Tradition vs. Transformation in Higher Education

The Changing Landscape of Higher Education

Higher education is currently facing a critical moment, with challenges such as affordability, sustainability of business models, an upcoming demographic shift, and concerns about the return on investment impacting the sector. State leaders are working to improve student access and ensure that institutions provide meaningful follow-through for their students.

Timothy Knowles, president of the Carnegie Foundation for the Advancement of Teaching, emphasized that higher education is undergoing an existential crisis. He pointed out that the sector has long been a driving force for the economy, democracy, and social fabric of the country. However, it now faces numerous pressures that are reshaping its traditional role.

In April, the Carnegie Foundation and the American Council on Education introduced a new classification system for colleges and universities. This system replaces the decades-old “Basic Classification” and introduces two new classifications: “Institutional Classification” and “Student Access and Earnings Classification.” These updates aim to recognize a broader range of institutions based on their access levels and economic outcomes for students, rather than focusing solely on graduation rates.

Massachusetts Higher Education Commissioner Noe Ortega highlighted how the demographics of students entering higher education are changing. He questioned how the sector can rethink traditional norms and create alternative pathways for students to earn a livable wage. Ortega suggested that non-degree certificates and stackable credentials could offer viable options for students who may not pursue a traditional four-year degree.

Re-evaluating traditional metrics, such as the 120 credit hours required for a four-year bachelor’s degree, is becoming increasingly important. In Massachusetts, the Board of Higher Education is exploring the possibility of allowing public and private institutions to offer three-year bachelor’s degrees with fewer than 120 credits. This shift reflects a growing movement to focus on outcomes rather than inputs.

Carnegie’s Knowles criticized the long-standing reliance on input-based measures, such as the 120-credit standard established in 1906. He noted that despite advances in understanding how people learn, the structure of higher education has remained largely unchanged. He urged the sector to move toward outcome-based evaluations.

Despite these challenges, higher education has made significant progress in increasing high school and college graduation rates. This success has been driven by efforts to expand access and support for first-generation and low-income students, according to Sarah Willie-LeBreton, president of Smith College.

Willie-LeBreton stressed the importance of recognizing the distinct missions and purposes of different types of institutions, including liberal arts colleges, community colleges, and research universities. She argued that the value of liberal arts education should be understood through a multidimensional lens to ensure that the public and policymakers appreciate their unique contributions.

In Utah, Western Governors University, a private online institution, is focusing on maintaining high accessibility while forming regional partnerships for apprenticeships and work-based learning programs. K.L. Allen, the university’s regional vice president, emphasized the need to hold schools accountable for outcomes, including equity, graduation rates, and job placement.

Ortega noted a shift in the narrative around higher education, from one focused solely on access to one that ensures students who enroll are successful. While the all-access era is not ending, he believes it is evolving to include more emphasis on helping students complete their education and transition into the workforce.

Students graduating from college today face a challenging job market, with the unemployment rate for degree holders aged 22 to 27 reaching one of its highest levels in over a decade, excluding the pandemic period. Willie-LeBreton acknowledged the growing doubts about the value of a college degree but cautioned against viewing short-term challenges as long-term failures.

She emphasized that the issue lies not with the degree itself, but with the timing of graduation and the broader economic conditions. As the sector continues to adapt, the focus will remain on ensuring that students are equipped with the skills and support needed to succeed in an evolving landscape.