardized set of questions.   §  The Federal Trade Commission’s Safeguards Rule, which changed the standards around safeguarding customer information, went into effect on December 9th, 2021. The Gramm-Leach-Bliley Act that took effect in early June of 2023 required higher education institutions to meet the elements of those rule changes. There are nine elements.   §  The primary rule change is designating a CISO or a qualified individual responsible for protecting customer information or student financial aid data. The second is to perform a risk assessment at least annually by a third party or internally.   §  The third involves access review controls. Institutions must annually vet employees granted access to information and ensure more people haven’t been granted access. Institutions must know where all data resides and that all incoming data is identified. Institutions must ensure data is protected and encrypted when it's being stored and in use, ensure the coding or development of any software that interacts with the Department of Education’s data follows secure practices, ensure data that institutions should no longer have or that has aged out has been properly disposed of, and ensure change management has been implemented. Institutions must identify who has access to customer information and annually review their logs.   §  The fourth ensures that institutions annually validate that these controls are in place and working as intended. The fifth mandates that the individuals who interact with the Department of Education and use customer information are appropriately trained and aware of the risks involved. The sixth ensures institutions have a program and process to address and test for third-party risks. Seventh mandates having a prescriptive plan for responding to incidents, regularly testing and validating the plan to see if it’s working, and identifying the lessons learned. The ninth mandates that the CISO annually reports to the board or president.      Read the podcast transcript →   About Our Podcast Guest   Brian Kelly supports the safeguarding of information assets across multiple verticals against unauthorized use, disclosure, modification, damage, or loss by developing, implementing, and maintaining methods to provide a secure and stable environment for clients' data and related systems.   Before joining Compass, Brian was the CISO at Quinnipiac University and, most recently the Cybersecurity Program Director at EDUCAUSE. Brian is also an Adjunct Professor at Naugatuck Valley Community College, where he has developed and teaches cybersecurity courses.   Brian has diverse experience in information security policy development, awareness training, and regulatory compliance. He provides thought leadership on information security issues across industries and is a recognized leader in his field.   Brian holds a bachelor’s degree from the University of Connecticut and a master’s degree from Norwich University. He has served in various leadership roles on the local boards of the ISSA, InfraGard, and HTCIA chapters. Brian is also a retired Air Force Cyber Operations Officer.   About the Host   Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website, https://changinghighered.com/.   The Change Leader’s Social Media Links   LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #HigherEducation #HigherEdCybersecurity #MOVEitHack  

The recently filed and highly publicized Florida versus the Department of Education lawsuit could change the face of higher education across the US. At stake is the ability of accreditors to set standards in the accreditation versus how much state governments can be involved in accreditation affairs. Essentially the lawsuit is pushing to allow institutions to change their accreditors without being restricted by the Department of Education and that, as the owner of state schools, the state has control over what these institutions can do. In this podcast, Dr. Drumm McNaughton once again speaks with higher ed legal expert Michael Goldstein of Tyton Partners, who returns to Changing Higher Ed to discuss the background behind the lawsuit, its reasons, and its implications for higher education institutions and accreditation. Podcast Highlights Florida’s Gov DeSantis directed his attorney general to file a lawsuit against the Department of Education. The case, Florida v. Department of Education, questions the authority of the Department to have a third party certify the quality of education, require independent boards, and a host of other things. Florida’s complaint was filed in federal district court on June 21. The US Department of Justice has yet to file a response. Before the lawsuit, Florida passed a law at Gov DeSantis’ direction that would require every institution in the State to change its accreditor in a relatively short cycle. The intent was to get Florida institutions out of the purview of SACSCOC and move to more conservative accreditors. This also had the intention of applying pressure on accreditors to back away from protecting the independence of institutional boards to allow states to take a more affirmative role in what they want to do. The legislation basically asked, “Why doesn't the Department of Education have an accreditation process for determining what institutions are qualified for the same way that the federal government decides what drugs are suitable for use in medical treatment through the U.S. Food and Drug Administration?" After a harsh reaction, the state changed its stance to say that within two years, the State required that all public institutions in Florida change their primary institutional accreditor. In the current accreditation process, states authorize institutions to grant degrees by their criteria, and then the school must be accredited by an accrediting agency that the Department has determined to be a reliable arbiter of institutional quality. Then, if the Department of Education determines that the institution has the financial stability and the administrative capability to manage the student aid programs, it could enter into a participation agreement, give Pell Grant loans, and be in the Federal Family Education Loan [FFEL] program, and in the direct loan program, enabling it to access trillions of dollars of student aid. The lawsuit says state governments are the owners of state institutions and that, as creatures of the state, these schools are responsible to the state legislature and the state government. So, if the legislature or the state government directs that these schools should act in a particular way, they should not be prohibited from doing so. This is analogous to an accreditation standard rule that was made to allow for-profit institutions to participate in student aid programs. The rule says that the board must be independent, and a majority of the members of the board are required to be independent of ownership to provide some level of insulation between the financial interests of the parent company, who is the owner, and, by law, the conduct of the institution. This supports the lawsuit’s theory that the state owns state institutions. The Florida lawsuit first asks the court to determine that outsourcing institutional assessment of institutional quality to a non-governmental entity is an unconstitutional delegation of governmental authority. If that argument is rejected, the lawsuit asks to prevent the Department of Education from restricting the ability of institutions to change their accreditor. Because institutional accreditors are no longer restricted by region or country, Florida winning the lawsuit could result in the creation of different rules regarding the kinds of issues that the institutions are dealing with in Florida. There are also questions on how this could impact how NACIQI and the Department of Education approve accreditors. This accreditation lawsuit is similar to the ongoing question of whether states have too much authority in SARA. If an institution is accredited, approved by a state, and that state is a participant in NC-SARA, SARA says that the state can offer its online courses anywhere in the US (except California, which is not a signatory to the SARA agreement) without further approval. About Our Podcast Guest Mike Goldstein Michael Goldstein has a long history of close engagement with higher education.  He was the founding Director of New York City Urban Corps, the nation’s first large-scale student intern program designed to support access for less affluent students through the use of the Federal Work-Study Program.  He went on to lead a Ford Foundation-supported effort to establish similar programs in cities across the U.S.  He returned to New York City government as Assistant City Administrator and Director of University Relations.  From there, Mike joined the then-new University of Illinois Chicago campus as Associate Vice Chancellor for Urban Affairs and Associate Professor of Urban Sciences.  In 1978 Mike joined the Washington, DC, law firm of Dow Lohnes to establish a new legal practice focusing broadly on issues confronting higher education. By 2014 when his firm merged with the global law firm Cooley LLP, the higher education practice he headed was the largest and one of the highest regarded in the country.  Mike has been a pioneer in developing alternative mechanisms and institutional structures for delivering high-quality postsecondary education, including helping to accomplish substantial regulatory reforms that made telecommunicated and then online learning broadly available.  He is the recipient of the WCET Richard Jonsen Award, CAEL’s Morris Keeton Ward, the President’s Medal from Excelsior College, and USDLA’s Distance Learning Hall of Fame Award, as well as an honorary Doctor of Humane Letters from Fielding Graduate University for his contributions to the field of adult learning.  He graduated from Cornell University and New York University School of Law and was a Loeb Fellow at Harvard’s Graduate School of Design.  He and his spouse Jinny, an education and media consultant and former head of education for the Public Broadcasting Service, live in Washington, DC. About the Host Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website, https://changinghighered.com/. The Change Leader’s Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #HigherEducation #HigherEdAccreditation #FloridavsBoardofEducation      

Higher ed needs to provide more accessible, high-outcome internships to meet the current demands of the workforce and students. A recent McKinsey report finds that more than 85% of companies feel there is a skills gap between education and industry, and the National Association of Colleges and Employers (NACE) has identified several career readiness skills students must have upon graduation but can only obtain through internships. Meanwhile, more than a third of entry-level jobs require three years of work experience, and students who aren’t getting employed after graduating are already questioning the ROI of their degree. In his latest podcast, Dr. Drumm McNaughton discusses the characteristics of a well-set-up intern program and how they can benefit students and higher ed with Daniel Nivern of Virtual Internships. This ed-tech company runs online internship programs across 18 career fields. Daniel discusses the pros and cons of each type of internship, what presidents should discuss with employers before creating internship opportunities, how internships should be structured to garner the best results, what communication should look like between the company and intern, how interns can become more part of a company’s work culture, and how to better promote diversity, equity, and inclusion.   Podcast Highlights Universities need to ensure that the company and intern are both happy, which requires aligning the objectives of all parties involved. Identify what both sides seek regarding set criteria, tasks, and skills. What skills are companies looking to gain? What skills do they already have? What skills would the intern like to offer the company? Verbal communication must occur before the program begins and should involve identifying projects that the intern must complete by the end of the program. For example, three to five mini-projects can be devised for the intern so they feel they've accomplished something by the end of the program. Ad hoc and spontaneous assignments can be beneficial, but more structure is recommended.  Integrate two-way feedback to encourage strong communication throughout the internship. The host company supervisor needs to provide structured, formalized feedback so the intern knows how they are progressing and what tasks they've accomplished. Likewise, the intern needs to give feedback to the company to get accustomed to communicating upward and understanding what it means to show off what they've done. These communications are preferred daily, but must be done weekly at the very least. The company should help integrate the intern into the workplace, and the intern should also make an effort. This involves speaking to as many employees as possible in an in-person setting. In a virtual setting, it may mean being part of the online communication channels, such as Slack groups, the all-hands town halls the company may run, etc. This needs to be considered well in advance of the programming. It is encouraged to have these points agreed upon in writing, signed off by the company, and seen by the student before the internship. Failure to ensure alignment can result in a breakdown in the middle of the partnership. In addition to costing the employer extra money, only providing in-person internships can limit the number of students who can participate in the program while diminishing diversity, equity, and inclusion. Many students cannot dedicate additional commuting and in-person time outside of school by having to juggle family and work commitments, etc. Virtual internships are a more scalable, accessible, and equitable approach with many of the same advantages as in-person programs. Higher ed is highly encouraged to create credit-bearing internships. Data has shown that students feel much more satisfied with their university course when embedded into the curriculum and believe they have a higher return on investment.    Read the transcript on our website →   About Our Podcast Guest Dan Nivern Daniel is the Co-Founder & CEO of Virtual Internships, an ed-tech company that runs online internship programs across 18 career fields, bridging the gap between education and industry and helping learners from all backgrounds to gain global work experience. Virtual Internships is one of the top 100 EdTech startups in Europe in the Holon IQ Europe EdTech list and was named the 23rd best remote company to work for in the world in 2022. Through partnerships with institutions including ASU, Aston University, Botho University, and Kaplan, Virtual Internships has supported thousands of students undertaking remote internships. A graduate of Oxford University with a Master’s in Management and Chinese, Daniel has been featured on CNBC, BBC News, and Bloomberg for his work in developing global employability programs. He is also the founder of CRCC Asia, a company that has helped over 10,000 students to complete internships in Asia.   About the Host Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website, https://changinghighered.com/.    The Change Leader’s Social Media Links LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #Internships #WorkforceReadiness #HigherEdROI

Currently enrolled students, as well as people who stopped out or never attended a higher ed institution, are sharing what will keep them enrolled, re-enroll, or enroll for the first time, in addition to what could make them leave, not come back, or never attempt to enroll at all.   In the second half of his two-part podcast, Dr. Drumm McNaughton continues his conversation with Dr. Courtney Brown of the Lumina Foundation about the Foundation’s State of Higher Ed 2023 study that was conducted over three years in partnership with Gallup. Dr. Brown shares her findings on the top three barriers to continuing or starting education for all three segments, how important student loan forgiveness is to them and how much of their loans would have to be forgiven for them to return to school, what students of color value, and how important access to reproductive rights and divisive topics are in higher ed.   Podcast Highlights   Reasons for stopping out. For the third study in the Fall of 2022, the top two reasons students are considering stopping out are emotional stress at 69% and personal health reasons at 59%. The cost of the degree is third at 36%.   About half of those who have never enrolled in higher ed say they’ve considered enrolling in the last two years, and 47% of all enrolled students say they’re considering coming back. About 60% of people who stopped out are considering coming back, versus those who have never enrolled at just under 40%.   Cost of degrees. The number one reason why those who have never enrolled still haven’t tried is due to the cost of a degree at 55%. The second highest reason was due to inflation and work conflicts. Emotional stress came in third.   Student loan forgiveness. Of students asked how likely they would reenroll if some of their student loans were forgiven, 80% said “very likely” or “somewhat likely.” Of bachelor’s degree students who were asked the same question, 75% said “very likely” or “somewhat likely.” Overall, the minimum percentage of their student loan that would have to be forgiven for them to re-enroll is 70%. For those specifically enrolled in certification programs, students needed about 66% forgiven. For those enrolled in bachelor’s degree programs, students needed about 74% forgiven. Although high numbers, these students shouldn’t be considered low-hanging fruit. The system didn’t work for them, so a lot will have to be done to get them back.   For students of color, the feeling of belonging is highly important. When they don’t feel like they belong, they are more likely to stop out. When there's a great deal of diversity, people feel like they belong more.   Diversity of faculty and administration. Colleges or universities shouldn’t just try to increase the diversity of the student body but of their faculty and administration. When students of color see people who look like them and who have had the same experiences as them in leadership roles, they will feel like they belong. If the only people who look like them are working in the cafeteria, that won’t.   Reproductive rights and health laws are important to students. Overall, 72% of currently enrolled students and 60% of people who have never enrolled said reproductive rights and health laws related to them are important. When asked if they would be more likely to enroll or stay enrolled in a college that had greater access to reproductive rights, 81% of currently enrolled students and 85% of unenrolled students said they would be. If a college was located in a state that allowed greater access to reproductive rights, 81% of all enrolled and 85% of unenrolled said they would be more likely to enroll or stay enrolled.   Political leaning and reproductive rights. Meanwhile, 86% of currently enrolled Democrats said they'd be more likely to enroll or stay enrolled if the college gave them greater access to reproductive rights, and 65% of currently enrolled Republican students said they'd be more likely to for the same reason. Additionally, 89% of Democrats who are not enrolled said they'd be more likely to enroll if the college was located in a state that allowed greater access to reproductive rights, and 74% of Republican people who are not enrolled in college said they'd be more likely to enroll for the same reason.   Diversity of thought. Overall, 77% of people said they'd be more likely to enroll in a college and in a state that allowed the instruction of all viewpoints on divisive topics such as race, gender, or racism. Similarly, 82% of Democrats and 66% of Republicans said they wanted those same divisive topics presented.     Read the transcript →   About Our Podcast Guest – Courtney Brown Courtney Brown, Ph.D., is vice president of impact and planning for Lumina Foundation, an independent, private foundation in Indianapolis that is committed to making opportunities for learning beyond high school available to all. As the chief data and research officer, Brown oversees the foundation’s efforts in the areas of strategic planning, learning, impact, and effectiveness. She also leads Lumina’s international engagement.   She joined the foundation in 2011 with a strong background in performance measurement, research, and evaluation. Before 2011, Brown was a senior research associate at the Center for Evaluation and Education Policy at Indiana University. There, she led studies and evaluations focused on education and post-high school programs within the United States and across Europe.   Brown is a frequent speaker and panelist in the United States and other countries regarding postsecondary strategy, student success, data-driven decision-making, and evidence-based practices. She has developed and shared manuals, working papers, articles, and books related to undergraduate research, performance measurement, randomized-control trials, and other evaluation methods, as well as conducted webinars and workshops on topics such as evaluation, performance measurement, and success in education beyond high school.   About the Host Dr. Drumm McNaughton, the host of Changing Higher Ed®, is a consultant to higher ed institutions in governance, accreditation, strategy and change, and mergers. To learn more about his services and other thought leadership pieces, visit his firm’s website, https://changinghighered.com/.   The Change Leader’s Social Media Links   LinkedIn: https://www.linkedin.com/in/drdrumm/ Twitter: @thechangeldr Email: podcast@changinghighered.com   #changinghighered #thechangeleader #higheredpodcast