business side of he

Farewell to Traditional Universities | What AI Has in Store for Education [Jensen Huang, NVIDIA]

On 01/31/2026, in 21st century, 24x7x365 access, adjunct faculty, adult learning, Artificial Intelligence/Agents/LLMs/and Related, business side of he, change, changing business models, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, cost of getting a degree, credentialing, dangers of the status quo, Daniel S. Christian, digital learning, education technology, emerging technologies, experimentation, faculty/staff, future, future of higher education, game-changing environment, generational differences, higher education, human-computer interaction (HCI), ideas, innovation, instructional design, intelligent systems, intelligent tutoring, internet, IT in HE, law schools, learning, learning agents, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, learning spaces, lifelong learning, more voice more choice more control, personalized/customized learning, platforms, productivity / tips and tricks, skills, society, student-related, teaching & learning, technologies for your home, trends, United States, universities, vendors, vision/possibilities, workplace, youth, by Daniel Christian

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Farewell to Traditional Universities | What AI Has in Store for Education

Premiered Jan 16, 2026

Description:

What if the biggest change in education isn’t a new app… but the end of the university monopoly on credibility?

Jensen Huang has framed AI as a platform shift—an industrial revolution that turns intelligence into infrastructure. And when intelligence becomes cheap, personal, and always available, education stops being a place you go… and becomes a system that follows you. The question isn’t whether universities will disappear. The question is whether the old model—high cost, slow updates, one-size-fits-all—can survive a world where every student can have a private tutor, a lab partner, and a curriculum designer on demand.

This video explores what AI has in store for education—and why traditional universities may need to reinvent themselves fast.

In this video you’ll discover:

How AI tutors could deliver personalized learning at scale
Why credentials may shift from “degrees” to proof-of-skill portfolios
What happens when the “middle” of studying becomes automated
How universities could evolve: research hubs, networks, and high-trust credentialing
The risks: cheating, dependency, bias, and widening inequality
The 3 skills that become priceless when information is everywhere: judgment, curiosity, and responsibility

From DSC:
There appears to be another, similar video, but with a different date and length of the video. So I’m including this other recording as well here:

The End of Universities as We Know Them: What AI Is Bringing

Premiered Jan 27, 2026

What if universities don’t “disappear”… but lose their monopoly on learning, credentials, and opportunity?

AI is turning education into something radically different: personal, instant, adaptive, and always available. When every student can have a 24/7 tutor, a writing coach, a coding partner, and a study plan designed specifically for them, the old model—one professor, one curriculum, one pace for everyone—starts to look outdated. And the biggest disruption isn’t the classroom. It’s the credential. Because in an AI world, proof of skill can become more valuable than a piece of paper.

This video explores the end of universities as we know them: what AI is bringing, what will break, what will survive, and what replaces the traditional path.

In this video you’ll discover:

Why AI tutoring could outperform one-size-fits-all lectures
How “degrees” may shift into skill proof: portfolios, projects, and verified competency
What happens when the “middle” of studying becomes automated
How universities may evolve: research hubs, networks, high-trust credentialing
The dark side: cheating, dependency, inequality, and biased evaluation
The new advantage: judgment, creativity, and responsibility in a world of instant answers

From LinkedIn by Robert Gibson

What 3 credit ratings agencies forecast for higher ed in 2026 [Unglesbee]

On 01/07/2026, in business side of he, change, changing business models, colleges, community colleges, cost of getting a degree, future of higher education, game-changing environment, higher education, learning ecosystem, United States, universities, by Daniel Christian

What 3 credit ratings agencies forecast for higher ed in 2026 — from highereddive.com by Ben Unglesbee
Fitch Ratings, S&P Global and Moody’s Ratings all predicted a tough year ahead, pointing to deteriorating financial conditions and heightened uncertainty.

Fitch Ratings labeled its higher ed financial outlook for 2026 as “deteriorating” while Moody’s Ratings described an “increasingly difficult and shifting operating environment for colleges and universities.” Similarly, S&P Global Ratings said it expects“mounting operating pressures and uncertainty” ahead for the sector’s nonprofit institutions.

Analysts cited additional disruption and belt-tightening ahead in the new year, from predicted demographic declines to pressures on international enrollment to uncertainties about how Republicans’ big spending bill passed this summer will impact demand for college.

Below are the various takes on higher ed in 2026 by Moody’s, Fitch and S&P Global Ratings:

Higher education faces ‘deteriorating’ 2026 outlook, Fitch says — from highereddive.com by Laura Spitalniak
A shrinking pipeline of students, uncertainty about state and federal support, and rising expenses could all hurt college finances, according to analysts.

Dive Brief:

Fitch Ratings on Thursday issued a “deteriorating” outlook for the higher education sector in 2026, continuing the gloomy prediction the agency issued for 2025.
Analysts based their forecast on a shrinking prospective student base, “rising uncertainty related to state and federal support, continued expense escalation and shifting economic conditions.”
With its report, Fitch joins Moody’s Ratings and S&P Global Ratings in predicting a grim year for higher ed — Moody’s for the sector overall and S&P for nonprofit colleges specifically.

Yale expects layoffs as leaders brace for $300M in endowment taxes — from highereddive.com by Ben Unglesbee
The Ivy League institution’s tax bill starting next year will be higher than what it spends on student aid, university officials said.

Dive Brief:

Yale University is bracing for layoffs as it prepares to pay the government hundreds of millions of dollars in endowment income taxes.
In a public message, senior leaders at the Ivy League institution said that Yale’s schools plan to take steps such as delaying hiring and reducing travel spending to save money. But they warned workforce cuts were on the horizon.
“Layoffs may be necessary” in some units where cutting open positions and other reductions are insufficient, the university officials said. They expect to complete any downsizing by the end of 2026 barring “additional significant financial changes.”

Education Department adds ‘lower earnings’ warning to FAFSA — from highereddive.com by Natalie Schwartz
The agency will warn students when they’ve indicated interest in a college whose graduates have relatively low incomes.

The U.S. Department of Education has launched a new disclosure feature that warns students who fill out the Free Application for Federal Student Aid if they’re interested in colleges whose graduates have relatively low earnings, the agency said Monday.

“Families deserve a clearer picture of how postsecondary education connects to real-world earnings, and this new indicator will provide that transparency,” U.S. Education Secretary Linda McMahon said in a Monday statement. “Not only will this new FAFSA feature make public earnings data more accessible, but it will empower prospective students to make data-driven decisions before they are saddled with debt.”

Also from highereddive.com, see:

College costs grew 3.6% in fiscal 2025, HEPI shows
Faculty salaries rose 4.3%, the highest recorded rate since the Higher Education Price Index began in 1998.
Martin University to ‘pause’ operations at the end of the month
The board of the private Indianapolis university is working to find a path toward economic viability, it said in a Tuesday press release.
Willamette University and Pacific University seek to merge
The two private nonprofits in Oregon said Thursday that they intend to create “the University of the Northwest,” with one state official voicing support.
University of Nebraska regents approve cutting 4 programs at flagship
The university’s governing board voted in favor of the plan despite sustained faculty objections over the eliminations and the process for determining them.

New Study: Business As Usual Could Doom Dozens Of New England Colleges — from forbes.com by Michael B. Horn

The cause of the challenges isn’t one single factor, but a series of pressures from demographic changes, shifts in the public’s perception of higher education’s value, rising operating costs, emerging alternatives to traditional colleges, and, of late, changes in federal policies and programs. The net effect is that many institutions are much closer to the brink of closure than ever before.

What’s daunting is that flat enrollment is almost certainly an overly optimistic scenario.

If enrollment at the 44 schools falls by 15 percent over the next four years and business proceeds as usual, then 28 of the schools will have less than 10 years of cash and unrestricted quasi-endowments before they would become insolvent—assuming no major cuts, additional philanthropy, new debt, or asset sales. Fourteen would have less than five years before insolvency.

Also see:

A Looming Crisis: New Analysis Shows Dozens of Well-Known Colleges Are Near Financial Trouble — from michaelbhorn.substack.com by Michael B. Horn and Steven M. Shulman

From DSC:
The cultures at many institutions of traditional higher education will make some of the necessary changes and strategies (that Michael and Steven discuss) very hard to make. For example, to merge with another institution or institutions. Such a strategy could be very challenging to implement, even as alternatives continue to emerge.

Enrollment Growth Continues, Bolstered by Short-Term Credentials [Alonso]

On 11/13/2025, in Alternatives, business side of he, career development, colleges, community colleges, credentialing, expectations, faculty/staff, game-changing environment, higher education, parents/guardians, student-related, United States, by Daniel Christian

Enrollment Growth Continues, Bolstered by Short-Term Credentials — from insidehighered.com by Johanna Alonso
Enrollment is up across the board this fall, except for graduate student enrollment, which remained stagnant. The biggest increase was among those pursuing short-term credentials, followed by those earning associate degrees.

College enrollment continued to grow this fall, increasing by 2 percent compared to fall 2024, according to preliminary fall data released by the National Student Clearinghouse Research Center.

The biggest gains came from students studying for short-term credentials, whose ranks increased 6.6 percent, while the number of students enrolled in associate and bachelor’s degree programs rose 3.1 percent and 1.2 percent, respectively. Enrollment also grew faster at community colleges, which experienced a 4 percent increase, than at public (1.9 percent) and private (0.9 percent) four-year institutions.

Total graduate enrollment was stagnant, however, and the number of master’s students actually decreased by 0.6 percent.

Speaking of higher education, also see:

OPINION: Too many college graduates are stranded before their careers can even begin. We can’t let that happen — from hechingerreport.org by Bruno V. Manno

This fall, some 19 million undergraduates returned to U.S. campuses with a long-held expectation: Graduate, land an entry-level job, climb the career ladder. That formula is breaking down.

Once reliable gateway jobs for college graduates in industries like finance, consulting and journalism have tightened requirements. Many entry-level job postings that previously provided initial working experience for college graduates now require two to three years of prior experience, while AI, a recent analysis concluded, “snaps up good entry-level tasks,” especially routine work like drafting memos, preparing spreadsheets and summarizing research.

Without these proving grounds, new hires lose chances to build skills by doing. And the demand for work experience that potential workers don’t have creates an experience gap for new job seekers. Once stepping-stones, entry-level positions increasingly resemble mid-career jobs.

Class of 2025 says they see the effects of a tough job market [Moody] + item re: prices for obtaining a degree

On 11/07/2025, in business, business side of he, career development, colleges, community colleges, cost of getting a degree, faculty/staff, funding / grants, higher education, parents/guardians, student-related, teaching & learning, United States, universities, workplace, by Daniel Christian

Net tuition rises at colleges, but costs are far below their peaks — from highereddive.com by Ben Unglesbee
The prices students and their families paid after aid at four-year public colleges and private nonprofits ticked up in 2025-26, per College Board estimates.

Dive Brief:

The average tuition and fees paid by students and their families after aid rose slightly for the 2025-26 academic year but remain well below historic peaks, according to the latest higher education pricing study from the College Board.
At public four-year colleges, net tuition and fees for first-time, full-time students increased just 1.3% to $2,300 from last year, when adjusted for inflation, according to the College Board’s estimates. That figure is down 48.3% from the peak in 2012-2013.
At private nonprofits, net tuition and fees for first-time, full-time students rose 3.7% annually to $16,910 in the 2025-26 year, when adjusted for inflation. By comparison, that’s down 14.6% from the peak for private colleges in 2006-07.

Class of 2025 says they see the effects of a tough job market — from hrdive.com by Kathryn Moody
Young workers have been particularly exposed to the changes brought by artificial intelligence tools, some research has indicated.

The Class of 2025 faced a particularly tough job market, searching for jobs earlier, submitting more applications — averaging 10 applications to the Class of 2024’s six — and receiving fewer offers on average, a National Association of Colleges and Employers study said in a recent report, in partnership with Indeed.

Graduates were more likely to accept those offers, however, even amid uncertainty; 86.7% of those offered a job had accepted in 2025, compared to 81.2% of 2024 graduates.

“Compared to earlier classes, they were more likely to say they were unsure about their plans, and more were planning to enter the military, suggesting they were unsure about private-sector employment,” NACE said in an Oct. 30 announcement regarding the report.

An addendum from DSC:
While we’re talking the workplace, careers, jobs, and such involving higher education, also see:

Careers in Educational Development with Leslie Cramblet Alvarez and Chris Hakala — from intentionalteaching.buzzsprout.com by Derek Bruff

On the show today I talk with Leslie Cramblet Alvarez and Chris Hakala, authors of the new book Understanding Educational Developers: Tales from the Center from Routledge Press. The book blends scholarship and personal narratives to explore the career trajectories of the professionals who work at CTLs (Centers for Teaching & Learning). How do academics move into these careers? And what can these careers look like over time?

Leslie Cramblet Alvarez is assistant vice provost and director of the Office of Teaching and Learning at the University of Denver. Chris Hakala is director for the Center for Excellence in Teaching, Learning, and Scholarship and professor of psychology at Springfield College.

I wanted to talk with Chris and Leslie about what they discovered while writing their book. I also wanted to know what advice they had for navigating educational development careers here in the U.S. in 2025, with higher education under attack from the federal government, a looming demographic cliff affecting enrollment and tuition, and a budget situation that for more institutions is not rosy. Leslie and Chris offer advice for faculty considering a move into a faculty development role, as well as for those of us current working at CTLs trying to plan our careers.

The Other Regulatory Time Bomb — from onedtech.philhillaa.com by Phil Hill
Higher ed in the US is not prepared for what’s about to hit in April for new accessibility rules

Most higher-ed leaders have at least heard that new federal accessibility rules are coming in 2026 under Title II of the ADA, but it is apparent from conversations at the WCET and Educause annual conferences that very few understand what that actually means for digital learning and broad institutional risk. The rule isn’t some abstract compliance update: it requires every public institution to ensure that all web and media content meets WCAG 2.1 AA, including the use of audio descriptions for prerecorded video. Accessible PDF documents and video captions alone will no longer be enough. Yet on most campuses, the conversation has been understood only as a buzzword, delegated to accessibility coordinators and media specialists who lack the budget or authority to make systemic changes.

And no, relying on faculty to add audio descriptions en masse is not going to happen.

The result is a looming institutional risk that few presidents, CFOs, or CIOs have even quantified.

“This isn’t a cheating crisis. It’s an identify crisis [for higher education].” + numerous other items re: AI in our LE’s

On 11/05/2025, in active learning, apprenticeships, Artificial Intelligence/Agents/LLMs/and Related, bots, business side of he, colleges, community colleges, content development, aggregation, repositories, dangers of the status quo, education technology, emerging technologies, face-to-face, faculty/staff, future of higher education, game-changing environment, higher education, ideas, innovation, instructional design, intelligent systems, learning, learning ecosystem, Learning Experience Design, liberal arts, pedagogy, reinvent, society, staying relevant, student-related, surviving, teaching & learning, trends, UK, United States, universities, vision/possibilities, by Daniel Christian

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…the above posting links to:

Higher Ed Is Sleepwalking Toward Obsolescence— And AI Won’t Be the Cause, Just the Accelerant — from substack.com by Steven Mintz
AI Has Exposed Higher Ed’s Hollow Core — The University Must Reinvent Itself or Fade

It begins with a basic reversal of mindset: Stop treating AI as a threat to be policed. Start treating it as the accelerant that finally forces us to build the education we should have created decades ago.

A serious institutional response would demand — at minimum — six structural commitments:

Make high-intensity human learning the norm. …
Put active learning at the center, not the margins. …
Replace content transmission with a focus on process. …
Mainstream high-impact practices — stop hoarding them for honors students. …
Redesign assessment to make learning undeniable. …

And above all: Instructional design can no longer be a private hobby.

Teaching with AI: From Prohibition to Partnership for Critical Thinking — from facultyfocus.com by Michael Kiener, PhD, CRC

How to Integrate AI Developmentally into Your Courses

Lower-Level Courses: Focus on building foundational skills, which includes guided instruction on how to use AI responsibly. This moves the strategy beyond mere prohibition.
Mid-Level Courses: Use AI as a scaffold where faculty provide specific guidelines on when and how to use the tool, preparing students for greater independence.
Upper-Level/Graduate Courses: Empower students to evaluate AI’s role in their learning. This enables them to become self-regulated learners who make informed decisions about their tools.
Balanced Approach: Make decisions about AI use based on the content being learned and students’ developmental needs.

Now that you have a framework for how to conceptualize including AI into your courses here are a few ideas on scaffolding AI to allow students to practice using technology and develop cognitive skills.

80 per cent of young people in the UK are using AI for their schoolwork — from aipioneers.org by Graham Attwell

What was encouraging, though, is that students aren’t just passively accepting this new reality. They are actively asking for help. Almost half want their teachers to help them figure out what AI-generated content is trustworthy, and over half want clearer guidelines on when it’s appropriate to use AI in their work. This isn’t a story about students trying to cheat the system; it’s a story about a generation grappling with a powerful new technology and looking to their educators for guidance. It echoes a sentiment I heard at the recent AI Pioneers’ Conference – the issue of AI in education is fundamentally pedagogical and ethical, not just technological.

Is Your Institution Ready for the Earnings Premium Buzzsaw? — from ailearninsights.substack.com by Alfred Essa

On Wednesday [October 29th, 2025], I’m launching the Beta version of an Education Accountability Website (”EDU Accountability Lab”). It analyzes federal student aid, institutional outcomes, and accountability metrics across 6,000+ colleges and universities in the US.

Our Mission
The EDU Accountability Lab delivers independent, data-driven analysis of higher education with a focus on accountability, affordability, and outcomes. Our audience includes policymakers, researchers, and taxpayers who seek greater transparency and effectiveness in postsecondary education. We take no advocacy position on specific institutions, programs, metrics, or policies. Our goal is to provide clear and well-documented methods that support policy discussions, strengthen institutional accountability, and improve public understanding of the value of higher education.

But right now, there’s one area demanding urgent attention.

Starting July 1, 2026, every degree program at every institution receiving federal student aid must prove its graduates earn more than people without that credential—or lose Title IV eligibility.

This isn’t about institutions passing or failing. It’s about programs. Every Bachelor’s in Psychology. Every Master’s in Education. Every Associate in Nursing. Each one assessed separately. Each one facing the same pass-or-fail tests.

Ground-level Impacts of the Changing Landscape of Higher Education — from onedtech.philhillaa.com by Glenda Morgan; emphasis DSC
Evidence from the Virginia Community College System

In that spirit, in this post I examine a report from Virginia’s Joint Legislative Audit and Review Commission (JLARC) on Virginia’s Community Colleges and the changing higher-education landscape. The report offers a rich view of how several major issues are evolving at the institutional level over time, an instructive case study in big changes and their implications.

Its empirical depth also prompts broader questions we should ask across higher education.

What does the shift toward career education and short-term training mean for institutional costs and funding?
How do we deliver effective student supports as enrollment moves online?
As demand shifts away from on-campus learning, do physical campuses need to get smaller?

Are we seeing a generalizable movement from academic programs to CTE to short-term options? If so, what does that imply for how community colleges are staffed and funded?

As online learning becomes a larger, permanent share of enrollment, do student services need a true bimodal redesign, built to serve both online and on-campus students effectively? Evidence suggests this urgent question is not being addressed, especially in cash-strapped community colleges.

As online learning grows, what happens to physical campuses? Improving space utilization likely means downsizing, which carries other implications. Campuses are community anchors, even for online students—so finding the right balance deserves serious debate.

New Analysis: Affordability Gaps Remain in Great Lakes States [Woodhouse]

On 10/23/2025, in business side of he, colleges, community colleges, cost of getting a degree, funding / grants, higher education, parents/guardians, student-related, surviving, trends, United States, universities, youth, by Daniel Christian

New Analysis: Affordability Gaps Remain in Great Lakes States — from ncan.org by Louisa Woodhouse

Key Takeaways

In every Great Lakes state except Illinois and Minnesota, students face affordability gaps greater than the national average of $1,555.
Five out of six Great Lakes states have a smaller percentage of affordable public bachelor’s-granting institutions than the national average of 35% of postsecondary institutions.
In two states (Ohio and Wisconsin), the affordability gap for students at public bachelor’s-granting institutions is more than twice the national average.
Still, a subset of states have committed to making community college more affordable. In Ohio, Indiana, and Michigan there is no affordability gap, on average, for students to attend community college.

What today’s students really want — and what that means for higher ed — from highereddive.com by Ellucian

Cost is too high. Pathways are unclear. Options feel limited. For many prospective, current, or former students, these barriers define their relationship with higher education. As colleges and universities face the long-anticipated enrollment cliff, the question isn’t just how to recruit—it’s how to reimagine value, access, and engagement across the entire student journey.

Ellucian’s 2025 Student Voice Report offers one of the most comprehensive views into that journey to date. With responses from over 1,500 learners across the U.S.—including high school students, current undergrads, college grads, stop-outs, and opt-outs—the findings surface one clear mandate for institutions: meet students where they are, or risk losing them entirely.

What Are Learners Asking For?
Across demographics, four priorities rose to the top:
Affordability. Flexibility. Relevance. Clarity.

Students aren’t rejecting education—they’re rejecting systems that don’t clearly show how their investment leads to real outcomes.

“Provosts Are a ‘Release Valve’ for Campus Controversy” [Whitford] + a variety of items re: higher education in general

On 09/19/2025, in adjunct faculty, apprenticeships, business, business side of he, career development, change, changing business models, collaboration, colleges, community colleges, corporate / business world, cost of getting a degree, faculty/staff, funding / grants, future of higher education, game-changing environment, generational differences, higher education, ideas, innovation, instructional design, leadership, learning ecosystem, Learning Experience Design, liberal arts, pace of change, parents/guardians, participation, pedagogy, real-world assignments, reinvent, skills, student-related, teaching & learning, traditional / tradition, trends, United States, universities, vision/possibilities, workplace, by Daniel Christian

Provosts Are a ‘Release Valve’ for Campus Controversy — from insidehighered.com by Emma Whitford
According to former Western Michigan provost Julian Vasquez Heilig, provosts are stuck driving change with few, if any, allies, while simultaneously playing crisis manager for the university.

After two years, he stepped down, and he now serves as a professor of educational leadership, research and technology at Western Michigan. His frustrations with the provost role had less to do with Western Michigan and more to do with how the job is designed, he explained. “Each person sees the provost a little differently. The faculty see the provost as administration, although, honestly, around the table at the cabinet, the provost is probably the only faculty member,” Heilig said. “The trustees—they see the provost as a middle manager below the president, and the president sees [the provost] as a buffer from issues that are arising.”

Inside Higher Ed sat down with Heilig to talk about the provost job and all he’s learned about the role through years of education leadership research, conversations with colleagues and his own experience.

Brandeis University launches a new vision for American higher education, reinventing liberal arts and emphasizing career development — from brandeis.edu

Levine unveiled “The Brandeis Plan to Reinvent the Liberal Arts,” a sweeping redesign of academic structures, curricula, degree programs, teaching methods, career education, and student support systems. Developed in close partnership with Brandeis faculty, the plan responds to a rapidly shifting landscape in which the demands on higher education are evolving at unprecedented speed in a global, digital economy.

“We are living through a time of extraordinary change across technology, the economy, and society,” Levine said. “Today’s students need more than knowledge. They need the skills, experiences, and confidence to lead in a world we cannot yet predict. We are advancing a new model. We need reinvention. And that’s exactly what Brandeis is establishing.”

The Brandeis Plan transforms the student experience by integrating career preparation into every stage of a student’s education, requiring internships or apprenticeships, sustaining career counseling, and implementing a core curriculum built around the skills that employers value most. The plan also reimagines teaching. It will be more experiential and practical, and introduce new ways to measure and showcase student learning and growth over time.

Tuition Tracker from the Hechinger Report

“A tight housing market and a fragile job market mean those working in higher ed have fewer options than ever.” [Murphy]

On 09/05/2025, in adjunct faculty, business side of he, career development, change, colleges, community colleges, faculty/staff, funding / grants, higher education, teaching & learning, trends, United States, universities, by Daniel Christian

Higher ed’s ‘hunker-down mindset’ — from open-campus-dispatch.beehiiv.com by Colleen Murphy
A tight housing market and a fragile job market mean those working in higher ed have fewer options than ever.

Faculty and administrators could be just as constrained by the golden handcuffs of a 2% interest rate as everybody else. That makes them less likely to move for a new job, Kelchen said, especially since they’re unlikely to get the type of salary increase they’d need to offset more pricey mortgage payments. Plus, even finding an affordable house in the first place could be a challenge right now.

All of this contributes to what Kelchen called a “hunker-down mindset” in higher ed.

“Even if the institutions are giving out pay raises, the pay raises aren’t matching housing costs,” Kelchen said. “And then that creates a pressure to stay.”

While that might seem like a “first-world problem,” it also affects college and university staff members, Kelchen told me. Often the only way for staff members to make more money is to move universities — there aren’t the same in-house growth opportunities as there are for faculty. But that’s easier said than done.

Learning Ecosystems

What 3 credit ratings agencies forecast for higher ed in 2026 [Unglesbee]

Ground-level Impacts of the Changing Landscape of Higher Education [Morgan]

“A tight housing market and a fragile job market mean those working in higher ed have fewer options than ever.” [Murphy]

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