Changing Higher Ed

There are 41.5 million Americans who left college without earning a degree—but many would return if given the right opportunity. In this episode, Dr. Drumm McNaughton speaks with Alana Rose, Vice President of Academic Networks at InStride, about how workforce education and corporate partnerships can unlock a hidden enrollment market. The Workforce Education Advantage Employer-funded education provides debt-free learning opportunities for employees. Workforce development programs help companies upskill employees and retain talent. Higher education institutions gain access to non-traditional learners and new revenue streams. Meeting the Needs of Non-Traditional Students Online and hybrid learning formats offer flexibility for working adults. Stackable credentials and credit for prior learning support degree completion. Institutions must provide tailored student support to improve retention. Aligning Higher Ed with Workforce Needs Corporate partnerships ensure programs match industry demands. Employers seek a balance of technical, business, and durable skills. Advisory boards help shape relevant curricula. Three Takeaways for University Presidents and Boards Leverage Corporate Partnerships – Workforce education is a growing enrollment strategy. Lower Barriers to Access – Flexible pathways and support services drive student success. Invest in Institutional Resources – Dedicated staff is essential for scaling employer-funded education. Workforce education presents a major opportunity for higher education leaders. Tune in to learn how institutions can align with corporate needs, create sustainable enrollment pipelines, and provide meaningful educational pathways for non-traditional students. Read the transcript on our website: https://changinghighered.com/hidden-enrollment-market-in-workforce-education/ #HigherEdEnrollment #WorkforceEducation #EmployerSponsoredEducation About Our Podcast Guest Alana Rose is Vice President of Academic Network at InStride, where she leads partnerships with top-tier universities and educational institutions to deliver innovative workforce education programs. With over a decade of experience in higher education and university relations, Alana has a proven track record of fostering partnerships that drive institutional growth and expand access to education for working learners. Prior to InStride, Alana held leadership roles at Emeritus and 2U, overseeing operations for university partners and scaling global online education programs. Alana earned her B.A. in Psychology from the University of Southern California. Connect with Alana Rose on LinkedIn →   About the Podcast Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton’s approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission. Connect with Drumm McNaughton on LinkedIn→

Higher education institutions continue to struggle with student retention, career readiness, and underemployment among graduates. Traditional college advising models focus heavily on selecting a major, yet many students graduate with empty degrees that fail to translate into meaningful careers. In this episode of Changing Higher Ed®, Dr. Drumm McNaughton speaks with Scott Carlson and Dr. Ned Scott Laff, authors of Hacking College: Why the Major Really Doesn’t Matter and What Really Does, about how institutions can rethink academic advising, faculty engagement, and student success strategies to better serve today’s learners. Carlson, a senior writer for the Chronicle of Higher Education, and Laff, who has over 35 years of experience in college and university settings helping students design successful undergraduate experiences, discuss how universities can shift away from a rigid, major-centric model to a personalized student success framework. They explain how students who lack career clarity often end up in underemployment, taking jobs unrelated to their degrees. Their research shows that institutions must evolve their advising structures to help students identify vocational purpose, leverage experiential learning, and navigate the hidden job market. The Problem with Traditional Academic Advising The outdated focus on major selection leads students into rigid career paths, often misaligned with their strengths and interests. A one-size-fits-all advising model leaves first-generation and low-income students struggling to navigate the complexities of higher education. Limited faculty-student engagement prevents students from leveraging university resources and professional networks. Lack of career-aligned experiential learning results in students graduating without the necessary skills and industry connections. Revolutionizing College-to-Career Transition Carlson and Laff propose a new model where higher education leaders integrate career-focused advising and faculty mentorship into the student experience. This involves: Helping students explore hidden intellectualism—their deeper interests and skills that could shape their career trajectories. Connecting students with faculty and industry professionals to uncover career pathways beyond traditional job titles. Expanding experiential learning opportunities through internships, mentorships, and project-based learning. Teaching students to research the hidden job market to discover roles they might never encounter through a standard career fair. Institutional Strategies for Student Success For university presidents, boards, and executive leaders, improving student outcomes requires a fundamental shift in how advising and faculty engagement are structured. Institutions should: Encourage faculty to act as mentors, guiding students beyond coursework to explore real-world career applications. Train advisors to support students in creating flexible, goal-oriented academic plans that integrate experiential learning. Strengthen career services by building industry partnerships and embedding career readiness into academic programming. Utilize existing institutional resources—including government affairs, research opportunities, and alumni networks—to connect students with career pathways. The Hidden Job Market and Career Readiness Career exploration should begin early in a student’s academic journey. Institutions must help students develop the ability to recognize opportunities beyond traditional job titles by: Encouraging proactive networking with faculty, professionals, and industry leaders. Teaching students to research and navigate the hidden job market, where many opportunities exist outside of standard recruitment channels. Expanding experiential learning options, such as internships and project-based coursework, to provide practical experience that aligns with evolving workforce demands. With AI-driven automation threatening traditional advising roles, institutions must act now to redefine how they support student career pathways. Colleges that fail to adapt will continue to see declining retention, underemployment, and dissatisfaction among graduates. Five Takeaways for University Presidents and Boards Be Open to Change – Institutions must actively remove barriers that prevent student success. The current advising model is failing many students, and colleges need to adopt a more flexible, student-centered approach that helps learners navigate their academic and career paths effectively. Preserve Academic Variety – Colleges are eliminating liberal arts programs due to financial pressures, but this limits students' ability to create multidisciplinary educational experiences. Institutions should strive to maintain a diverse academic landscape that allows students to explore various career pathways. Engage Directly with Students – University leaders should make an effort to understand student concerns firsthand. By informally engaging with students—whether in common areas or casual settings—presidents and board members can gain valuable insights into what students need to thrive. Empower Students to Take Ownership of Their Education – Instead of following rigid degree structures, students should be encouraged to design their own academic experiences by integrating coursework, experiential learning, and industry engagement in ways that align with their career goals. Advisors and faculty should support this by shifting from a prescriptive model to one that helps students think critically about their education. Rethink Institutional Priorities – Colleges can maintain their research and tenure agendas while also fostering a culture that encourages student success. Leaders should create systems that help students perceive higher education as an interconnected network of opportunities rather than a series of disconnected courses. Higher education institutions that fail to evolve will continue to see declining retention and job placement rates. Listen in as Dr. Drumm McNaughton, Scott Carlson, and Dr. Ned Laff explore how colleges can implement meaningful advising reforms to improve student success, institutional sustainability, and long-term career outcomes. Institutions looking for solutions to align their academic programs with evolving student needs should explore Academic Realignment and Redesign strategies. Read the podcast transcript on our website: https://changinghighered.com/transforming-college-advising-new-approach-to-student-success/ #AcademicAdvising #HigherEducation #StudentSuccess   About the Podcast Guests Dr. Ned Scott Laff has over 35 years of experience in college and university settings, helping students design successful undergraduate experiences. He has taught both English and Honors courses and has broad interests in liberal arts education, the quality of undergraduate education, and the role of academic advising in liberal learning. He was Founding Director of the Center for the Junior Year at Governors State University; Director for Advising at Augustana College; the Director for General Education, Director of Contractual Studies, Director for Service-Learning and Director of the Center for Engaged Learning at Columbia College; former Academic Program Coordinator for Core Curriculum and Director for First Year Seminar at Loyola University Chicago. He has served as Director for Academic Program Development at Barat College of DePaul University; and as Associate Dean for Curriculum at Mundelein College of Loyola University Chicago. Connect with Ned Scott Laff on LinkedIn → Scott Carlson is a senior writer at The Chronicle of Higher Education who explores where higher education is headed. Since 1999, he has covered a range of issues for the publication: college management and finance, facilities, campus planning, energy, sustainability, libraries, workforce development, the value of a college degree, and other subjects. He has written such in-depth reports as “Sustaining the College Business Model,” “The Future of Work,” “The Right Mix of Academic Programs,” “The Campus as City,” and “The Outsourced University.” Carlson has won awards from the Education Writers Association and is a frequent speaker at colleges and conferences around the country. His work has also appeared in The Baltimore Sun and Baltimore City Paper, among other publications. He is a graduate of the University of Minnesota-Twin Cities. Connect with Scott Carlson on LinkedIn → About the Podcast Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton’s approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission. Connect with Drumm McNaughton on LinkedIn→

Justin Kollinger, a Senior Risk Management Consultant at United Educators, shares his expertise in managing strategic risks faced by higher education institutions. He discusses the rising challenge of social inflation, which has led to increased insurance costs and litigation pressures. Kollinger highlights the top risks facing colleges, including data security and student mental health, while revealing the surprising absence of climate change risks on the list. He emphasizes the critical need for enterprise risk management programs to strengthen institutional resilience and governance.

New Federal ADA Regulation Deadlines Are Approaching – Is Your Institution Ready? Colleges and universities must now meet stricter ADA compliance requirements for websites and digital content or risk legal consequences, fines,  and loss of federal funding. With the Department of Justice’s latest update to Title II of the Americans with Disabilities Act (ADA), institutions must ensure all web content, mobile apps, and digital resources meet WCAG 2.1 AA accessibility standards. For many schools, the deadline is approaching fast. In this episode of Changing Higher Ed®, host Dr. Drumm McNaughton has a conversation with Eugene Woo, CEO and founder of Venngage, to discuss what these new ADA regulations mean for higher education institutions and what they must do to comply. Understanding the New ADA Requirements for Higher Ed The Department of Justice’s update to Title II clarifies long-standing accessibility expectations, removing ambiguity about digital compliance. Now, all institutions receiving federal funds—including financial aid, research grants, or disaster relief—must ensure their online content adheres to Web Content Accessibility Guidelines (WCAG) 2.1. AA The key changes include: Explicit standards for websites and mobile apps – Digital accessibility is no longer optional. Clearer rules on compliance deadlines – Larger institutions (50,000+ students) must comply by April 2026, while smaller institutions have until April 2027. Greater enforcement risks – ADA lawsuits have historically driven accessibility improvements, and these new regulations are meant to make institutions proactive rather than reactive. Woo explains that many universities operate hundreds, if not thousands, of websites across different departments and programs, making compliance a daunting task. Why ADA Compliance Matters for Colleges and Universities Accessibility Isn’t Just a Legal Obligation—It’s a Universal Design Best Practice Woo highlights that designing for accessibility benefits everyone, not just individuals with disabilities. Features like captions for videos were initially created for the hearing impaired but are now widely used by all viewers. The Biggest Accessibility Challenges for Higher Ed Websites According to WebAIM’s annual survey of the top one million websites, these are the most common accessibility issues: Missing alt text for images – Over 50% of homepage images lack descriptions, making content inaccessible to screen readers. Poor form accessibility – Online forms frequently lack proper labels, creating barriers for those using assistive technology. Non-descriptive links and buttons – Generic link text (e.g., “Click here”) makes navigation difficult for screen reader users. Inaccessible PDFs – Many course materials, syllabi, and administrative documents are in PDF format but lack proper tagging and readability. Color contrast issues – Up to 20% of men have some form of color blindness, yet many websites fail to meet the contrast requirements. 3. What Institutions Should Prioritize First Given the scale of most universities’ digital footprints, Woo recommends: Conducting an ADA compliance audit to identify accessibility gaps. Prioritizing high-traffic pages and critical student services for remediation. Implementing universal design principles in new content to prevent future accessibility issues. How Universities Can Ensure ADA Compliance Designating Leadership Responsibility Presidents and institutional leaders must appoint a compliance officer or team responsible for ensuring accessibility across all digital platforms. Without clear ownership, accessibility efforts can fall through the cracks. Leverage AI and Automated Accessibility Tools for ADA Compliance Woo notes that institutions can use AI-powered tools to scan websites for accessibility violations and assist in remediation. Some platforms can even auto-correct PDFs and web pages to bring them closer to WCAG 2.1 standards. Budgeting for Digital Accessibility Compliance Compliance isn’t just a policy issue—it requires financial investment. Schools must allocate resources for accessibility audits, technology upgrades, and training to ensure long-term compliance. Three Key Takeaways for Higher Education Leaders Determine whether your institution must comply—and by when Institutions receiving any federal funding must meet the new standards, with large universities facing an April 2026 deadline. Appoint a leader or team to oversee accessibility compliance Without clear accountability, compliance efforts will stall. Universities must assign responsibility to IT, compliance, or academic leadership teams. Invest in accessibility tools and training ADA compliance isn’t just a one-time fix. Schools should budget for ongoing accessibility improvements, staff training, and technological upgrades. Higher education institutions can no longer afford to overlook digital accessibility. With the DOJ’s new enforcement push, now is the time to act. Listen to the full episode for more insights from Eugene Woo and practical strategies for making your institution’s digital content fully accessible. Disclaimer: This podcast and its accompanying show notes are provided for informational purposes only and do not constitute legal advice. We recommend that institutions consult a qualified compliance officer or legal counsel regarding ADA compliance or any other legal matters. Read the podcast transcript on our website: https://changinghighered.com/ada-compliance-in-higher-education/ #HigherEducation #ADACompliance #HigherEdPodcast About Our Podcast Guest Eugene Woo is the CEO and founder of Venngage, an infographic design platform that enables users to create compelling and accessible visual content. With over two decades of experience in software engineering and product development, Eugene has a strong background in engineering and a passion for visual storytelling. Prior to Venngage, he founded Vizualize.Me, a platform for creating visual résumés, which was acquired by Parchment in 2013. Eugene holds a Master of Science in Planning from the University of Toronto and a Bachelor of Science in Electrical Engineering from the Illinois Institute of Technology Connect with Eugene Woo on LinkedIn → About the Podcast Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton’s approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission. Connect with Drumm McNaughton on LinkedIn→

According to recent ACE presidential survey data, women now constitute 33% of university presidencies, yet a troubling pattern has emerged: these leaders are often appointed during times of institutional crisis, creating what researchers call "the glass cliff" phenomenon. In this episode of Changing Higher Ed®, Dr. Lori Varlotta, former president of Hiram College and California Lutheran University and current Distinguished Professor of Higher Education Leadership at Cal Lutheran, shares insights from her research on the glass cliff phenomenon in higher education. Drawing from her first research sabbatical in 40 years, she explores how women presidents are often hired during periods of institutional vulnerability and what can be done to ensure their success. The glass cliff differs significantly from the well-known glass ceiling concept. While the glass ceiling refers to invisible barriers preventing women from reaching top leadership positions, the glass cliff describes a phenomenon where women are specifically recruited for leadership roles during times of institutional crisis or vulnerability. In higher education, this vulnerability typically manifests as enrollment declines, decreasing net tuition revenue, grant funding challenges, or cultural crises. Dr. Varlotta's research reveals that women presidents face unique obstacles when leading institutional turnarounds, often facing implicit bias, gender-based generalizations about their performance, and disproportionate scrutiny of their appearance and leadership style through gender-charged reporting. Key Takeaways for Prospective University Presidents and Boards 1. Due Diligence: Carefully assess whether the campus truly wants the bold, transparent leadership they claim to seek during the hiring process. Engage in extensive conversations with the board to ensure alignment between stated goals and actual support. 2. Resource Commitment: Secure essential resources before accepting the position, including PR support, crisis communication expertise, and a dedicated board committee willing to serve as change management partners. 3. Gender-Charged Reporting: Be prepared for heightened scrutiny of appearance, mannerisms, and communication style. As highlighted in the research, women leaders often face disproportionate attention to non-performance factors compared to their male counterparts. As higher education faces continuing challenges, understanding and addressing the glass cliff phenomenon becomes increasingly essential for institutional success. Dr. Varlotta's research highlights the importance of careful preparation, adequate support systems, and recognition of the unique challenges faced by women leaders in academic turnaround situations. Read the transcript on our website: https://changinghighered.com/the-glass-cliff-in-higher-education-challenges-faced-by-women-university-presidents/ #GlassCliff #UniversityGovernance #HigherEdLeadership About Our Podcast Guest For four decades, Lori Varlotta, Ph.D., has held leadership positions at universities large and small, public and private, faith-based and secular, stand-alone and system-embedded. For 20+ years, she has served at the executive level: Senior VP at Sacramento State and President at Hiram College (OH) and California Lutheran University. In both presidencies, Varlotta was the first woman at the institution to hold the post. At each, she was recruited to lead systemic changes to reposition the institution for the future. Along with the turnaround and repositioning work for which she is known, Varlotta contributes routinely to national conversations and publications on student success, systemic change, integrated planning and budgeting, curricular and co-curricular prioritization, shared governance, and DEIJ. As a first-generation college student, she is grateful for the educational opportunities she has experienced. She credits her blue-collar family and community, however, for teaching her life’s most important lessons. Connect with Lori Varlotta on LinkedIn → About the Podcast Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton’s approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission. Connect with Drumm McNaughton on LinkedIn→

Creating new colleges, new college programs, and growing enrollment is not an easy task in our current academic environment. Building enrollment for a brand-new academic program is one of higher education's toughest challenges. Yet, the University of Oklahoma's Polytechnic Institute (UOPI) successfully recruited its first class by flipping the traditional mindset. Instead of expecting students to be "college ready," they designed their programs to be "student ready." In this episode of Changing Higher Ed®, Dr. Teri Reed, inaugural director of the University of Oklahoma Polytechnic Institute at OU Tulsa and veteran creator of innovative engineering education programs, shares insights on launching new academic programs and colleges, revealing how strategic partnerships with Google and local community colleges helped launch new degrees that attract students to high-demand fields like cybersecurity and artificial intelligence. Podcast Overview Industry-Driven Program Design Extensive consultation with industry partners identified skills gaps, particularly in applied technical fields. Curriculum development focused on producing "industry ready" graduates. Programs include cybersecurity, applied artificial intelligence, and software development integration. Industry certifications embedded within courses to enhance graduate employability. Strategic Faculty Recruitment and Structure Innovative group interview process to ensure a collaborative mindset. Faculty hired across disciplines to prevent silos. Over 200 years of combined industry experience among 10 faculty members. Integration of industry professionals as university affiliates (including a current Google employee). Continuous Improvement: Curriculum Agility and Innovation Annual curriculum reviews and updates based on industry feedback. Willingness to modify programs multiple times per year to stay current. Two faculty "owners" per course to encourage collaboration and innovation. Focus on cross-disciplinary integration rather than traditional departmental structures. Strategic Partnerships Close collaboration with local community colleges for seamless transfers. The "Intentional swirling" approach allows students to progress while completing associate degrees. Industry partnerships inform curriculum and provide real-world expertise. Marketing and communication strategies to build program awareness. Creating Programs Focused on Student Success "Student ready" philosophy rather than the traditional "college ready" approach. Emphasis on meeting students where they are academically. Focus on reducing time-to-degree completion. Integration of industry certifications within coursework. Three Takeaways for University Presidents and Boards Listen broadly, especially to stakeholders who don't typically feel heard. Be bold in creating unique programs that differ from traditional approaches. Embrace opportunities in the high-tech world and move quickly to implement changes. Bonus Takeaway from Dr. McNaughton Hire faculty and staff who embrace change and are willing to continuously update curriculum based on industry needs.   Wrapping Up This case study of the OU Polytechnic Institute provides valuable insights for higher education leaders looking to develop new programs that build enrollment and meet industry needs while maintaining academic rigor and ensuring student success. #HigherEducation #HigherEdEnrollment #HigherEducationPodcast Read the show transcript on our website: https://changinghighered.com/launching-new-college-programs-that-build-enrollment/     About Our Podcast Guest Teri K. Reed, Ph.D., is the inaugural director of the OU Polytechnic Institute at OU-Tulsa.  An OU alumna, internationally recognized leader in the field of engineering education, and advocate for research-informed approaches to engineering education and administration, Reed has made significant contributions to higher education nationally. She helped establish the scholarly foundation for engineering education as an academic discipline through co-authorship of several landmark 2006 Journal of Engineering Education’s special reports. She serves as an executive board member and fellow of the American Society for Engineering Education, and she is a former president of the Women in Engineering ProActive Network. She is the recipient of many accolades that recognize her teaching and leadership abilities, including two awards from the University of Oklahoma: the Distinguished Service Award from the Mewbourne College of Earth and Energy, and selection as one of the inaugural recipients of the OU Regents’ Alumni Award. Connect with Teri Reed on LinkedIn →   About the Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton’s approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission. Connect with Drumm McNaughton on LinkedIn→

According to the Consortium for Analysis of Student Success through International Education (CASSIE), students who participate in study abroad programs are 6.2 percentage points more likely to graduate within four years and 3.8 percentage points more likely to graduate within six years compared to their non-study abroad peers. Additionally, these students tend to earn higher GPAs and accumulate more credit hours upon graduation. This University System of Georgia infographic shows these outcomes directly enhance institutional key performance indicators such as retention and persistence. In this episode of Changing Higher Ed® podcast, Dr. Drumm McNaughton interviews Dr. Scott Marshall, President and CEO of the Institute for Shipboard Education, about how Semester at Sea transforms students’ lives and enhances institutional outcomes through innovative study abroad programming. Why Semester at Sea is a Game-Changer Semester at Sea offers students the opportunity to visit up to 10 countries during a single semester while earning 12 to 15 college credits through a partnership with Colorado State University. The program is supported by 180 universities worldwide, attracting a diverse student body of 450 to 550 students per voyage. While onboard the ship, students engage in a robust academic curriculum and participate in a living-learning community. This unique environment fosters strong relationships among peers, faculty, and staff while encouraging deep reflection on cultural experiences gained at each port of call. The program creates a profound impact on students by integrating global learning, critical thinking, and community-building into a single, cohesive experience. Alumni frequently credit Semester at Sea with shaping their careers and life paths, emphasizing how the iterative process of experiencing different cultures followed by reflection can permanently transform mental models and worldviews. The Impact of Study Abroad on Institutional Success The importance of study abroad programs in improving institutional metrics is significant. Research shows that students who study abroad graduate faster, earn higher GPAs, and complete more credit hours than their peers. This results in improved retention rates and better long-term outcomes for universities. Semester at Sea’s unique model of comparative experiential learning sets it apart from traditional study abroad programs, making it an invaluable asset for institutions seeking to enhance student outcomes and global competencies. Semester at Sea Benefits for Universities As a “third-party provider” program, Semester at Sea allows universities to partner without the financial burden of running their own study abroad initiatives. While institutions may lose one semester’s worth of tuition from participating students, the long-term benefits—such as higher retention rates, faster graduation times, and increased alumni loyalty—far outweigh the costs. By investing in study abroad programs, institutions can position themselves as leaders in global education and prepare their students for the challenges of an interconnected world. Innovations for the Future of Study Abroad Programs and Semester at Sea Looking ahead, the program is exploring new ways to remain at the forefront of global education. Plans include creating an artificial intelligence (AI) floating lab, which would allow students to gain AI literacy while participating in the program’s transformative experiential learning model. Collaborating with corporate partners like Nvidia, this initiative aims to equip students with cutting-edge skills that are increasingly critical in today’s job market. The Case for Expanding Study Abroad Destinations While Europe remains a popular destination for study abroad, institutions are encouraged to expand their programs to include Asia, Africa, and other emerging economies. With three of the world’s top five economies located in Asia (Japan, China, and India), exposing students to these regions is essential for preparing them to succeed in a globalized workforce. Semester at Sea’s itineraries reflect this need by offering students a diverse range of cultural and economic contexts to explore. The Importance of Faculty Engagement Faculty play a crucial role in the success of Semester at Sea. Participating faculty members enhance the student experience and bring fresh perspectives and global insights back to their home campuses. This ripple effect benefits future cohorts and strengthens the institution’s academic community. Faculty on Semester at Sea voyages are carefully selected for their passion for teaching and ability to contribute to the program’s unique living-learning environment. What Makes Semester at Sea Unique? Much of the program’s success is attributed to its living-learning community, which fosters deep connections among students, faculty, and staff. Students live and learn together on a ship for 105 days, participating in high-impact practices such as global learning and common intellectual experiences. The program’s structure ensures that students develop intercultural competencies, adaptability, and critical thinking skills that are vital in today’s interconnected world. Three Takeaways for University Presidents and Boards Consider Study Abroad Offices as Revenue Supporters Reframe how study abroad offices are viewed—not as cost centers but as revenue enhancers. These programs drive institutional success by improving retention, graduation rates, and overall student outcomes. Invest in Study Abroad Programs Institutions should provide incentives for students to participate in study abroad, such as financial aid scaled to family contributions. These investments yield significant returns through better institutional KPIs and stronger alumni engagement. Encourage Expansion Beyond Europe Study abroad offices should prioritize robust, comparative programs outside Europe, focusing on emerging economies like Asia and Africa. This approach aligns with global trends and equips students for success in diverse cultural and economic contexts. Bonus Takeaway from Dr. McNaughton: Involve your faculty in study abroad programs. Faculty who participate in programs like Semester at Sea return with enriched perspectives that benefit students and strengthen institutional outcomes. Final Thoughts As higher education leaders face mounting challenges in student retention, persistence, and graduation rates, innovative programs like Semester at Sea offer an intriguing solution. The combination of experiential learning, cultural immersion, and academic rigor provides students with a transformative experience that shapes their futures and strengthens institutional performance. By investing in global education and expanding opportunities beyond traditional boundaries, institutions can prepare students to succeed in an interconnected world while achieving vital organizational objectives. Read the transcript on our website at https://changinghighered.com/semester-at-sea-improves-student-outcomes-and-boosts-institutional-success/ #HigherEducation #StudyAbroad #SemesterAtSea About Our Podcast Guest Scott Marshall is the host of the As Unexpected Podcast and President and CEO of the Institute for Shipboard Education, which directs Semester at Sea, a leading study abroad program. His passion for global education began with a study abroad experience in Japan as an undergraduate. Marshall sailed with his family on Semester at Sea in Spring 2017, later joining the organization as Vice President of Academic Affairs and becoming President in 2020. Previously, he was a Professor of Management and Vice Provost at Portland State University, publishing over 40 works on management, marketing, and entrepreneurship while teaching strategy and international business. He earned a B.A. in Business Economics from Willamette University, an M.A. in International Affairs from George Washington University, and a Ph.D. in International Business from the University of Oregon. His career reflects a lifelong dedication to education, travel, and fostering cross-cultural understanding. About the Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton’s approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission.  

Higher Education Enrollment Decline 2024-2040: You Can’t Recruit Your Way Out of a Declining Market The enrollment cliff is no longer a distant threat—it’s here, and institutions must act decisively to adapt. In this episode of Changing Higher Ed, Dr. Drumm McNaughton hosts Bill Conley and Bob Massa of Enrollment Intelligence Now to explore the demographic shifts, financial realities, and strategic imperatives reshaping higher education. With over 80 years of combined experience from institutions including Johns Hopkins, Bucknell, Dickinson College, and Columbia University, these enrollment experts provide insights into the demographic and enrollment decline. The latest Western Interstate Commission on Higher Education (WICHE) report projects significant declines in high school graduates, signaling major challenges for higher education institutions. After peaking at 3.9 million graduates in 2025, numbers will decline to 3.6 million by 2030 and below 3.4 million by 2040—a 13% drop over 15 years. Five states (California, Illinois, Michigan, New York, and Pennsylvania) will account for over 75% of this nationwide decline. Key Demographic Shifts (2025-2040) White student population: 26% decrease (1.6M to 1.2M) Hispanic student population: 16% increase (940K to 1.1M) Black student population: 22% decrease Asian student population: 10% decrease Growing gender gap: 2025 projection shows 52% female vs. 42% male degree holders Market Segmentation Impact Elite/Selective Institutions (Minimal impact) Institutions with

Exploring Academic Censorship and Its Impact on Free Speech in Universities This episode of Changing Higher Ed® podcast features Dr. Jeremy Young of PEN America, discussing the organization's efforts to combat censorship in higher education. PEN America's "Freedom to Learn" program actively opposes state legislative attempts to restrict academic freedom and free speech on college campuses. The interview highlights concerning trends like "educational gag orders," "jawboning," and DEI bans in various states, emphasizing the threat these actions pose to intellectual discourse and institutional autonomy. Young advocates for universities to prioritize protecting free expression, even amidst political pressure, suggesting strategic approaches for presidents and boards to navigate these challenges. The discussion also covers PEN America's annual report, "America's Censored Classrooms 2024," which tracks these legislative trends. Podcast Overview PEN America's Mission and Background PEN America is a 100-year-old organization focused on defending the freedoms of writers, including academic freedom and freedom of expression. Originally stood for Poets, Essayists, and Novelists but now just "PEN" to be more inclusive of all writers. PEN International has over 140 PEN centers worldwide. PEN America's activities include awards, literary festivals, global writer protection, advocacy against book bans, free speech advocacy, and higher ed advocacy (Freedom to Learn program). PEN America is described as "center-left," maintaining relationships with organizations across the political spectrum. The Threat to Academic Freedom and Free Speech There's a growing movement to constrict the space of ideas available to students on college campuses. The argument often made is that universities lean left, and the solution is to limit existing voices, not to add more conservative perspectives. This trend manifests in attempts to ban courses, curricula, and harass administrators. The "solution to speech is more speech," and increased voices are beneficial. Book Banning and the Underlying Agenda Book banning often involves claims of obscenity but is ultimately an attempt to constrain ideas, not to protect children from inappropriate material. Analysis of banned books reveals they disproportionately feature minoritized identities, including LGBTQ, race, and sexual violence. Those who want to ban these books view them as encouraging those types of identities. PEN believes people need to see themselves reflected in books and that banning them is an attempt to cut off viewpoints for students. "America's Censored Classrooms 2024" Report An annual report tracking legislation that censors colleges and universities. Tracks "educational gag orders" that censor topics/ideas and restrictions on university autonomy (DEI offices, curriculum, accreditation standards, tenure, governance). Focuses on trends in proposed and passed legislation and predictions for the future. Jawboning as a Form of Censorship Jawboning refers to lawmakers threatening or bullying university presidents into actions they want without passing laws. This includes pressuring universities to close DEI offices or eliminate certain programs. It is a stealthy approach as there are no democratic elements, no hearings for public comment, and no laws in place to challenge. It creates a difficult situation for presidents who have limited leverage and no recourse. Congressional hearings on antisemitism have become another form of jawboning intended to intimidate university presidents and make political points. The goal often isn't to address the issue at hand but to exploit them for political gain. Florida as a Case Study in Censorship Florida is cited as "Armageddon for higher education." The state passed the "Stop Woke Act," which is a direct restriction of faculty speech. SB 266 banned DEI and placed significant restrictions on curriculum, causing numerous course eliminations. The University of North Florida removed its interfaith center due to thinking it was a DEI program. The governor replaced the board of New College of Florida with conservative figures who dramatically altered the curriculum and mission. PEN America has opened a permanent office in Florida to respond to these threats. DEI Bans in Higher Education and Their Impacts DEI bans result in the closing of cultural centers, women's centers, and multicultural centers. Staff are often reassigned or laid off in states that pass bans. Iowa has passed the most draconian ban, including a ban on developing any programming "with reference to race." It restricts universities from opining on 16 topics related to race, gender, and identity or any related topics. Universities can't even discuss bias, including the term. Extremist Attacks on Accreditors Project 2025 has a plan to weaponize accreditation, forcing accreditors to remove any reference to DEI. The government is threatening to censor ideas by forcing this change in standards. WASC considered preemptively removing DEI language but backed off after pushback. PEN America is not concerned with DEI standards themselves but with government censorship of those standards. The Impact of Censorship Laws It takes years to reverse censorship laws, even if they are ultimately deemed unconstitutional. Once laws are put into place, universities have to comply until they are challenged. This can lead to the loss of programs, funding, and staff for years. The "Stop Woke Act" was ruled on in four and a half months, which was exceptionally fast. Institutional Neutrality and University Leadership Presidents are scared, and there are laws banning them from commenting on anything. Institutional neutrality is a good principle, but the judgment of what concerns the university's mission must be made internally. The government is inserting its judgment over the judgment of the people who are running the institution. Academic freedom is not possible if the leaders are under the direct ideological thumb of the government. University Presidents' Responses and Strategies: Managing Laws and Defending Ideological Independence Many presidents are doing the wrong thing, unilaterally disarming by preemptively closing DEI programs. It is a strategy that is ineffective when they are dealing with a national campaign, not local lawmakers. Presidents should be prudent about public statements but strategically defend the university's ideological independence. They should embrace cooperation with lawmakers on non-ideological issues (budgets, safety, etc.), but not on controlling ideas. Presidents need to use their limited leverage to protect the independence of the university. Faculty's Role in Protecting Free Speech Universities sometimes fail to share their strategies with faculty and restrict the faculty from expressing viewpoints that could help the institution. Faculty can be more outspoken than institutions, and using the "I'm not speaking for the university" disclaimer can be helpful. Universities should not comment on current events unless they directly affect the institution. Universities should not silence alternative viewpoints. Leaders should avoid inserting themselves in debates where there is no role for them. Free Expression and Institutional Mission Universities must welcome all viewpoints to allow for robust debate. This allows the university to state whether a view aligns with the values of the institution. They must defend the right for all to speak, but they must be able to freely express their own views on the matter. There is no constitutional exception for hate speech, only incitement to violence. Champions of Higher Education PEN America has created the Champions of Higher Education, which is a group of over 300 former college presidents who speak out against these laws and attacks. It is important to protect all kinds of speech on campus, as well as to maintain a safe campus environment. Four Takeaways for University Presidents and Boards "Don't do the censors work for them." "Don't comply in advance." "Promote the values of free expression, no matter what is happening in the country." Train all members of the university community in how free expression works. Final Thoughts Dr. Young's insights highlight the serious and growing threats to academic freedom in the U.S. The interview reveals the complex strategies used by those attempting to censor higher education, the challenges faced by university leaders, and the importance of actively defending free expression. PEN America's work is presented as a crucial effort to protect the fundamental principles of higher education as a place for diverse viewpoints and robust debate. Read the transcript on our website: https://changinghighered.com/censorship-in-higher-education-a-pen-america-perspective/ #HigherEducation #Censorship #Project2025   About Our Guest Jeremy C. Young is the Freedom to Learn Program Director at PEN America, where he leads efforts to fight government censorship in higher education institutions. He directs PEN America’s work on educational gag orders, the Champions of Higher Education initiative, and an expanding network of coalitions to mobilize support for professors and teachers. A former history professor, Young holds a Ph.D. in U.S. history from Indiana University and is the author of The Age of Charisma: Leaders, Followers, and Emotions in American Society, 1870-1940 (Cambridge University Press, 2017).   About the Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of both U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton’s approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission.  

In this 7th annual end-of-year episode of the Changing Higher Ed® podcast, Dr. Drumm McNaughton becomes the guest of our podcast as we welcome this year's guest host, Tom Netting, of TEN Government Strategies, to review McNaughton's higher ed predictions for 2024 and explore his higher education 2025 predictions. The discussion reveals how higher education fared over the polarizing election year and what to expect in the coming year.  Review of 2024 Higher Ed Predictions and Outcomes Political Environment and Higher Education: Grade A The prediction about increased political involvement in higher education proved remarkably accurate in 2024, particularly given the election year dynamics. The sector experienced unprecedented political scrutiny, culminating in the October 7th congressional hearings that led to the departure of three university presidents. State-level political intervention was particularly evident in Florida, where more than a fifth of University of Florida professors failed post-tenure review under new requirements. A Foundation for Individual Rights and Expression (FIRE) survey of 6,000 faculty members across 55 colleges revealed that one in seven faculty members reported being disciplined or threatened with discipline due to their teaching, research, academic discussions, or off-campus speech. The election year amplified these tensions, with higher education becoming a focal point in political debates. 2024 Enrollment Challenges and Demographics: Grade A The prediction regarding enrollment challenges proved accurate, with institutions facing significant pressures: FAFSA rollout complications created unexpected enrollment barriers Regional institutions and private colleges were particularly affected Institutions under 1,000 students faced the greatest vulnerability Demographic realities showed concerning trends: from 3.4 million students in 2010 to 3.9 million by 2025, with a projected drop back to 3.4 million over the next 15 years. Institutional Closures and Market Consolidation: Grade A The closure rate accelerated dramatically, rising from 50 closures in 2022 to 80 in 2023. In 2024, 16 nonprofits closed, with Christian colleges representing half of these closures. The impact extended beyond campuses - Wells College's closure in Aurora affected the town's elementary school, water treatment plant, and community medical center. Academic realignment became crucial, exemplified by West Virginia University's cuts of 143 faculty positions and 28 programs and PASSHE's consolidation of six universities into two regional entities. As predicted, smaller private institutions became prime targets for acquisition: Institutions under 1,000 enrollment faced greatest pressure Those without strong endowments particularly vulnerable Early movers in seeking partnerships fared better than those waiting until financial crisis Market showing clear signs of mature-to-declining industry characteristics Technology and Artificial Intelligence Adoption: Grade A- The sector showed a clear divide in AI adoption approaches: Miami Dade College and Kogod Business School fully integrated AI across curricula Other institutions maintained strict opposition to AI-generated content Faculty concerns about AI replacing jobs emerged at institutions like University of Wisconsin Progressive institutions recognized AI's potential in enrollment management, student outcomes measurement, and program assessment Student Needs and Pandemic Recovery: A- Post-pandemic adaptation revealed mixed results: Successful intense tutoring programs demonstrated three to four months of focused support could gain students a year in academic progress Faculty resistance to changing traditional teaching methods remained stronger than anticipated Growing sense of student and faculty disengagement emerged Increased burden on faculty as informal student counselors Shift toward more transactional educational relationships Higher Education 2025 Predictions Legislative and Regulatory Environment Higher Education Act Reform Partial reform through budget reconciliation rather than comprehensive overhaul Implementation of short-term Pell Grants with bipartisan support Department of Education reorganization likely but not dissolution Enhanced focus on workforce development while maintaining liberal arts values Regulatory Changes Significant modifications to existing regulations under new administration Major changes to accreditation oversight through legislation Evolution of NACIQI's role and authority Enhanced institutional accountability measures Challenges to regulatory authority through cases like Loper Bright Market Evolution and Institutional Viability Enrollment and Demographics One-time enrollment increase in early 2025 due to FAFSA resolution Subsequent decline as demographic cliff impacts materialize Uncertainty in international student enrollment due to immigration policies Critical need for innovative recruitment strategies Expansion of direct admission programs Institutional Sustainability Accelerated pace of closures and mergers Increased pressure on institutions under 1,000 enrollment Four strategic options: acquire, sell, consolidate, or close Enhanced focus on mission-critical programs Need for proactive partnership exploration while financially viable Academic and Administrative Transformation Campus Climate and Governance Continued pressure on DEI initiatives with more institutions modifying policies Persistent free speech challenges requiring balanced approaches Enhanced board engagement beyond traditional meeting schedules Evolution of shared governance models Balance between oversight and operational support Technology Integration Required AI adoption across operations Integration of AI into teaching and administrative functions Need for systematic faculty development in technology Balance between innovation and academic integrity Enhanced focus on critical thinking in AI use Financial Sustainability Limited progress on broad student debt forgiveness Focus on program cost-benefit analysis Innovation in financial aid delivery Growing emphasis on affordability initiatives Enhanced scrutiny of return on investment Strategic Imperatives for Leadership Proactive Planning and Adaptation Institutions must: Develop comprehensive contingency plans for enrollment fluctuations Create distinctive value propositions Implement effective academic realignment strategies Balance workforce needs with educational mission Consider strategic partnerships before financial pressure becomes acute Governance and Leadership Evolution Boards must: Increase engagement frequency Maintain appropriate oversight without micromanagement Consider institutional sustainability options proactively Support presidents in navigating complex challenges Ensure alignment between mission and market realities Focus on student success and community impact Wrapping Up McNaughton's 2025 Higher Ed Predictions The higher education landscape stands at a critical juncture where decisions made in 2025 will determine institutional trajectories for years to come. Success requires balancing traditional academic values with market realities while maintaining focus on student success and institutional sustainability. The sector must embrace transformation while preserving core educational missions, requiring unprecedented levels of strategic thinking and proactive leadership. The demographic cliff, political challenges, technological change, and market evolution demand a new approach to higher education leadership. Institutions that survive and thrive will be those that can adapt to changing conditions while preserving their essential character and mission. The time for proactive strategic planning and decisive action is now, before external pressures force reactive responses. Read the transcript on our website at https://changinghighered.com/higher-education-2025-predictions-2024-year-in-review/ #Highereducation #2025HigherEdPredictions #HigherEducationPodcast About Our Podcast Guest Host Tom Netting Having spent all of his professional career devoted to higher education policy oversight and implementation, Tom Netting has an extensive knowledge of the laws and regulations governing all aspects of higher education. His considerable background and experience have afforded him the opportunity to view the development and implementation of federal higher education and workforce development policy in their entirety – including issues related to higher education and workforce development, health care, veteran affairs policies, and the procurement of federal appropriations. About the Co-Host Dr. Drumm McNaughton is the founder, CEO, and Principal Consultant at The Change Leader, Inc. A highly sought-after higher education consultant with 20+ years of experience, Dr. McNaughton works with leadership, management, and boards of both U.S. and international institutions. His expertise spans key areas, including accreditation, governance, strategic planning, presidential onboarding, mergers, acquisitions, and strategic alliances. Dr. McNaughton’s approach combines a holistic methodology with a deep understanding of the contemporary and evolving challenges facing higher education institutions worldwide to ensure his clients succeed in their mission.