Higher Education Trends. Higher Education Trends. Higher Education Trends. Higher Education Trends
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1 The hidden costs of intercollegiate athletics often go unscrutinized. Costs for intercollegiate athletics are rising faster than other university expenses, according to the Knight Commission on Intercollegiate Athletics, with coaches salaries and facility expenses growing at unsustainable rates. American Higher Education in Crisis? What Everyone Needs to Know, 2014 Data shows there are rising enrollments of international students at U.S. higher education institutions since 2000, including at associate-degree-granting colleges. Hanover Research Council, 2010 The changing role of developmental education is challenging institutions. There is an increasingly mobile student body (not place-based).
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3 Data shows there is rising enrollment in total headcount and first-time freshmen enrollments, particularly at public, fouryear colleges; more diversity in terms of age and race/ethnicity; an increase in the ratio of female-to-male students; and an increase in the ratio of full-time to parttime students. Hanover Research Council, 2010 Trends are showing that the new alternative providers of higher education have been enrolling significant numbers of students and may be on their way to serving as a major means of undertaking some postsecondary experience, either augmenting or substituting for a more traditional experience. Council for Higher Education Accreditation, 2014 The role of K-12 in college readiness is critical to student success. Data shows U.S. colleges and universities are actively recruiting foreign students and building branch campuses overseas. Hanover Research Council, 2010
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5 Data shows rising enrollment in several key program areas, particularly remedial education and vocational courses, and in several occupational areas, particularly healthcare programs. Institutions and employers are seeing greater demand for a return on investment of a college education. Hanover Research Council, 2010 Diversity of HLC institutions continues to be an important agenda. Institutions are reporting an increasing growth of adult learners.
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7 Institutions are reporting an increased competition for students. There continues to be debate about the U.S. Department of Education allowing for alternative accrediting organizations. National Advisory Committee on Institutional Quality and Integrity (NACIQI), 2015 Governance issues with Boards and Trustees continue to challenge institutions as they struggle with declining resources and changing expectations. Leaders in higher education need to be nimble in their thinking and focus more deeply on the organizational structure and the planning processes that maximize effectiveness. Society for College and University Planning, 2014
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9 New reports are showing that Boards must add value to institutional leadership and decision making by focusing on their essential role as institutional fiduciaries. New reports show that accreditation agencies (both programmatic and institutional) are being asked to develop common definitions of accreditation actions and processes. Association of Governing Boards, 2014 National Advisory Committee on Institutional Quality and Integrity (NACIQI), 2015 There is a growing demand to establish a range of accreditation statuses that provides differential access to Title-IV funds. There is a continued trend at institutions toward defining shared governance and its future. National Advisory Committee on Institutional Quality and Integrity (NACIQI), 2015
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11 New reports are showing that Boards must act to ensure the longterm financial sustainability of their institutions by addressing changed finances and high-quality education at a lower cost. Reports are showing the need for required periodic U.S. Department of Education reviews of the criteria for recognition for accrediting bodies. Association of Governing Boards, 2014 National Advisory Committee on Institutional Quality and Integrity (NACIQI), 2015 There is continued discussion regarding reconstituting NACIQI as a committee with terminal decision-making authority and a staff. This would establish NACIQI as the final decision-making authority on accrediting agency recognition. The public push for quicker time to degree attainment continues to challenge institutions. National Advisory Committee on Institutional Quality and Integrity (NACIQI), 2015
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13 New reports are showing that Boards must improve shared governance within their institutions through attention to board-president relationships, leadership development and faculty-shared governance. Association of Governing Boards, 2014 Re-focus NACIQI reviews to direct greater attention to assessing the role of an accrediting agency in ensuring the health and well-being and the quality of institutions of higher education and their affordability, rather than on technical compliance with the criteria for recognition. These reviews should be supported by staff analysis that focuses on the effectiveness of the accrediting agency in performing its work, rather than technical compliance. National Advisory Committee on Institutional Quality and Integrity (NACIQI), 2015 Institutions are identifying a greater state influence on higher education. Financial aid regulations (and new delivery methods) continue to challenge institutions.
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15 New reports show that Boards must improve their capacity and functionality through increased attention to the qualifications and recruitment of members, board orientation, committee composition, and removal of members for cause. Association of Governing Boards, 2014 Grant accrediting agencies greater authority to develop standards tailored to institutional mission; to create different substantive tiers of accreditation; and to use different processes for different types of institutions, including expedited processes. National Advisory Committee on Institutional Quality and Integrity (NACIQI), 2015 Institutions are seeing a greater congressional influence on higher education. Institutions are challenged by changing faculty roles (i.e., de-coupling the role of the faculty).
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17 New reports show that Boards must focus their time on issues of greatest consequence to the institution by redirecting attention to cross-cutting and strategic issues. Association of Governing Boards, 2014 Reports are showing the potential of directing NACIQI to identify the essential core elements and areas of the recognition review process that accrediting agencies are required to take into account for recognition purposes, focusing of student learning and student outcomes. National Advisory Committee on Institutional Quality and Integrity (NACIQI), 2015 Institutions identified increased Federal Compliance regulations as a growing trend. Institutions are giving great consideration to the impact of a free community college tuition plan.
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19 New reports show that Boards must hold themselves accountable for their own performance by modeling the same behaviors and performance they expect from others in their institutions. There is a growing public desire to make accreditation reports about institutions available to the public. Association of Governing Boards, 2014 National Advisory Committee on Institutional Quality and Integrity (NACIQI), 2015 There is a greater demand and focus on institutions for quality assurance in higher education. The role of tenure in higher education is being challenged at our institutions.
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21 Data shows that the new approaches to postsecondary education, like competency-based degrees, hybrid courses that mix online and face-to-face instruction, and apprenticeships, do hold beyond-the-hype potential for changing the postsecondary landscape for the better. American Higher Education in Crisis? What Everyone Needs to Know, 2014 Research shows that with the accelerated pace of changes in higher education, the need is for transformative, not evolutionary, changes. Society for College and University Planning, 2014 The changing role of assessment challenges institutions. There is a continued rise of distance learning at our institutions.
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23 Research shows that the potential of innovation in higher education is fragile. The same forces that make it hard for lower-income students to complete college, or even sustain the college knowledge they need to qualify and apply to top schools, may also undermine their ability to take advantage of innovation. American Higher Education in Crisis? What Everyone Needs to Know, 2014 Today s disruptive change is not incremental or incidental, it is revolutionary and is seemingly moving at a faster pace than in the past. It challenges the very role and value of higher education now and in the future. Society for College and University Planning, 2014 Dual enrollment demands and complexities continue to challenge institutions. There is a reported increase of for-profit institutions in higher education.
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25 There has been a dramatic increase in the number of private, for-profit institutions and an increase in the number of institutions whose instructional programs focus on professional fields like business, health, education and law. Data shows public master s universities are spending more time with emerging educational technologies than other institutions. Carnegie Foundation for the Advancement of Teaching, 2011 EDUCAUSE, 2014 Persistence and completion agendas are challenging accountability measures at institutions. There is a growing complexity in transfer among institutions (and sectors).
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27 There is increased recognition of the importance of data and analytics for benchmarking, academic accountability, assessment, tracking campus performance and making data driven decisions in a timely manner to adjust to the needs of society and businesses. Trends are showing the next-generation university will be built around flipped classrooms, competency-based education, team-based learning, mentored research, collaborative education emphasizing peer-to-peer instruction, or problem-solving learning. Society for College and University Planning, 2014 Inside Higher Ed, October 2014 Graduation rates are a changing focus on ways institutions are measured. Students and employers debate the need for certificates vs. degrees.
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29 There is increased reliance on quantitative metrics to measure college quality. Society for College and University Planning, 2014 There is an emergence and growth of newer alternative providers of postsecondary education that operate outside the structure of traditional, degree- or certificate-granting colleges and universities. Their offerings may be free or low cost, do not offer academic credit, are primarily online and provide offerings or experiences that are not in a traditional sense. Council for Higher Education Accreditation, 2014 Balancing the HLC Criteria and Assumed Practices with innovation at institutions is an ongoing challenge. Interdisciplinary educational models are becoming a requirement for accreditation in some schools, especially among health sciences, where there is a trend toward interprofessional education. Society for College and University Planning, 2014
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31 Research shows that institutions who know their value to society can show it through measurable outcomes. Institutions identified competency-based education as a growing trend to meet the needs of adult learners. Society for College and University Planning, 2014 Credit for prior learning (aka prior learning assessment) continues to be explored by institutions as a way to meet the needs of adult learners. There is an increase of third-party providers of higher education.
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33 With the increasing recognition that the future of learning is multidisciplinary, campus cultures are trying to break down silos, cross-pollinate as many efforts as possible, and encourage students to collaborate and work together across disciplines. Institutions are demonstrating a continued and growing focus on student learning outcomes. Society for College and University Planning, 2014 Trends show that with college costs soaring and the job market for new graduates sputtering, more and more states are authorizing community colleges to grant bachelor s degrees. Student debt continues to challenge the potential for student success, persistence and completion. Inside Higher Ed, November 2014
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35 Data shows that the combination of rising costs, mounting student debt, the uncertainty of state support for public colleges, and the increasingly fragile business models at many private institutions cannot be dismissed. Institutions identified greater accountability expectations for higher education. American Higher Education in Crisis? What Everyone Needs to Know, 2014 The financial health of institutions is a greater challenge than ever before in higher education. Institutions are focusing more on big data and an increased collection and analysis of data.
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37 Data shows that as institutions are planning for significant organizational change, they are examining their core missions, organizational structure, and financial resources and are prompted by challenges including shrinking public support (for public institutions), greater demand for accountability, and tuition pricing pressures in the market. Society for College and University Planning, 2014 Providing both access and affordability is continually challenging institutions. The disinvestment by the states in higher education is both troubling and de-stabilizing to institutions. Streamlining operational efficiencies is a high priority for all higher education institutions.
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39 Data shows a significant change in the number of traditional associate s colleges awarding more bachelor s degrees. Performance-based funding initiatives in several states are challenging institutions. Inside Higher Ed, November 2014 There is an increase in adjunct faculty in higher education. Many institutions are exploring mergers and acquisitions in higher education.
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41 Institutions are preparing for the pending influx of retirements in higher education. Trends are showing that optimizing the use of technology in teaching and learning must be in collaboration with academic leadership, including understanding the appropriate level of technology to use. EDUCAUSE, 2014 Large and private doctoral institutions are paying more attention to more technologies than other institutional types. Institutional approaches to technology whether early adopters, mainstream or lagging also influence the technologies selected in the rankings. Data shows that undergraduates are increasingly adopting and using the latest technology, specifically laptops and mobile phones. EDUCAUSE, 2014 Hanover Research Council, 2010
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43 The big data movement, which allows colleges to mine students digital academic footprints for information indicating whether they re going off course, is already having a positive impact. Trends show that the extension of communications and hand-held technologies has fostered potentially unrealistic expectations about employee access anytime. Society for College and University Planning, 2014 EDUCAUSE, 2014 Trends show that the increased dependence on technology requires balancing agility, openness and security within institution s technology infrastructure. Trends show growing technology influences on colleges and universities. EDUCAUSE, 2014
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