business side of he

These Professors Were Thinking About Quitting. So They Turned to Social Media. [Myskow]

On 07/24/2022, in business side of he, career development, change, colleges, community colleges, higher education, social media, United States, universities, workplace, by Daniel Christian

These Professors Were Thinking About Quitting. So They Turned to Social Media. — from chronicle.com by Wyatt Myskow

Excerpts:

One pointed him to a Facebook group, “The Professor Is Out,” dedicated to academics who are quitting. It helped him realize that “it’s not impossible for me to shift out of this thing.”

“The Professor Is Out” allows people to post anonymously, an important feature for academics who are still on the fence about quitting. When Kelsky created the group, she expected around 1,000 people to join. Now it has more than 24,000 members.
…
Another popular forum for maybe-quitters is the subreddit r/Professors, which has more than 100,000 members — dubbed “Guardians of Academe.”

Related postings:

Over half of higher ed employees likely to seek another job, survey finds — from highereddive.com by Jeremy Bauer-Wolf

Dive Brief:

More than half of college employees reported they are likely to leave their jobs in the next year in a new survey from the College and University Professional Association for Human Resources, CUPA-HR.
The most common reason workers gave for seeking new employment was the prospect of higher pay, followed by an opportunity to work remotely, and more flexible work hours.
Nearly two-thirds of respondents reported they’re working mostly or completely on campus, but almost 70% wanted to work remotely at least part time.

More Than Half of Campus Staff Members Are Thinking About Quitting, Survey Finds — from chronicle.com by Megan Zahneis

Excerpt:

Results of a new survey paint a grim picture for higher ed’s hopes of retaining staff members: More than half of them are considering leaving their job in the next year.

That’s according to staff members polled in May by the College and University Professional Association for Human Resources; initial results of the survey were released this month.

Survey: More Than Half of Higher Ed Workers Plan to Leave — from insidehighered.com by Josh Moody

Excerpt:

Many higher education employees are headed for the exits, according to a new survey from the College and University Professional Association for Human Resources, which found that more than half of respondents said they were likely to look for other employment within the next 12 months.

Reflections on “Higher Ed Is Looking to Refill Jobs. But It’s Finding a ‘Shallow and Weak’ Candidate Pool.” [Zahneis]

On 07/20/2022, in business side of he, career development, change, colleges, community colleges, Daniel S. Christian, funding / grants, higher education, organizational change, teaching & learning, United States, universities, using teams, by Daniel Christian

Higher Ed Is Looking to Refill Jobs. But It’s Finding a ‘Shallow and Weak’ Candidate Pool. — from chronicle.com by Megan Zahneis

Excerpt (emphasis DSC):

While higher education has largely recovered nearly all of its pandemic-associated job losses, the task of recruiting and hiring administrators and staff members has become a daunting one, according to a Chronicle survey of college leaders, hiring managers, and administrators that was conducted with support from the Huron Consulting Group.

Nearly 80 percent of the 720 respondents said their campus has more open positions this year than last, and 84 percent said that hiring for administrative and staff jobs has been more difficult in the last year.

Those positions are harder than ever to fill, too: 78 percent of leaders said their campus had received fewer applications for open jobs in the last year, and 82 percent agreed that they’d fielded fewer applications from qualified candidates. Said one person who took the survey: “The pools have been shallow and weak.”

From DSC:
Ask any ***staff*** member who has been working within higher education these last 10-20 years if this development is surprising to them, and they would tell you, “No, this is not a surprise to me at all.” Working within higher education has lost much of its value and appeal:

Budgets have been shrinking for years — so important/engaging new projects get taken off the plate (or indefinitely postponed). So opportunities for personal growth and new knowledge for staff members have been majorly curtailed. Also, members of administrations may decide to outsource those exciting projects that do survive to external consultants.
Oftentimes, salaries don’t match inflation — and they were never stellar to begin with.
Staff are second-class citizens within the world of higher education
- They aren’t part of the governing bodies (i.e., the Faculty Senates out there don’t include staff). Faculty members have much more say, control, and governance over things and get the opportunities to travel, learn, present, grow, share their knowledge, etc. much more so than staff members.
- There are few — if any — sabbaticals for staff members.
- Even those working within teaching and learning centers and instructional designers don’t have their hands on many steering wheels out there. Many faculty members prefer to hold their own steering wheels and they won’t listen to others who aren’t people they consider their “peers” (i.e., essentially other faculty members).
- They often don’t get the chance to do research and to make money off that research, like faculty members do
Staffing levels are inadequate, so one takes on an ever-increasing amount of work for the same pay.

And others could add more items to this list. So no, this is not a surprise to me at all. In a potential future where team-based content creation may thrive, it appears that some team members are dropping out.

Now 2,627+ OPM, Bootcamp and Pathways Partnerships with Universities globally [HolonIQ]

On 07/20/2022, in business side of he, collaboration, colleges, community colleges, global / globalization, higher education, marketplaces, online learning, online media, United States, universities, using teams, vendors, by Daniel Christian

Now 2,627+ OPM, Bootcamp and Pathways Partnerships with Universities globally — from holoniq.com
Slower partnership growth for the first half of 2022 with 186 new OPM, Bootcamp or Pathways partnerships. Another ‘post-COVID’ transition?

Dead Malls and Future Campuses — from insidehighered.com by Joshua Kim
Thoughts on Meet Me by the Fountain: An Inside History of the Mall.

Excerpt:

Can we learn anything about the future of the university from the history of the shopping mall?

If any lessons connecting malls to colleges are to be found, the starting place is Meet Me by the Fountain. It is hard to imagine a more complete social, architectural, cultural, economic or cross-national comparison of shopping malls than this book provides.

For some, all the detail, theorizing and analysis of the mall’s history, relevancy and meaning might be a bit too much. For those looking for clues about how the university might evolve post-pandemic, the deep dive into malls that Meet Me by the Fountain provides is helpful.

The Post-Covid New Normal is Looking Bipolar — from philonedtech.com by Phil Hill

Excerpt:

I think it is important to deal with evidence on enrollment trends on their own terms and not just in the context of Covid recovery, and not just based on pre-Covid trends. The data we’re seeing recently have some big implications for the health of institutions, for online and hybrid education, and for alternative educational programs (and even alternative scheduling of programs).

The observation that higher education fortunes differ between elites and more open access institutions is not new, but what is becoming clear is that increasing separation cannot be explained away by Covid.

Also relevant/see:

Supporting Students and Faculty in the New Normal — from campustechnology.com by Thomas Hoover, Richard Shrubb, Donna Johnson
As classrooms evolve to accommodate the flexibility and innovation of new learning models, it’s important to provide ample training and resources for all constituents. Here are three key areas to consider.

Public colleges’ operating revenue rose 3.1% in 2021 despite lower net tuition [Seltzer]

On 07/09/2022, in business side of he, colleges, community colleges, cost of getting a degree, funding / grants, future of higher education, game-changing environment, higher education, learning ecosystem, United States, universities, by Daniel Christian

Public colleges’ operating revenue rose 3.1% in 2021 despite lower net tuition — from highereddive.com by Rick Seltzer

Excerpt:

“This strong performance is unlikely to continue as universities continue to grapple with student affordability issues and enrollment losses, along with inflation affecting labor and other operating costs,” the report said.

What’s next for online education? — from educationalist.substack.com by Alexandra Mihai

Excerpt (emphasis DSC):

An ecosystem not a dichotomy
As you’re hopefully already getting from my thoughts so far, I personally see our options for quality education in the future more like an ecosystem and not a series of mutually exclusive paths. It’s time to discard- or at least question-the “online vs. in person” dichotomy, almost always unfavourable to online education. It’s time to think in a more nuanced way about this. And, yes, you’ve guessed, more nuanced is always more difficult. Seeing the shades of grey requires a critical lens that we don’t need to see black and white.

The extent to which online education will be used in the future does not depend only on people (micro level), it depends on institutions (meso level) and policies (macro level).

The learning ecosystem, in my view:

- includes various modalities used in a complementary way and as a continuum;
- serves a multitude of audiences, at different stages of learning, with different aims and degrees of engagement;
- requires comprehensive and interconnected support structures at institutional level, for students and faculty.

Also from educationalist.substack.com by Alexandra Mihai, see:

Intentional learning design — from educationalist.substack.com by Alexandra Mihai

Excerpt:

My definition
Let’s start with a definition. By intentional learning design I mean designing learning experiences:

- Focusing on the “why”: ensuring that any decision taken at the design stage is aligned with the overall narrative of the course and, more precisely, with the learning objectives; this requires self-reflection, at least some knowledge of the main pedagogical principles, attention to detail and openness to see learning design as an iterative process and not a box on a checklist;
- Focusing on students’ experience: designing a course/ programme that is well tailored to students’ needs; this requires knowing your students well, making your design choices explicit to them and involving them in an ongoing dialogue.

Mid-term reflections on my American adventure

Excerpt:

A sneak peek into my research on Centres for Teaching and Learning (CTLs)
With a big part of the data collection already behind me, I thought I’d briefly share here some of my most important- and sometimes surprising- findings so far. While still pretty superficial, this can hopefully give you an insight into the discussions I’ve been having and hopefully make you curious to find out more once I’ll get to publish my results.

- Positioning of CTLs.
- Sense of CTL vulnerability.
- The backgrounds and personalities of CTL leaders.
- Integrated CTLs.
- Credibility.
- Who works in CTLs?
- Professional development and career paths in CTLs.
- CTL offer and programming.
- Graduate student support.
- Online education.

From DSC:
Inflation way up. Real wages way down. Not a good mix for higher education. And faculty members aren’t the only ones impacted here. These developments may cause the rise of additional alternatives to institutions of traditional higher education out there.

One of the resources mentioned in Isha Trivedi’s article out at The Chronicle of Higher Education that’s entitled “Faculty-Pay Survey Records the Largest One-Year Drop Ever” was this one:

The Annual Report on the Economic Status of the Profession, 2021-22 — from the American Association of University Professors (AAUP)

Key Findings (emphasis DSC):
Provisional results were released in early April 2022, including summary tables and institution-level datasets. Key findings include:

From 2020–21 to 2021–22, average salaries for full-time faculty members increased 2.0 percent, consistent with the flat wage growth observed since the Great Recession of the late 2000s.
Real wages for full-time faculty fell below Great Recession levels in 2021, with average salary falling to 2.3 percent below the 2008 average salary, after adjusting for inflation.
Real wages for full-time faculty members decreased 5.0 percent after adjusting for inflation, the largest one-year decrease on record since the AAUP began tracking this measure in 1972.
In 2021–22, 97.2 percent of full-time faculty members were covered by retirement plans, a 2.8 percentage point increase from 2020–21.
Institutions reported full-time faculty salaries for women that are 81.9 percent of those for men in 2021–22, on average. The gender pay gap is greatest at the full professor rank.
From 2019–20 to 2021–22, the number of full-time women faculty members increased 1.6 percent, compared with a 2.5 percent decrease for men.
In 2020–21, average pay for adjunct faculty members to teach a course section ranged from $2,979 in public associate’s institutions without ranks to $5,557 in public doctoral institutions.
In fall 2020, about three in five (61.5 percent) faculty members were on contingent appointments.

Also relevant, see:

The Big Quit | Even tenure-line professors are leaving academe. – from chronicle.com by Joshua Doležal
Higher Ed’s Enrollment Crash Has Been Underway for Years — from chronicle.com by Audrey Williams June

From DSC:
The following items made me reflect upon the place of COVID-19 in causing the current ills within higher education — but also thinking about the ills that were present long before Covid hit us.

Key point:
We should be careful not to conveniently use COVID-19 as the scapegoat for all that’s wrong within higher education.

On the faculty/staff side of the house

The Season of Our Professorial Discontent — from chronicle.com by Paul Musgrave
The pandemic irrevocably changed the student-teacher relationship — and not for the better.

Excerpts:

As pandemic slides into endemic, it’s worth asking: Did the pandemic break something fundamental about academe? Was the spring of 2022 the end of pandemic disruptions, or the start of a new normal?
…
This time, as I delivered the lines to an audience of 30 in a course with 200 students enrolled, I was wondering whether I wanted to give a lecture ever again.

From DSC:
Regarding the first quote…several things were broken within academe long before COID-19. Re: the second quote, what should that tell us if only 30 students showed up in a class with 200 students in it?

Faculty autonomy and faculty satisfaction are being whittled away.

From DSC:
From what I can tell, that’s been happening for years within the K-12 learning ecosystem. It seems like this trend is now occurring within the higher ed learning ecosystem. (I could go off on a tangent about why we didn’t help our fellow educators within K-12 — whose “product” directly impacts those working within higher ed — but I better not. This posting is already packed with reflections.)

Below are some relevant quotes from Kevin McClure’s 5/27/22 article out at The Chronicle of Higher Education (emphasis DSC). I agree with much of what Kevin is saying here.

Don’t Blame the Pandemic for Worker Discontent
It hasn’t just been a tough two years. It’s been a tough two decades.

Excerpt:

The pandemic alone didn’t cause the low morale and turnover you might be seeing among your faculty and staff members just as the lack of personal protective equipment didn’t solely give rise to the Amazon Labor Union. Yes, today’s workers are re-evaluating their workplaces, seeking reassignment within their institutions, and in some cases resigning from jobs altogether. But they are doing so for many of the same reasons they did 20 years ago — poor working conditions.
…
So burnout isn’t just about people struggling to cope with stress; it’s about people struggling in workplaces where stress never subsides.
…
In my own interviews on morale, higher-education workers have talked about leaders who aren’t listening, low compensation, and understaffing.
…
We see our workplaces differently, and our tolerance of poor working conditions has evaporated.

On the student side of the house

“It hasn’t just been a tough two years. It’s been a tough two decades.” The same — and likely more — could be said for the student side of the house, especially in regards to the price of education and how relevant/up-to-date the content has been. As the prices of obtaining a degree have skyrocketed over the last several decades, students and parents now HAVE to ask, “What’s the Return On Investment (ROI) here? Am I gaining the skills in college that will get me hired after college?”

Again, the point I’m trying to make here is that we should be careful not to conveniently use COVID-19 as the scapegoat for all that’s wrong within higher education.

Along these lines, the following two quotes seem relevant to me from Beth McMurtrie’s (6/2/22) Teaching e-newsletter (also from The Chronicle):

I asked Walton to tell me more about the setup at his university. He said classes were fully in person but instructors were encouraged to record lectures and be highly flexible with due dates. The result: Most days he had less than 50-percent attendance, and he received a lot of last-minute emails from students who said they woke up that morning with a headache or otherwise not feeling well. A few filed documented absence requests, but not many, suggesting that these were not serious illnesses, like Covid.
…
I’ve never had more incompletes for courses than in the last two years, so signaling to students that their distribution courses are flexible and accommodating has only let them de-emphasize them even more.

There’s likely a variety of causes/possibilities here — and I’m sure that Covid-related reasons are among them. But it makes me really wonder if students don’t think that the content is all that valuable or relevant to begin with these days. Is college even worth it anymore? Why am I here in the first place? Where is the motivation coming from? Is it extrinsic or intrinsic motivation?

Perhaps it’s time to change the curriculum/content as well as the price.

Daniel S. Christian: My concerns with just maintaining the status quo (from 2009).

A graphic I created back in 2009, with Yohan Na’s assistance.

From DSC:
The items below reminded me that things aren’t looking good for higher education these days. Having a son a quarter of the way through college makes this even more relevant/personal for our family.

The Big Quit | Even tenure-line professors are leaving academe. — from chronicle.com by Joshua Doležal

Excerpts:

We have become accustomed to the exodus of graduate students, postdocs, and adjuncts, but before Covid it was still possible to see tenured and tenure-track faculty members as relatively immune from the stresses of working in higher ed. No more. A 2020 study by The Chronicle and Fidelity Investments found that more than half of all faculty members surveyed were seriously weighing options outside of higher education: either changing careers entirely or retiring early.

“If a return to normal simply means restoring the burnout conditions that the pandemic inflamed, then the rumble of faculty members leaving may build to a roar that no amount of magical thinking can explain away.”

Here’s a relevant quote from a weekly newsletter — Teaching — from The Chronicle of Higher Education (by Becky Supiano)

The bottom line? “You don’t get student success,” McClure says, “unless you have invested in faculty well-being.”

The quote is from Kevin McClure, who is “trying to get the challenges front-line faculty and staff face on the radar of more college leaders.” As primarily a former staff member, I appreciate that he’s including staff members here. Staff are important members of the academe as well.

Drop in Spring-2022 Enrollment Is Worse Than Expected — from chronicle.com by Audrey Williams June

Excerpt:

New data from the National Student Clearinghouse Research Center provide a final tally on enrollment for the spring of 2022 — and reveal a persistent trend: College attendance continues to decline.

Undergraduate enrollment fell 4.7 percent from a year earlier, a shortfall of more than 662,000 students. Since the pandemic began, the undergraduate student body has dropped by almost 1.4 million students.

But also in play, he said, are students who increasingly question the value of college, are wary about taking out student loans to pay for it, and who have options to join the labor market instead.

Michigan colleges experience nation’s worst spring enrollment dive, new report shows — from mlive.com by Samuel Dodge

Excerpt:

College enrollment across Michigan plummeted 15% during the spring semester this year, dragged down by a 20% hit to four-year public universities, a new report shows. Spring enrollment across all sectors dropped to 360,220 students, a decrease of more than 62,000 from 2021 to this year, according to data released Thursday, May 26, by the National Student Clearinghouse.

[Cost of Inequity] The Student Loan Crisis — from businessinsidre.com by various
How the student loan industry put a $1.7 trillion price tag on the American dream and the proposed reforms that could pay the bill.

A somewhat-related item:

The Future of Higher Education Is the Hybrid Campus — from campustechnology.com by Dr. Jeffrey R. Docking
Blending the best of face-to-face instruction with the flexibility of online learning can enhance the higher ed experience for all types of learners, lower the cost of a degree and better prepare students for the workforce.

Excerpts (emphasis DSC):

What Students Want
Students and families are increasingly rethinking whether a traditional college education is worth the investment, leaving higher ed leaders searching for innovative ways to showcase their school’s value and entice students. When we think about what students really want, they want more than a degree — they want skills training that will ensure a well-paying, rewarding career. In fact, 62% of college students say they would be more likely to re-enroll if their institution offered “new programs and certificates tailored to the new economy” with high-demand majors and education that connects them to employability. This makes sense since employers are continuing to find value in students developing a “broad skill base that can be applied across a range of contexts.”

But over the last several years, and after seeing the success of it at Adrian College, I’ve become convinced that the future of residential colleges is not face-to-face or online, but an intelligent blend of both modalities.

A somewhat-related item:

Navigating career turbulence — from ted.com by Adam Grant; with thanks to Deirdre Honner for this resource

Description:

Everyone’s career will hit some turbulence at some point. Instead of pushing harder against the headwinds, we’re sometimes better off tilting our rudder and charting a new course. In this episode, host Adam Grant speaks with people who have taken unusual steps to battle uncertainty, rethought their approach to finding and landing a job and reached out for help in unexpected places — as well as an expert on recessions who forecasts the future by looking to the past. Listen and subscribe to WorkLife with Adam Grant and more podcasts from the TED Audio Collective wherever you’re listening to this.

Private colleges’ net tuition revenue from first-year students declined in 2021-22, study finds [Seltzer]

On 05/25/2022, in business, business side of he, career development, change, colleges, cost of getting a degree, funding / grants, future of higher education, game-changing environment, higher education, organizational change, United States, by Daniel Christian

Private colleges’ net tuition revenue from first-year students declined in 2021-22, study finds — from highereddive.com by Rick Seltzer
The revenue drop comes as tuition discount rates for first-year undergraduates rose to 54.5%, NACUBO found. Selective colleges discounted less than others.

Dive Brief (emphasis DSC):

Tuition discount rates for full-time first-year students attending private nonprofit colleges rose 2.1 percentage points to average 54.5% in 2021-22, a new record high, according to the National Association of College and University Business Officers.
Average tuition discount rates also climbed for all undergraduates attending private nonprofits, increasing by 1.4 percentage points to 49%, an annual NACUBO study released Thursday found. That measure hit its highest recorded mark as well.
Net tuition revenue from first-time undergraduates fell for just the second time in 10 years, with colleges that aren’t selective in admissions struggling most.

Also relevant/see:

Smaller and Restructured: How the Pandemic Is Changing the Higher Education IT Workforce — from educause.edu by Jenay Robert

‘Stackable credentials’ could be future of higher education in Colorado — from thedenverchannel.com by Nicole Brady; with thanks to Ray Schroeder for this resource out on LinkedIn

Excerpt (emphasis DSC):

DENVER — Metropolitan State University of Denver is one of Colorado’s largest four-year institutions, but some students are spending just months there — not years — before joining the workforce.

They’re doing it by “stacking” credentials.

“Stackable credentials are really a convergence of individuals wanting to learn in smaller chunks and industries being willing to accept those chunks,” said Terry Bower, associate vice president of Innovative and Lifelong Learning at MSU Denver.

The career launchpad lays out exactly what steps are needed to work in those industries and how much money a person can earn with different credentials.

For students who decide they want to add more credentials or work toward a degree, they can return to MSU with no credits lost.

From DSC:
That part that says “The career launchpad lays out exactly what steps are needed to work in those industries and how much money a person can earn with different credentials” will likely be a part of a next-generation learning platform. Here are the skills in demand. Here are the folks offering you the ability to learn/develop those skills and here’s what you can expect to earn at different levels of this type of job. The platform will be able to offer this type of information and these types of opportunities throughout your lifetime.

Cloud-based learner profiles will be part of this new setup — along with recommendation engine-based results based upon one’s learning preferences (not learning styles — which don’t exist — but upon one’s learning preferences).

On Wednesday, the AAUP released a national survey of tenure practices — the first of its kind since 2004 [Chronicle.com]

On 05/20/2022, in adjunct faculty, business side of he, career development, colleges, community colleges, faculty/staff, higher education, United States, universities, by Daniel Christian

The Exit Interview: Nine departing presidents on how the job — and higher ed — is changing. [Kelderman]

On 05/19/2022, in business side of he, career development, change, changing business models, colleges, community colleges, cost of getting a degree, curriculum, faculty/staff, future of higher education, game-changing environment, higher education, leadership, parents/guardians, participation, society, United States, universities, by Daniel Christian

The Exit Interview Nine departing presidents on how the job — and higher ed — is changing. — from chronicle.com by Eric Kelderman

“One of the things I’ve learned in this job is that it’s time for us to really think hard about the obligations the postsecondary educational sector has to the country,” Quillen said. “What is, as it were, the social contract between that sector and the society that supports us? And what do we need to do to fulfill our obligations there?”

Carol Quillen

Carol Quillen

“The Future of Work Is Flexible. Will Higher Ed Stay Stuck in the Past?” [McClure] + several other items re: higher education

On 05/13/2022, in adjunct faculty, business side of he, colleges, community colleges, higher education, instructional design, learning ecosystem, teaching & learning, United States, universities, by Daniel Christian

The Future of Work Is Flexible. Will Higher Ed Stay Stuck in the Past? — from edsurge.com by Kevin R. McClure (Columnist)

Excerpt (emphasis DSC):

We know that institutions are capable of making big changes. We pivoted in March 2020, then again in fall 2020, then again in fall 2021. Institutions have achieved things in the last two years that some considered unimaginable. Faculty and staff want to see that type of willpower and creativity directed at working conditions and cultures. They want the type of “reimagining” the Future of Work@Iowa report promised but didn’t deliver.

In a city full of adjunct faculty members, many struggle to get by — from washingtonpost.com by Lauren Lumpkin; with thanks to Ray Schroeder for this resource
Adjuncts across the region are protesting what they say are unfair working condition

7 Ways the Pandemic Changed Faculty Development — from er.educause.edu by Amy Kuntz, Sara Davis and Erica Fleming
Pandemic lessons about faculty development should be understood and factored into future offerings.

Excerpt (emphasis DSC):

Regarding this perspective shift, conference session participant Lindsay Wood, manager of instructional design at Penn State Abington, stated, “When reflecting on the impact of pandemic teaching, those of us working in faculty development and learning design know that there has never been and likely will never be another opportunity to upskill faculty and improve teaching and learning so broadly. It’s important … to really take a deep dive into how we meet the moment and ensure the positive changes are lasting. It would be a shame to squander a once-in-a-lifetime opportunity to adopt innovative practices because we didn’t adequately identify the lessons learned and apply them to the future.” This seemed to resonate with many participants; they want to see the positive changes from the past two years integrated at an institutional level.

Is Hybrid Learning Here to Stay in Higher Ed? — from edsurge.com by Daniel Lempres

State of Continuing Education 2022 — from resources.moderncampus.com; with thanks to Amrit Ahluwalia for this resource

Universities Share Lessons Learned from Ransomware Attacks — from edtechmagazine.com by Chris Hayhurst
Universities that faced security breaches share advice from their experiences.

Learning Ecosystems

Reflections on “Higher Ed Is Looking to Refill Jobs. But It’s Finding a ‘Shallow and Weak’ Candidate Pool.” [Zahneis]

Now 2,627+ OPM, Bootcamp and Pathways Partnerships with Universities globally [HolonIQ]

Dead Malls and Future Campuses [Kim]

Public colleges’ operating revenue rose 3.1% in 2021 despite lower net tuition [Seltzer]

What’s next for online education? + two other items from “The Educationalist” — by Alexandra Mihai

More fuel for the disruption fire in higher education [Christian]

Private colleges’ net tuition revenue from first-year students declined in 2021-22, study finds [Seltzer]

‘Stackable credentials’ could be future of higher education in Colorado [Brady]

On Wednesday, the AAUP released a national survey of tenure practices — the first of its kind since 2004 [Chronicle.com]

The Exit Interview: Nine departing presidents on how the job — and higher ed — is changing. [Kelderman]

Carol Quillen

“The Future of Work Is Flexible. Will Higher Ed Stay Stuck in the Past?” [McClure] + several other items re: higher education

Categories

Tags