Changing Higher Ed

Navigating New Frontiers in Higher Education In the quest for sustainability and relevance, universities worldwide are confronting a pivotal moment that calls for a transformative rethinking of their traditional business models. The Ernst & Young white paper: How are you balancing the books for a digital future? discussed in the episode, created in partnership with Times Higher Education, delves into the global challenges facing the sector. The findings underscore a pressing narrative: enrollment numbers are plummeting, costs are escalating, and the old ways of cost-cutting are no longer sufficient lifelines. The Crux of Financial Sustainability Rising costs, shrinking domestic enrollments, and stagnant government funding are painting a stark picture for universities. With employment rates soaring, the allure of higher education is under scrutiny, especially as alternative learning pathways burgeon. The conversation with Catherine Friday reveals that the value proposition of universities is increasingly contested, leading to softer financial outcomes and the necessity for strategic innovation. A Paradigm Shift: Strategy, Scale, and Digitalization The traditional response to financial duress, such as downsizing and selling assets, is a mere stopgap, insufficient for long-term viability. Instead, universities are being urged to leverage their underutilized assets, like sprawling campuses now operating at a fraction of their capacity. The success stories of today's educational landscape are those institutions that understand their target students, deliver high-end educational experiences, and cultivate distinctive, tailored offerings. The Digital Transformation of Education Digital integration stands as a cornerstone of the modern educational transformation. It's not merely about transitioning analog to digital, but reimagining the very essence of educational delivery. Leading universities are employing digital strategies to create personalized, accessible, and engaging learning experiences, harnessing AI, data analytics, and innovative technologies like AR and VR to enhance the academic journey. Empowering Educators and Students Alike A resounding theme throughout the episode is the importance of teaching educators how to effectively employ digital tools to foster personalization and engagement. Students crave meaningful connections with faculty who are not just knowledgeable but also adept at nurturing these connections through digital means. Universities that excel in equipping their educators with these skills are seeing improved retention and student outcomes. The Power of Collaboration and Distinctiveness Mergers and partnerships are emerging as strategic maneuvers for universities to achieve scale and distinctiveness. The episode highlights examples like the merger of Wheelock College and Boston School of Education, which combined high-quality curriculum with robust enrollment figures, underscoring the potential of such collaborations. Rethinking Leadership and Engagement As universities navigate these changes, the role of leadership is pivotal. Transformation must be championed from within, with faculty and staff actively engaged in shaping and embracing the new direction. True leadership in higher education is about fostering collaboration, supporting innovation, and guiding institutions toward a sustainable and impactful future. Three Key Takeaways for University Presidents and Boards: Prioritize People: Focus on the individuals within the institution — the academics, students, and administrative staff — recognizing that they are the cornerstone of any transformative change. Ensuring that the needs and skills of these people are at the forefront can guide a university through change successfully. Embrace Discomfort in Change: When strategies for change evoke discomfort, it often indicates a move toward meaningful progress. Leaders should not shy away from decisions that challenge the status quo if they believe these changes can lead to a better future for the institution. Seek External Validation: Utilize external resources like consulting firms or peer networks for a "sanity check" on new strategies. This peer review approach can provide critical insights and validation, ensuring that new initiatives are sound and have considered various perspectives. This comprehensive exploration not only encapsulates the current state of higher education but also charts a course for institutions to stay afloat and thrive amidst the changing tides. It emphasizes the urgency for non-Ivy League universities to recalibrate their strategies, embrace digital innovation, and foster deep connections with their academic communities to secure a prosperous future in the rapidly evolving educational landscape.  Read the transcript on our website →   About Our Podcast Guest Catherine Friday EY Oceania Managing Partner, Government and Health Sciences; EY Global Education Leader Catherine has spent much of her career providing services to state and federal departments and regulators, ministerial councils, not-for-profits and NGOs in every state and territory in Australia, and in New Zealand. The implications of the work she does are far-reaching, delivering the best outcomes for citizens across education, health, human services, defense, transport and infrastructure, and central agencies. Catherine Friday on LinkedIn → 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 #ShiftsInHigherEducation #HigherEdBusinessModel #HigherEdSustainability

Innovating Higher Education for a New Era When it comes to higher education, innovation isn't just about generating ideas; it's about knowing how to implement them effectively. In a world that's rapidly changing, colleges and universities need to adapt to meet the needs of today's students. Dr. Philly Mantella, the President of Grand Valley State University, is at the forefront of this innovation, breaking down the structural barriers of traditional education models and creating a student-centric approach to overcome enrollment challenges. Breaking Barriers and Embracing Change The landscape of higher education has shifted dramatically over the years, and it's essential to break away from the traditional structures that were designed for a different demographic. This innovation recognizes the need to adapt to today's age and demographic. A Student-Centric Approach One of the key aspects of this innovation is a student-centric approach. The focus is on the students themselves. By addressing their needs, aspirations, and challenges, new ways are being found to create a supportive and engaging educational experience. Preparing Graduates for the Business World In today's competitive job market, it's not just about earning a degree; it's about being business-ready. The commitment is to ensure that graduates from Grand Valley State University possess the skills and knowledge necessary to thrive in their chosen careers. This means building a curriculum that goes beyond traditional subjects and includes essential skills like critical thinking, teamwork, and digital literacy. Redefining the Public Good While higher education has long been associated with the concept of the public good, this innovation takes a broader view. Yes, it involves civic engagement and community service, but it also means producing graduates who are ready to contribute to the workforce and society. It's about equipping students with the skills they need to make a meaningful impact beyond the classroom. Three Key Takeaways for Higher Education Leaders   Embrace innovation as a way to break down structural barriers and adapt to the changing landscape of higher education. Prioritize a student-centric approach that addresses the unique needs and challenges of today's students. Ensure that graduates are not just academically prepared but also business-ready, with skills that go beyond traditional disciplines. Implementing innovation in higher education is not an option; it's a necessity. This approach serves as inspiration and how-to for colleges and universities looking to thrive in a new era of learning, prepare students for success in their careers, and benefit society.    Read the transcript on our website →   About Our Podcast Guest Philomena V. Mantella is Grand Valley State University’s fifth president and the first woman to hold the position. Mantella is a recognized leader in strategic planning, market expansion, and educational innovation. Her drive and expertise come from more than 30 years in higher education administration, serving as an officer at public and private universities in New York, New Jersey, Michigan, and Massachusetts. Dr. Philomena Mantella on LinkedIn    About the Host Dr. Drumm McNaughton, host of the Changing Higher Ed® Podcast, 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  #InnovationinHigherEd  #ChangingHigherEd

In this conversation between Dr. Drumm McNaughton and Dr. David R. Decker, the President of Franklin University, we explore three strategic moves aimed at driving higher education enrollment. Franklin University, which primarily serves non-traditional, part-time adult learners, offers a unique perspective on higher education.   Podcast Highlights   Applying the 4 Ps of Marketing to Higher Education David Decker discusses how applying the traditional marketing framework of the 4 Ps (Product, Price, Place, and Promotion) to higher education programs can lead to success. He highlights that in addition to content, academic programs should consider their structure, transferability, micro-credentials, and prior learning assessments as part of the product. This broader perspective allows universities to better align with the needs of students and employers. "Backing into Costs" for Tuition Decker emphasizes that pricing in higher education should go beyond an institution's needs. Instead, it should consider fixed points in the universe, such as IRS guidelines for tax deductions, Pell Grants, and the ideal price of zero that students aim for. Franklin University aligns its tuition rates with these fixed numbers, aiming to make education more accessible and affordable for students. This approach ensures a market-driven pricing strategy. Leveraging Alliances and Promotion David Decker highlights the importance of building alliances with community colleges, corporations, and other professional organizations. These partnerships enhance the credibility of the institution and provide students with clear pathways for credit transfer and career development. Additionally, promotion in higher education extends beyond traditional advertising, involving relationships, articulation agreements, and community college alliances to effectively reach prospective students. Three Takeaways for Higher Education Leaders: Think Beyond Content Encourage academic institutions to expand their thinking about academic programs beyond content. Consider the structure, transferability, and practicality of programs to better meet the needs of students and employers. Embrace a Market-Driven Pricing Model Move away from self-absorbed pricing models and align tuition rates with fixed points in the education ecosystem, making education more affordable and accessible to students. Build Strategic Partnerships Foster alliances with community colleges, corporations, and organizations to enhance credibility, promote transferability, and provide clear pathways for students to succeed in their academic and professional journeys. David Decker's insights from his experience at Franklin University shed light on innovative strategies that higher education leaders can adopt to drive enrollment, reduce costs, and provide high-quality education.   Read the transcript on our website →   About Our Podcast Guest David R. Decker joined Franklin University as its President in 2007. Under his leadership, Franklin focuses on the demonstrable achievement of student outcomes, through which graduates are empowered to rise in their professions and strengthen their contributions to their families, communities, and employers. Franklin University has become a doctoral-granting university under Dr. Decker’s tenure and has also established a world-class Instructional Innovation Center focusing on enhancing student learning and student success. Dr. Decker graduated from Grinnell College, holds the M.A. and Ph.D. from the University of Kansas, and earned the M.B.A. from the Wharton School of the University of Pennsylvania. Guest Social Media Link:  David Decker on LinkedIn     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   #HigherEdEnrollment #ChangingHigherEd #HigherEducation

This thought-provoking conversation dissects the structural disruptions in the higher education landscape. Drawing parallels with the entertainment industry, McNaughton and Smith explore the strategic turbulence ahead for higher education leaders.   Key Discussion Points: Introduction to structural disruption and its defining role in today's higher education. A glance back at the entertainment industry and how technology shifted the ground beneath it. Unraveling the parallels: Both sectors controlled critical, scarce resources, but how are they adapting or resisting change? The tale of Joyce Carol Oates: A microcosm of the larger issue in higher education, exploring the challenge of exclusive access to premier knowledge resources. The urgent need for change: Tackling the financial and moral challenges in higher education and understanding the roots of increasing public distrust. Bright spots on the horizon: Institutions that are harnessing technology for more inclusive and affordable education.   Three Critical Takeaways for Higher Education Leaders: Recognizing the challenges Understanding their systemic nature Embracing technological solutions    This episode serves as a wake-up call for higher education transformation. Drawing lessons from past industries, there's a pressing need to redefine missions, methods, and mindsets to ensure your institution remains relevant, accessible, and equitable in today's digital world.   About Our Guest Dr. Michael D. Smith is J. Erik Jonsson Professor of Information Technology and Marketing at Carnegie Mellon University's Heinz College of Public Policy and Management. Smith is coauthor of the book "Streaming, Sharing, Stealing: Big Data and the Future of Entertainment" (MIT Press, 2016) and author of the new book "The Abundant University: Remaking Higher Education for a Digital World" (MIT Press, 2023). Michael D. Smith on LinkedIn →   About the Host Dr. Drumm McNaughton, host of Changing Higher Ed® podcast, is a consultant to higher education institutions in governance, accreditation, strategy, 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 #StructuralDisruption #HigherEducation #HigherEdPodcast  

Strategies for Seamless K-12 to Higher Ed Transitions, Embracing Online Learning, and Building Strong Institutional Foundations The second half of this two-part series with Connecticut State Colleges and Universities (CSCU)’s Chancellor Terrence Cheng explores the strategy CSCU uses to better communicate to high schoolers how connected K-12 is to higher ed to ensure equity and accessibility for all students. Cheng also shares how his system is revolutionizing its online learning model to better serve local businesses and CSCU’s students across numerous campuses. Evolving Online Learning Beyond COVID-19 Specifications Although in the early stages, CSCU is working to deliver online learning that’s effective, accessible, and cost-efficient. Cheng communicates to his presidents that the system-wide implementation of the online program does not have to be the same at every campus. These online programs need to amplify each institution’s unique offerings, assets, and stakeholders rather than relying on a one-size-fits-all solution. Creating a Clear Pathway to Community College Using the Common App, CSCU created a legislature-driven, GPA-calibrated automated admission program that will be implemented at the state’s 17 technical schools and CSCU’s 17 community college campuses. Upon graduation, students will be automatically accepted at their local community college. CSCU is also bringing its IBM P-Tech partnership with Norwalk Community College and Norwalk High School to scale. The goal is to effectively convey that there's a very clear bridge to higher education after 12th grade, almost like a “13th grade.” Five Recommendations for Higher Education Leaders and Boards Trust your instincts. Remind yourself that you got to be where you are today by doing things a certain way, so it’s okay to rely on your instincts. However, it’s still important to listen. Make changes sooner rather than later. If you know that you need to make some staff or organizational changes, give yourself enough time to gather the data. But don’t take too long because that can have detrimental effects. Own the narrative of your story. Don't let others tell your story for you. Get out there. Be upfront. Be ruthlessly honest with the data. Have integrity in what you say. But make sure you say what needs to be said. Have a good mentor. It’s helpful to have current and/or past presidents and chancellors who can provide support for you and even suggest what to steer clear of. This advice is critical, regardless of whether you’ve been a president or chancellor before. Every campus is different. Build a strong relationship with your board chair. This is probably one of, if not the most critical, relationship a university president can have. It doesn't mean that you tell him or her what to do, or vice versa, but if the two of you can be joined at the hip, it's going to make things far smoother for you in the long run.   At a Glance How higher ed is not meeting 21st-century students and what can be done to remedy this. What higher ed needs to start destigmatizing to truly succeed. Why having a “winning team” mentality is so important for higher ed.   Read the transcript →   About Our Guest Terrence Cheng Terrence Cheng is president of the Connecticut State Colleges and Universities (CSCU) system, which oversees 12 community colleges, four state universities, and Charter Oak State College and serves more than 72,000 students.   About the Host Dr. Drumm McNaughton, host of Changing Higher Ed® podcast, is a consultant to higher education institutions in governance, accreditation, strategy and change, and mergers. #HigherEducation #ChangingHigherEd #TheChangeLeader

Learn how CSCU’s unification of its once-siloed community college is building a sustainable higher education model and helping improve retention and enrollment. The first half of this two-part series with Connecticut State Colleges and Universities (CSCU)’s Chancellor Terence Cheng explores how CSCU partners with local businesses to ensure equity and workforce preparation for its majority-minority student population. Forming Effective Partnerships with Local Businesses At UConn Stamford before coming to CSCU, Dr. Terrence pinpointed local businesses in the Stamford, Connecticut, area like NBC Sports and then identified the type of skills NBC Sports wanted to connect them with the programs UConn Stamford offered that could best meet their needs. 98% of CSCU’s students come from Connecticut and will remain there, so CSCU strives to create a strong relationship with local businesses where these businesses feel compelled to call the system if they have any needs. Dr. Terrence describes it as building “muscle memory” for them. Higher ed leaders need to help local businesses realize a simple if/then value proposition if they partner with your system. You want them to say, “If I call CSCU, I will get this.” Improved Retention Through Streamlined Transfers CSCU helped unite the system’s 12 legacy community colleges into one singularly accredited multi-campus institution. A united system provides a more streamlined and efficient shared services model on the back end that anticipates providing improved academic performance, retention, graduation rates, and job placements. Most community college students cannot take 12 or even 9 credits at a time and regularly move across the state for various reasons. A unified curriculum makes transferring easier. To streamline transferring, higher ed must first identify the percentage of community college students who want to transfer but haven’t and those who transfer within and outside your system. After performing this analysis, remove obstacles that complicate transferring, such as “the last-credit conundrum.” This can be accomplished by breaking down the perception that a course taken from a community college is not good enough for a university. Also, more effectively communicate the seamlessness of your continuum from community colleges to four-year institutions to help attract and retain students. At a Glance How systems like CSCU need to position themselves in relation to major flagship universities in their state like UConn CSCU’s unique history when Governor Daniel Malloy created CSCU’s system more than 10 years ago The challenges of navigating a siloed university system that is deeply rooted in its ways   Read the transcript on the website →   About our Guest Terrence Cheng Terrence Cheng is chancellor of the Connecticut State Colleges and Universities (CSCU) system, which oversees 12 community colleges, four state universities, and Charter Oak State College and serves more than 85,000 students.   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/. #HigherEdSustainability #HigherEducation #WorkforceReadiness

This episode delves deep into the challenges of diversifying student bodies in higher education, especially in the wake of SCOTUS decisions on Affirmative Action. Dr. Thomas Parham and Dr. Dilcie Perez, stalwarts from the California State University system, bring their expertise and insights to the table.   Drowning in Diversity Debates   Higher education has always been a battleground of ideologies and policies. The introduction of Affirmative Action intended to level the playing field, but its judicial scrutiny has thrown institutions into a quandary. How does one maintain a diverse student body while abiding by the rules?   For the California State University system, this is more than just a theoretical debate. Prop 209 left its mark, challenging institutions to innovate and find ways to promote diversity without relying on race-based decisions in admissions.   The responsibility isn't just on the institutions. Dr. Parham, referencing the literary greats Frantz Fanon and James Baldwin, emphasizes the role of society in shaping educational experiences. The legacy of generations past is heavy on the present one, which seeks to redefine inclusivity on campuses.   CSU's Symposium: Bridging Aspirations with Realities in Higher Education   The gravity of the situation was felt profoundly during CSU's Juneteenth symposium. As Dr. Perez recounted, the voices of Black students, faculty, and staff highlighted the disconnect between the aspirational goals of institutions and the realities on the ground. The symposium wasn't just an event; it was a call to action.   Yet, the scope of the challenge isn't limited to students alone. Faculty, staff, and every stakeholder in the educational ecosystem play a role in shaping the campus climate. Diversity, as Dr. Parham eloquently puts it, is more than just demographics.   Redefining Success and Inclusion   The intertwined fates of students, faculty, and staff necessitate a holistic approach. Success in one domain invariably affects the other. And this reciprocal relationship is what the CSU aims to strengthen. Their Black Student Success workgroup, although centered on Black student success, is not a siloed initiative. It's a blueprint, a model for broader inclusivity.   At its heart, the approach isn't just about numbers. It's about creating environments where everyone feels they belong, where aspirational visions of institutions align more closely with the reality on the ground.   Innovation in Inclusivity   CSU's strategies are groundbreaking in many ways. From early outreach to partnerships with community-based organizations, the efforts aim to foster lifelong relationships. The goal isn't just to admit students but to support them, ensuring their success inside and outside the classroom.   Dr. Perez's take on the matter is unequivocal. Institutions have a responsibility that goes beyond the classroom walls. And for CSU, that responsibility is being shouldered with conviction and vision.   Three Recommendations for Higher Education Leaders and Boards   Institutions need to ensure that their policies and practices truly reflect the diverse voices within their community. Listening sessions, feedback mechanisms, and open forums can offer deep insights. While specific initiatives like the Black Student Success workgroup are essential, institutions must also ensure that these strategies have broader applications. The principles learned from one initiative can be applied to other demographics, ensuring wider success. Success isn't the responsibility of just one stakeholder group. Institutions need to foster collaborations between students, faculty, staff, and external partners. Community-based organizations, alumni, and even businesses have roles to play in shaping the educational experience.   At a Glance   The landscape of higher education is continually evolving, with policies like Affirmative Action at its forefront. The California State University system, grappling with the implications of Prop 209, seeks innovative ways to promote diversity. Diverse voices, from students to staff, emphasize the need for genuine inclusivity. CSU's initiatives, like the Black Student Success workgroup, offer blueprints for broader change. Institutions need to balance aspirational visions with on-ground realities, ensuring that every stakeholder feels they belong. Collaborations, both internal and external, are crucial in shaping the future of higher education.   Read the transcript on the website →   About our Guests Thomas A. Parham Thomas A. Parham, president of CSU Dominguez Hills since March 2018. Dilcie Perez Dilcie Perez is Deputy Vice Chancellor of Academic Student Affairs.   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/. #HigherEducation #UniversityDiversity #AffirmativeAction

Although a for-profit institution, Post University employs a unique and effective two-fold approach to ensure graduates are career-ready with lifelong learning skills that “not-for-profit” universities can emulate on their campuses.   In this podcast episode, Dr. Drumm McNaughton speaks with Director Camille Dumont of the Center for Career and Professional Development (CCPD) about how she aligned career services with academia at Post University to better prepare students for the workforce. Camille discusses how Post ensures students are thinking about their careers from the moment they enroll and how online-only learners receive and benefit from the same services as those who attend the university on campus.   Podcast Highlights   Camille’s mindset on lifelong learning is influenced by personal experience. She successfully transferred the skills she learned in the hotel industry to the healthcare industry and now to higher ed, where she works in career services. Originally, only Post’s juniors and seniors took a critical Foundation course to learn critical information about their career choices alongside their cohorts in the same field of study. In these courses, students receive prompts to encourage online or in-person discussions so they can start thinking about what it is they want to do.  On the academic side, students now have conversations with admissions and advising as soon as they are accepted to determine what major or career they might be interested in. Students are then enrolled in a CTC College to Career course based on their answers to provide them with important information as early as possible about their chosen career path, such as the lifestyles of current employees or possible outcomes in related occupations. This can either validate their interests or give them the opportunity to switch early on. On the non-academic side, a new CCPD program prepares students for the junior and senior Foundation courses as soon as they enroll. Students first take an assessment of who they are and then build different types of resumes, participate in mock interviews, and learn the art of interviewing and networking, along with the benefits of joining professional associations. CCPD also meets virtually with online students throughout the week. CCPD uses the virtual job platform Handshake to conduct virtual career fairs for online students. Post’s webinars inform these students how to prepare for a virtual career fair such as how to ensure they have the proper background, lighting, and attire. Meanwhile, students create their resumes and upload them onto Handshake. CCPD has programs where employers or alumni talk to students on campus. These events are livestreamed, recorded, and hosted on the university website and YouTube channel for online-only students. These recordings are also repurposed for additional learning opportunities. For example, students are asked to identify what skills employers say they need in these recordings and, if they can, to add them to their resume or incorporate them into their overall conversation with employers when applying for a job or internship. Post University starts at the basics by not assuming students know everything about transitioning to the workforce to ensure everyone is on the same page. For example, students are taught what a discussion board, rubric, or resume is. Post also ensures that students understand that all work experience matters and that the skills they learned in these jobs are transferrable to various careers. For instance, retail workers acquire customer service and communication skills. Post students have access to a locked closet with gently used professional men’s and women’s attire that have been donated by staff and faculty members. Students can try these clothes on and even take them for use in interviews and career fairs, etc.   Read the transcript →   About Our Podcast Guest Camille Dumont, recently named Director of the Center for Career and Professional Development (CCPD) at Post University, brings a wealth of experience to the role. She has been part of the university since 2011, initially as a faculty member and then in various leadership roles. With a background in health services management and a strong foundation in business skills gained from her early career at the Plaza Hotel in New York City, Camille is well-equipped to lead the CCPD. She has also been actively involved in professional organizations like CCCDA, NACE, and NCDA. Camille's goal is to expand CCPD services to benefit all Post students, both on-campus and online, with innovative programs and support for their career journeys.    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/ https://www.youtube.com/@ChangingHigherEd Email: podcast@changinghighered.com   #CareerReadyGrads #PostUniversity #CollegetoCareer

By 2032, college football playoff revenue and new lucrative conference media contracts are projected to reach $16 billion annually for 54 schools with the most lucrative football programs, according to a new report from Knight Commission on Intercollegiate Athletics in partnership with CLA (CliftonLarsonAllen).   During this same time frame, the report also finds that 26 of these 54 schools will likely pay their head football coaches and ten assistants more than what they spend on hundreds of athletes, their scholarships, lodging, food, medical expenses, and insurance coverage.   In this episode of Changing Higher Ed®, Dr. Drumm McNaughton discusses these shocking findings, along with where this money should go and how it must be spent, with Amy Privette Perko, CEO of the Knight Commission on Intercollegiate Athletics, an independent group with a legacy of impacting college sports policies to prioritize college athletic education, health, safety, and success.   Amy also cites other challenges these numbers present, such as how this will unfairly impact other sports at these institutions and what this means for higher education as a whole.   Podcast Highlights   Two years ago, NIL rule changes were made that allow athletes to earn compensation for the use of their name, image, or likeness in endorsements and social media. However, recruiting inducements haven’t been enforced, particularly among the powerhouse programs. There is also a lack of uniformity. The new NCAA president, Charlie Baker, is pushing for more athlete protections, such as the use of common contracts so athletes know what they're getting into and requiring agent registration. These will likely require federal legislation.   The Knight Commission had CLA (CliftonLarsonAllen) perform some projections that are featured in a new report that looks at the top 54 public institutions’ football programs, particularly in regard to the incoming revenue from college football playoffs and new lucrative conference media contracts. All sources of athletic revenues for these 54 schools will likely reach $16 billion annually in 2032. The report asks where all this money is going, how it’s going to be spent, if higher ed is going to move to an employee or revenue-sharing model, and how this will impact other sports.   The new report also finds that if head football coaches continue to be the chief beneficiary at nine institutions in particular, 26 of the 54 Power Schools are projected to pay their head football coaches and ten other countable assistants more than what they spend on hundreds of athletes, their scholarships, lodging, food, medical expenses, and insurance coverage.   Six public institutions in the Pac-12 recently announced they would leave the Pac-12 to join the Big Ten and the Big 12 because 85% of them are tied to big-revenue football. From the Knight Commission's view, that particular realignment and others like it only work for football and will force other sports to travel more and cause athletes to miss more classes.   The Knights Commission proposes there should be one governing association for football called the National College Football Association that's separate from the governing association. Meanwhile, the NCAA will govern all other sports. This isn’t a proposal to dismantle every conference. There should just be two FBS conferences like the Pac-12, SEC, or ACC, and there should be at least eight schools that play big-time football that will have to play a specific number of Olympic sports cones to receive an automatic qualifier for those tournaments.   The National College Football Association should be funded by the College Football Playoff since the College Football Playoff is already independent of and generates revenue separately from the NCAA. That said, the College Football Playoff does distribute the revenue back to the FBS conferences, which is then sent to the schools. The NCAA receives zero dollars in revenue from FBS football and the College Football Playoff. That’s significant because the NCAA absorbs $60 million a year in national costs for that sport.   The leadership is fragmented among power conferences. The Knight Commission feels that a unified structure would be better for the future of football, football players, and all other sports. To get it done, university presidents will need to tell conference commissioners to work together for the collective good, or Congress will get involved.   University presidents will need to identify what they want to achieve from college sports. If it's just about the revenue from conference contracts and the power of the brand, then they have to change the structure of how they treat athletes. If the answer is to provide opportunities for athletes, then presidents must be willing to leave a little bit of money on the table to provide a reasonable regional competitive structure for other athletes and must ensure these athletes don’t miss too many classes.   Schools have also signed onto an NCAA constitution that identifies on what principle higher education bases their revenue distribution. The Knight Commission says that incentives must be tied to these constitutional principles. First and foremost, the revenues need to take care of their own cost, but there needs to be some changes within that distribution.     Read the transcript →   About Our Podcast Guest   Amy Privette Perko has led the Knight Commission since 2005, serving as executive director until October 2016, when she was named chief executive officer. During Perko’s tenure, the NCAA has adopted a number of the Knight Commission recommendations. The most prominent of these actions include requiring teams to be on track to graduate 50 percent of their players to be eligible for postseason championships, reducing athletic time demands on college athletes, and revising its revenue distribution to include incentives for academic outcomes. The Knight Commission recommended all of these actions in its June 2010 report — “Restoring the Balance: Dollars, Values and the Future of College Sports.”   Perko serves as the Commission’s spokesperson and has been quoted and interviewed by leading news media, including ESPN, USA Today, The New York Times, The Wall Street Journal, Bloomberg News, and numerous public radio stations. She has been a keynote speaker and lecturer at a number of events, including the CoSIDA Convention, the University of Florida’s Alan C. & Elizabeth Martin Moore Lecture Series, and UNC’s Parr Center for Ethics/Public Policy Carolina Forum.   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   #CollegeSports #KnightCommission #HigherEducation 

Higher education must strive to increase the average tenure of university presidents, which currently stands at a dismal 3.7 years. This can be accomplished by addressing ineffective presidential onboarding processes and shared governance practices, among others.    In this second half of a two-part series, Dr. Drumm McNaughton discusses best practices and strategies 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. Brit has 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 10 years.   Part one of this series addressed the challenges facing university presidents and the root causes of tenure decline.   Podcast Highlights The process for onboarding presidents includes hiring a search consultant, identifying a screening committee that’s representative of the university, gathering and narrowing down a pool of candidates, and bringing those candidates in for a 60- or 90-minute interview. This process is flawed.   Interviews don’t provide enough substance despite serving as the most critical factor in hiring a president. Every person on 15- to 20-member boards only gets to ask one question, and applicants are only expected to provide brief answers. In addition, presidents who would have been perfect for the institution are oftentimes dismissed if they just happened to have an off day. Although the interview process is getting longer and involves more representation, the board is generally influenced by their one interview.   It is difficult to gauge the effectiveness of an applicant who has never served as a president before. There isn’t another campus role like the president, who serves as the face and voice of the institution in the public eye and can do it effectively in a way that advances the institution.   Universities and search committees are oftentimes too passive and rely too much on search consultants. Although search consultants play a valuable role, search committee members know the institution best and have the right contacts. This should be the primary or major source for presidential candidates.   Incoming presidents who are not familiar with their new university must become informed about its culture, traditions, interests, challenges, and priorities. New presidents can accomplish this by identifying a seasoned individual or a consultancy to interview administrators, faculty, staff, students, board members, and members of the community to understand the institution’s aspirations and challenges.   Presidents and board members must have a very clear understanding of their roles and responsibilities to prevent board intrusion and micromanaging. Ground rules must also be identified from the start. Additionally, presidents need to insist upon an annual board review so there’s a written record of what the board wants done and how successful the president was in addressing them. This will help prevent boards from inventing or revising points in their favor.   Shared governance in consultation with representative bodies must be respected. Presidents should resist the ongoing pressure from boards and external forces to take immediate action. The community must have demonstrated respect, trust, confidence, and commitment to consultation and shared governance.   Successful shared governance usually has a nonhierarchical three-tiered system. Tier one includes representative bodies of faculty, staff, and students. Some of them are rolled into one entity, while others are separate. The second tier is administration. The third tier is the governing board.   There needs to be a clear understanding that the board has the final authority on everything they choose because they are the legal entity created by the state to run the institution. However, the most successful systems see the board delegating a great deal of this authority. In particular, the board should delegate authority on matters they don’t have expertise in, such as academic curricula and academic appointments. Some boards rubber stamp tenure recommendations. Shared governance works effectively when the board delegates certain authorities to the president, such as appointments to cabinets and even for tenure.   Any campus constituency—such as faculty, staff, students, and, in some cases, all of them—that is affected by any major policy decision must be consulted. Recommendations must also go to the president. Based on the model, the president either acts on these recommendations or refines them so they’re appropriate for administrators and then takes these recommendations to the board, who then acts upon them. This is based on the RACI model.   Presidents must build a relationship of trust with the board, both collectively and individually. They must interact with the board outside of committee and/or board meetings. A successful practice includes speaking with one board member every week to see how they are doing, what is happening, and if they have any thoughts or concerns.   The board has to be kept informed on all matters. There can be no surprises. There’s nothing that board members should learn about by reading the newspaper, for example.   Successful presidents are accessible, visible, and good listeners. Good listeners can put themselves in another’s situation and fully understand why that other person holds that view. To build consensus and have strong support over an extended period, the community must believe they are heard and understand why certain decisions are made, especially if they go against what they want.   Presidents must walk the walk and talk the talk. Their behavior must emulate the values they’re espousing. For example, presidents should reject salary increases or bonuses if no one else is receiving raises.   Give bad news or admit mistakes when they happen rather than trying to cover them up. Presidents who are not candid will be haunted by this in the future.     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 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 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 that would 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 #HigherEdPresidents #HigherEdPodcast