Strategic Planning Archives - Greg D. Pillar, Ph.D.

Rewiring the Academy: Leading with Hope in an Age of Chaos

gregpillar on March 28, 2025

Leading Higher Education Forward with Radical Hope, Trauma-Informed Practices, and a Commitment to the Modern Learner

Hope Is a Strategy: Why I Wrote This White Paper

This white paper was born from both personal reflection and professional urgency.

Over the past year, I’ve been trying to make sense of the increasing chaos in higher education—both personally and nationally. The sector is reeling from overlapping pressures: political interference, legislative attacks on diversity and free speech, eroding trust in the value of a degree, and a growing culture war aimed squarely at our education system. Every week brings a new headline—another funding threat, another no-confidence vote, another public skirmish between faculty and administration. The system feels disoriented, reactive, and often disconnected from its mission. I’ve contributed to that conversation myself, including my own article in The Chronicle of Higher Education, which joined a growing chorus naming the threats facing our institutions.

But naming the chaos wasn’t enough.

This paper began as a way to process my own journey through that disruption. After experiencing burnout, toxic workplace culture, and the absence of psychological safety in my previous role, I made the difficult decision to leave. What followed was more than a career change—it was a reminder of what higher education can be. In my current role, I’ve found the trust, autonomy, and support I had been craving: the opportunity not just to manage, but to lead. To grow. To be seen.

That contrast—the emotional whiplash between exhaustion and renewal—is what compelled me to write this.

In recent months, I’ve immersed myself in books and articles that helped reframe my thinking. Radical Hope, Hope Circuits, The Connected College, Whatever It Is, I’m Against It, and Hacking College have all, in different ways, reminded me that transformation is still possible—even in crisis. And that hope is not a feeling. It’s a practice.

This white paper brings those frameworks together—along with dozens of recent reports, essays, and articles from higher ed publications—to do three things:

Map the chaos we’re facing with clarity and care.
Name the emotional, cultural, and structural toll it’s taking on our institutions.
Offer a path forward rooted in radical hope, trauma-informed leadership, shared stewardship, and design for the modern learner.

This isn’t a traditional research article or policy memo. It’s a call to action.

It’s for faculty who feel silenced. For staff who feel invisible. For administrators trying to lead with purpose in a system built for compliance. For students wondering what kind of institution they’re inheriting.

It’s for anyone who refuses to give up on higher education—because they still believe in its promise

If the paper resonates, I’d love for you to share it. If it challenges or complicates your thinking, even better. And if it helps spark one new idea, one better question, or one act of leadership—you’ve made it worth writing.

Citation:
OpenAI. (2024). Rewiring the academy: Leading with hope in an age of chaos [AI-generated image]. ChatGPT, DALL-E.

The Future of College Majors: Reinvention or Extinction? —— Part 2: Beyond Declining Enrollments: Creating Adaptive, Interdisciplinary Programs for the Modern Student

gregpillar on March 7, 2025

The challenge facing higher education is not merely about deciding which programs to add or cut—it is about reimagining how academic offerings should evolve to better serve students, institutions, and the workforce. Traditional majors, particularly those in the humanities and some social sciences, are experiencing significant declines in enrollment, leading institutions to consider program closures. The declines are due, in part, to there being no clear connection to gainful employment after graduation. The value of certain majors and liberal arts degrees simply to be “well rounded” and “educated citizens” is in itself, not sufficient. However, eliminating struggling programs without rethinking how disciplines can be integrated into new, dynamic, and skill-based curricula is shortsighted.

Rather than outright elimination, universities have the opportunity to transform their academic structures, making them more interdisciplinary, flexible, and aligned with labor market demands. This shift is not only relevant for the humanities but also crucial for STEM, business, health, and other fields that increasingly intersect with technology, policy, and ethics (National Academies of Sciences, Engineering, and Medicine, 2022). The most resilient academic programs will be those that foster adaptability, problem-solving, and cross-disciplinary collaboration, preparing students for evolving career landscapes rather than static job markets.

As institutions explore academic transformation, it is essential to differentiate between interdisciplinary and multidisciplinary approaches, as well as between interdisciplinary majors and interdisciplinary studies as a degree completion route. Interdisciplinary programs intentionally integrate multiple fields of study, synthesizing knowledge and methodologies to create a cohesive, problem-solving framework. In contrast, multidisciplinary programs draw on multiple disciplines but do so without fully integrating or synthesizing them. While multidisciplinary studies place various academic fields under a thematic umbrella, they often function independently, lacking the deep connections that define true interdisciplinary education.

A related concept gaining traction in research and policy discussions is convergence research, a term championed by the National Academies of Sciences, Engineering, and Medicine and the National Science Foundation (NSF). The National Academies define convergence research as “a comprehensive synthetic framework for tackling scientific and societal challenges that exist at the interface of multiple fields. By merging these diverse areas of expertise in a network of partnerships, convergence stimulates innovation from basic science discovery to translational application” (National Research Council, 2014, p. 3). While interdisciplinary education integrates fields, convergence represents the next step—one that fosters deep, solution-oriented collaboration between disciplines. Bringing interdisciplinary and multidisciplinary together. Thus, an effective interdisciplinary education should not merely introduce students to multiple disciplines and facilitate integration, but should go further to cultivate convergence skills—the ability to synthesize knowledge, methodologies, and practical experience across fields to address complex challenges.

The concept of convergence also broadens the definition of education beyond the traditional classroom experience. In this context, “education” refers to the totality of a student’s learning journey—spanning coursework, research, internships, service-learning, and co-curricular experiences. A well-designed interdisciplinary program should provide students with opportunities to apply their learning across diverse contexts, reinforcing convergence skills in ways that prepare them for dynamic, evolving careers.

Many institutions offer an Interdisciplinary Studies degree as a flexible degree completion option for students who have accumulated credits across multiple disciplines and need a structured pathway to graduation (Mazzoni, J. F. R., 2024). While this model provides an important avenue for degree attainment, it differs from intentionally designed interdisciplinary programs that integrate multiple fields from the outset. The recent book Hacking College by Ned Laff and Scott Carlson introduces the concept of Field of Study, which encourages students to center their college experience around a “wicked multidisciplinary problem” of deep personal and societal relevance (Laff & Carlson, 2025). This model moves beyond traditional academic structures by allowing students to craft learning experiences that connect disparate fields into meaningful and applicable frameworks.

The Field of Study concept aligns with the broader movement toward interdisciplinary majors that are intentionally structured around integration. Programs such as Bioethics & Artificial Intelligence, Health & Data Analytics, or Environmental Policy & Business exemplify this shift—combining knowledge from multiple domains into new, cohesive areas of study that reflect the complexity of real-world issues. These interdisciplinary programs are designed to equip students with both depth and breadth, helping them navigate the increasingly interconnected workforce.

Additionally, Hacking College critiques the rigid, bureaucratic nature of many higher education pathways, arguing that students are often forced to navigate a series of institutional hurdles rather than engaging in a genuinely transformative intellectual and professional journey (Laff & Carlson, 2025). The book highlights the need for students to build their own pathways—ones that integrate multiple disciplines while fostering intellectual curiosity, emotional growth, and career preparation. This underscores the importance of developing interdisciplinary majors that not only reflect workforce demands but also empower students to take ownership of their education.

The next sections explore how institutions can break down academic silos, implement interdisciplinary programs, and reimagine advising to better support student-driven, flexible learning models that cultivate convergence skills and prepare students for the future.

The Interdisciplinary Imperative: Breaking Down Academic Silos

Interdisciplinary programs are increasingly recognized as a viable alternative to declining standalone majors. Employers value graduates who can synthesize knowledge across disciplines, adapt to emerging challenges, and apply critical thinking to real-world problems (Spelt et al., 2023). While traditional majors have historically operated within rigid academic silos, modern workforce demands necessitate a shift toward more integrative and skill-based curricula.

For smaller institutions, the urgency of this transformation is particularly acute. Low-enrollment programs can become financial liabilities, stretching faculty resources and administrative costs without generating sustainable returns. Interdisciplinary programs provide a strategic pathway to consolidate struggling majors while maintaining a breadth of academic offerings that prepare students for dynamic careers. Importantly, restructuring programs does not inherently require faculty layoffs but rather a rethinking of faculty roles, workload distribution, and course integration. Faculty members who previously specialized in single-discipline programs can transition into interdisciplinary teaching and research roles, ensuring that their expertise continues to enrich the institution in new and relevant ways.

One approach that has gained traction is allowing students to design their own interdisciplinary majors. At institutions like Lycoming College and Davidson College, students who demonstrate a clear academic vision can craft their own interdisciplinary programs by combining courses from multiple departments under faculty mentorship (Lycoming College, 2025). For example, at Davidson College, the Environmental Studies major initially began as a student-designed program before evolving into an established interdisciplinary major. These student-driven models provide flexibility for learners while allowing institutions to test the viability of new interdisciplinary fields before formally adopting them. When designed with faculty oversight, these programs maintain academic rigor while giving students agency over their education (Mazzoni, 2024).

The table below presents examples of possible interdisciplinary programs that reflect labor market needs while promoting academic sustainability:

While these examples highlight the versatility of interdisciplinary education, institutions must also be cautious about creating overly specific programs that lack flexibility. A notable example is the forensic science degree boom of the early 2000s. Fueled by television dramas like CSI and NCIS, many universities introduced forensic science programs to meet surging student interest. While these degrees provided direct career pathways, they often lacked the adaptability of traditional biology, chemistry, or physics degrees, which could have prepared students for forensic careers while offering broader employment opportunities (Dempsey, 2025). This underscores the importance of designing interdisciplinary programs that maintain adaptability, ensuring graduates can pivot into multiple career pathways rather than being locked into narrowly defined roles.

At Arizona State University, degree programs are structured around “knowledge enterprises,” which emphasize broad academic clusters rather than traditional departments (Crow & Dabars, 2023). Similarly, Northeastern University has integrated experiential learning with interdisciplinary coursework, allowing students to gain both academic and practical expertise in high-demand sectors. These institutional models demonstrate that universities can redesign their academic portfolios without compromising intellectual rigor, making graduates more competitive in a rapidly changing job market.

Yet, as Hacking College notes, even in institutions that offer interdisciplinary pathways, students often face barriers in understanding how to navigate these options effectively (Laff & Carlson, 2025). Academic and career advising must evolve to support interdisciplinary exploration, ensuring that students are not just aware of new program structures but also equipped to take full advantage of them. Without proactive advising, students may struggle to see the value of interdisciplinary study or how to translate it into career opportunities.

The next section explores how institutions can overhaul advising and career development to align with interdisciplinary learning, ensuring students have the guidance and resources needed to craft meaningful, career-ready academic experiences.

Overhauling Advising and Career Pathways

A critical barrier to implementing interdisciplinary education is the outdated nature of academic and career advising. Traditional advising structures often emphasize course selection within rigid degree pathways rather than guiding students in crafting meaningful, cross-disciplinary learning experiences (Palmer, 2024). Hacking College argues that students need advising models that empower them to build an individualized college-to-career trajectory—one that embraces interdisciplinarity and intellectual curiosity rather than functioning as a bureaucratic checklist (Alssid & Lemoyne, 2025; Laff & Carlson, 2025). This rigid system often fails to equip students with the flexibility and skills necessary to navigate an increasingly dynamic job market (Ledwith, 2014).

Current advising models frequently separate academic and career advising into distinct functions, often providing generic guidance rather than individualized, skill-based mentorship (Parrent, 2023). The Work Forces podcast interview with Julian Alston and Caitlin Lemoyne highlights the need for a fundamental overhaul, suggesting that advising should focus on helping students develop hidden intellectualism by identifying the intersections between their academic interests and career goals (Alston & Lemoyne, 2025). Rather than funneling students into rigid degree tracks, advising should equip them with tools to translate interdisciplinary knowledge into actionable career pathways—a skill often missing in traditional advising models. Rey (2022) similarly emphasizes that primary-role academic advisers frequently lack the training or institutional support to provide integrated career advising, which contributes to students’ confusion about how to apply their education in the workforce.

One potential model for improving advising is integrating “Field of Study” pathways, in which students choose a central interdisciplinary theme or complex problem as the focal point of their education (Alssid & Lemoyne, 2025; Laff & Carlson, 2025). For example, rather than pursuing a conventional political science degree, a student might structure their studies around Global Conflict & Technology, integrating coursework from political science, cybersecurity, and media studies. Advising would then be tailored to support this individualized path, connecting students with relevant faculty, research opportunities, and industry networks. Laff and Carlson (2025) argue that this model helps students build social and cultural capital, which are crucial for navigating both academic and professional environments. The New Directions for Student Services report similarly advocates for a more collaborative approach between academic and career advising, ensuring that students develop not only academic competencies but also marketable skills that align with their career aspirations (Ledwith, 2014).

Advising must also reflect the realities of the modern workforce, particularly the rise of hidden jobs—career opportunities that are not easily accessible through traditional job-search methods (Laff & Carlson, 2025). The Work Forces podcast discusses how many institutions fail to prepare students for these hidden job markets, where professional networks, transferable skills, and interdisciplinary competencies determine career success (Alston & Lemoyne, 2025). Parrent (2023) reinforces this concern, noting that academic advising has historically functioned as an administrative checkpoint rather than a holistic framework for skill development. Effective advising should actively connect students with industry professionals, internship opportunities, and real-world projects that expose them to emerging fields rather than solely relying on predefined career tracks.

Furthermore, institutions should ensure that advising centers provide clear guidance on how interdisciplinary certificates and micro-credentials can supplement students’ primary degree programs. By embedding stackable micro-credentials into advising frameworks, universities can help students strategically build expertise in high-demand skills such as data analytics, communication, and leadership—regardless of their major (Spelt et al., 2009). These credentials not only improve employability but also allow students to customize their education without delaying graduation. For adult learners and those with some college, no credential (SCNC) status, micro-credentials can serve as jump-start mechanisms for degree completion or career advancement (McCartney & Daniels, 2024; Palmer, 2024). Programs that offer credit for prior learning (CPL) or competency-based education (CBE) ensure that these students gain recognition for their existing skills, further increasing accessibility and affordability (Welding, 2024).

Bridle et al. (2013) highlight the importance of preparing students for an interdisciplinary future by ensuring that advising frameworks emphasize adaptability and cross-sector competencies. Without intentional advising structures that integrate interdisciplinary coursework, experiential learning, and career preparation, students risk graduating with theoretical knowledge but without the practical skills necessary to navigate a rapidly changing job market.

The Harvard EdCast podcast reinforces these themes, arguing that institutions must redefine advising as an iterative, student-centered process rather than a one-time consultation about graduation requirements (Anderson, K., 2023). Effective advising should integrate academic interests, skill-building, and career preparation into a cohesive strategy that evolves throughout a student’s college experience. Without such proactive advising, students may struggle to see the value of interdisciplinary study or how to translate their education into viable career opportunities.

Ultimately, universities that fail to adapt their advising models to accommodate interdisciplinary and student-driven learning risk leaving students underprepared for an evolving job market. A transformed advising approach—one that prioritizes interdisciplinary learning, career integration, and real-world application—will be essential in ensuring that students make the most of their college experience while preparing for long-term professional success.

Interdisciplinary Certificates and Micro-Credentials: A Scalable Approach to Transformation

While interdisciplinary majors serve as a powerful mechanism for rethinking academic programs, they are not the only solution. Another viable approach is the expansion of interdisciplinary certificates and micro-credentials, which allow students to develop specialized competencies that enhance their degrees or serve as standalone credentials. These flexible learning pathways help students acquire in-demand, industry-specific skills while providing institutions with a cost-effective means to introduce interdisciplinary learning without the logistical challenges of launching new degree programs (Palmer, 2024; Stoddard et al., 2023).

Microcredentials are particularly valuable in fields where knowledge evolves rapidly, requiring graduates to integrate expertise from multiple disciplines. Emerging areas such as cybersecurity policy, health informatics, and climate data analytics illustrate how micro-credentials help bridge knowledge gaps across disciplines (National Academies of Sciences, Engineering, and Medicine, 2022). For example, a Business & Sustainability certificate can equip business students with environmental policy insights, making them attractive to companies seeking corporate social responsibility expertise. Similarly, a Healthcare & Data Science certificate could prepare nursing or public health students to analyze big data trends in patient outcomes, enhancing their career prospects in health informatics (FIU College of Business, 2024).

Microcredentials as a Pathway for Degree Completion

One of the most significant benefits of microcredentials is their ability to serve as an on-ramp for adult learners and students with some college but no credential. Research from the Microcredentials Exploratory Pilot (McCartney & Terry, 2024) indicates that microcredentials provide a critical re-entry point for individuals who have paused their education due to financial, personal, or career-related barriers. By allowing these learners to gain immediate workforce-relevant skills, microcredentials serve as both a stepping stone to degree completion and a tool for career advancement.

For many adult learners, particularly those returning to college after time in the workforce, traditional degree pathways may feel daunting due to time constraints and financial pressures. However, when microcredentials are embedded within degree programs and structured as stackable credentials, they enable students to accumulate meaningful, credit-bearing learning experiences that can be applied toward an associate’s or bachelor’s degree (McCartney & Terry, 2024).

For example, a student working in healthcare who has completed a Public Health Leadership microcredential could apply those credits toward a Bachelor’s in Public Health. Likewise, a working professional who completes a Digital Marketing Analytics microcredential might later decide to pursue a degree in Business Administration with those credentials counting toward required coursework. By aligning microcredentials with broader degree frameworks, institutions can create flexible, modular learning opportunities that increase accessibility and degree completion rates among non-traditional students.

The Role of Credit for Prior Learning (CPL) and Competency-Based Education (CBE)

Microcredentials also play an essential role in Credit for Prior Learning (CPL) and Competency-Based Education (CBE) models, which validate a learner’s prior experience and skills to accelerate degree attainment. Many adult learners enter college with years of relevant work experience but lack formal credentials to demonstrate their expertise. CPL and CBE frameworks recognize this learning by assessing competencies rather than requiring students to repeat coursework in subjects they have already mastered (Stoddard et al., 2023).

For institutions, integrating microcredentials within CPL and CBE frameworks offers multiple advantages:

It allows students to earn academic credit for industry-recognized credentials they have already obtained.
It reduces time-to-degree, saving students money while improving retention and completion rates.
It strengthens university-industry partnerships by aligning educational offerings with workforce needs.

Many universities, including Florida International University and Georgetown University, have already implemented interdisciplinary microcredential programs that connect to degree pathways, enabling students to gain recognized expertise while progressing toward graduation (FIU College of Business, 2024).

Stackable Microcredentials: Customization and Career Alignment

Beyond serving as standalone credentials, interdisciplinary micro-credentials can be designed to stack within undergraduate degree programs, allowing students to customize their academic paths. This approach ensures that students graduate with both broad foundational knowledge and specialized, career-relevant skills. Certain micro-credentials, such as Data Analytics, Leadership & Organizational Communication, and Global Studies, hold value across multiple disciplines and could be integrated within a variety of majors (Spelt et al., 2023).

For example:

A biology major might complete a micro-credential in Data Analytics for Scientific Research, equipping them with computational skills that enhance their research capabilities.
An English major could pair their degree with a UX Writing & Digital Media credential, preparing them for careers in digital communication.
A political science major might pursue a Public Policy & Technology microcredential to strengthen their expertise in tech policy and governance.

By embedding stackable credentials within degree programs, universities can increase curricular flexibility while ensuring that students graduate with skills that are both field-specific and broadly transferable (Palmer, 2024). Stackability also benefits students by reducing time-to-degree and increasing employability. Rather than requiring students to take additional coursework after graduation to develop career-relevant skills, stackable micro-credentials allow students to build a more robust resume within their existing academic timeline (Crow & Dabars, 2023). Additionally, because micro-credentials can be industry-aligned, they provide immediate workforce value even before a student completes their full degree program.

Employer Recognition and Industry Partnerships

For microcredentials to be truly valuable, institutions must develop them in direct collaboration with employers to ensure they align with workforce needs. The Microcredentials Primer for Higher Education Leaders (Stoddard et al., 2023) highlights the growing employer preference for skills-based hiring, emphasizing that microcredentials are most effective when they are industry-recognized.

For example:

Some universities partner with Google, IBM, and Microsoft to offer microcredentials in Cloud Computing, Cybersecurity, and AI Ethics, providing students with credentials that are directly valued by major employers.
In healthcare, institutions have partnered with hospital networks to develop microcredentials in Health Informatics and Patient Advocacy, ensuring that graduates are well-prepared for evolving roles in the field (McCartney & Terry, 2024).
In the public sector, microcredentials in Community Engagement & Public Administration have been co-developed with government agencies to equip students with essential policy and governance skills.

Building strong employer partnerships ensures that microcredentials translate into tangible career benefits, increasing job placement rates and strengthening institutional relationships with industries.

Financial Sustainability and Revenue Generation

For institutions, microcredentials represent not only an educational innovation but also a financial sustainability strategy. With declining traditional enrollments and growing financial pressures, universities are seeking alternative revenue streams that do not rely solely on full-degree tuition models. The Microcredentials Exploratory Pilot (McCartney & Terry, 2024) outlines how microcredentials provide institutions with:

Increased student retention, as learners who see direct career value in their studies are more likely to persist to graduation.
Greater curricular flexibility, as interdisciplinary microcredentials allow departments to collaborate without requiring full program overhauls.
Improved alumni engagement, as microcredentials provide continuing education pathways that encourage lifelong learning.

By leveraging microcredentials as part of a comprehensive institutional strategy, universities can expand their reach to adult learners, increase degree completion rates, and generate additional revenue without overextending their existing faculty and administrative resources.

A Central Component of Higher Education’s Future

Interdisciplinary microcredentials and stackable certificates should not be viewed as supplemental to traditional degree programs but as integral components of higher education’s future. These programs offer scalable, flexible, and career-relevant learning opportunities that benefit both students and institutions.

By integrating microcredentials into degree pathways, expanding CPL and CBE opportunities, and partnering with industry leaders, universities can ensure that students graduate with the interdisciplinary, skill-based competencies necessary for today’s workforce. Institutions that embrace this transformation will be better positioned to serve both traditional and non-traditional learners while ensuring financial sustainability in an evolving educational landscape.

Restructuring Academic Departments: A More Holistic Approach

Beyond transforming individual programs, institutions must reconsider how academic departments are structured to foster interdisciplinary collaboration, reduce administrative inefficiencies, and align with workforce demands. The traditional department model—often rigidly divided by discipline—constrains cross-field engagement, limiting students’ ability to develop competencies that span multiple areas of expertise. As higher education evolves to meet complex global challenges, institutions that remain locked into outdated department structures risk falling behind (Crowley, Mustain, & Roberts, 2024).

Rigid departmental boundaries not only stifle innovation but also exacerbate financial and operational inefficiencies. At many institutions, low-enrollment programs remain siloed, forcing faculty to carry disproportionate service burdens while maintaining course offerings that attract only a handful of students each semester. This is particularly problematic for smaller colleges and tuition-dependent universities, where underperforming programs become significant financial liabilities (Gunsalus et al., 2023). By restructuring into broader interdisciplinary divisions or clusters, institutions can retain essential academic offerings while improving faculty workload distribution, streamlining administrative costs, and enhancing interdisciplinary collaboration (Anderson,K., 2023).

Alternative Models for Departmental Restructuring

To address these challenges, some universities have already restructured their academic departments into interdisciplinary knowledge clusters. Instead of being isolated in traditional disciplinary silos, faculty and students are organized into broad, problem-centered academic units that encourage cross-disciplinary engagement. Examples of emerging models include:

Interdisciplinary Knowledge Clusters (Crowley, Mustain, & Roberts, 2024)
- Data & Society Division: Merging Computer Science, Digital Humanities, Public Policy, and Data Analytics to prepare students for careers in technology, government, and media.
- Health & Human Sciences Cluster: Combining Nursing, Public Health, Psychology, and Bioethics to encourage collaborative research and integrated approaches to healthcare challenges.
- Sustainability & Innovation Hub: Bringing together Environmental Science, Urban Planning, Business, and Sustainable Engineering to develop holistic solutions to climate change and resource management
School-Based Models
- Some institutions have merged smaller, related departments into larger interdisciplinary schools, fostering cross-disciplinary collaboration while reducing administrative burdens.
- For example, rather than maintaining separate departments for journalism, communication, and digital media, universities can consolidate them into a School of Media and Information, allowing for more dynamic course offerings and shared faculty expertise (Anderson, K., 2023).
- Institutions such as the University of Washington’s College of the Environment and Georgia State University’s reorganized academic clusters demonstrate how restructuring enhances curricular flexibility and research collaboration while reducing redundancies (Drozdowski, 2024).
Eliminating Standalone Departments Altogether
- Some institutions have replaced traditional departments with flexible, cross-disciplinary academic divisions, which encourage team-taught courses, shared faculty expertise, and adaptable degree pathways (Rosowsky & Keegan, 2020).
- By removing departmental barriers, universities increase interdisciplinary research collaboration and improve institutional agility in responding to workforce trends.

Addressing Faculty Concerns and Resistance

While restructuring offers clear benefits, institutional leaders must carefully navigate faculty concerns regarding disciplinary identity, job security, and teaching loads. Faculty members may fear that departmental mergers will diminish their academic field’s visibility or devalue their research expertise. Some may also be concerned that interdisciplinary teaching assignments will increase their workload without adequate institutional support (Gunsalus et al., 2023).

To address these concerns, universities must:

Emphasize Faculty Inclusion in the Planning Process
- Institutions that engage faculty from the outset in designing new interdisciplinary structures are more likely to achieve faculty buy-in.
- Pilot programs, faculty task forces, and incentives for interdisciplinary research can help ensure that faculty play an active role in shaping the future of academic structures (Crowley, Mustain, & Roberts, 2024).
Ensure That Faculty Retain Job Security and Research Opportunities
- Restructuring does not necessarily require faculty layoffs but rather a reorganization of teaching loads and research expectations.
- Faculty members can be repositioned into interdisciplinary teams, enabling them to apply their expertise in new, cross-disciplinary ways while maintaining their academic standing (Anderson, K, 2023).
- Institutions should offer faculty development programs that help professors transition into interdisciplinary teaching and research roles.
Reduce Service Burdens Through Equitable Workload Distribution
- Faculty in small, low-enrollment departments often bear a disproportionate amount of service work, including committee participation and accreditation reporting.
- Merging these departments into larger interdisciplinary schools allows service responsibilities to be more evenly distributed, giving faculty more time for research, mentorship, and innovation (Blaylock, et. al., 2016).

Administrative & Operational Benefits of Restructuring

Beyond the academic benefits, restructuring optimizes institutional efficiency by:

✅ Reducing administrative redundancies – Merging departments into larger interdisciplinary schools consolidates administrative support, decreasing duplication of services (Anderson, K., 2023).
✅ Improving student experience – Interdisciplinary structures ensure students receive a more comprehensive education that aligns with industry trends and prepares them for a broader range of careers
✅ Streamlining governance structures – Fewer individual departments lead to more effective decision-making and faster curriculum adaptation to labor market changes (Gunsalus et al., 2023).
✅ Strengthening financial sustainability – By eliminating low-enrollment, high-cost standalone programs and consolidating faculty resources, institutions can reallocate funds to high-demand fields while still preserving disciplinary expertise (Crowley, Mustain, & Roberts, 2024).

Strategic Approaches for Implementing Restructuring

To ensure a successful transition, institutions should:

Pilot restructuring efforts in select academic units before full implementation (Crowley, Mustain, & Roberts, 2024).
Use institutional data (enrollment trends, workforce demand, and faculty workload analysis) to drive decision-making (Gunsalus et al., 2023).
Engage faculty, students, and external stakeholders in the restructuring process to ensure new models align with both academic priorities and employer needs (Anderson, K., 2023).
Provide clear transition plans for students enrolled in programs affected by restructuring, ensuring they can complete their degrees without disruption.

Restructuring academic departments is not just an administrative necessity—it is a strategic imperative for institutions seeking to improve academic innovation, interdisciplinary collaboration, and financial sustainability. Universities that embrace flexible, dynamic academic structures will be better equipped to navigate enrollment shifts, workforce transformations, and financial challenges in the years ahead.

By moving toward interdisciplinary clusters, school-based models, or fully integrated academic divisions, institutions can ensure that faculty thrive, students receive broad yet specialized training, and universities remain responsive to societal and labor market needs.

Final Thoughts: Making the Hard Choices – When Reinvention Isn’t Enough

Higher education must evolve beyond rigid disciplinary silos and outdated advising models if it hopes to meet the needs of modern learners and a changing workforce. The strategies outlined in this article provide institutions with a blueprint for transforming struggling majors, integrating interdisciplinary learning, and modernizing academic structures. Yet, while these approaches can reinvigorate many programs, reinvention is not always enough. Some academic programs will remain unsustainable due to persistently low enrollment, limited career pathways, or an inability to align with emerging interdisciplinary opportunities.

Institutions cannot afford to spread resources thinly across programs that no longer serve students or the institution’s long-term viability. Academic leaders must make data-driven, strategic decisions about which programs can be transformed and which must be phased out. This is not about indiscriminate cuts but about making intentional choices that strengthen institutional sustainability while ensuring that students receive high-quality, future-focused education.

How do institutions determine which programs can be saved and which should be discontinued? What strategies ensure that these decisions are made responsibly, equitably, and in alignment with institutional mission and financial sustainability? Part 3 of this series will address these questions, outlining a structured approach for evaluating academic programs, making tough but necessary decisions, and navigating the institutional and political complexities of academic realignment. The goal is not just to survive—but to ensure that institutions are positioned to thrive in an era of rapid change.

References

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The Future of College Majors: Reinvention or Extinction? —— Part 1: Stop Resuscitating Dead Programs – Why Some Majors Need to Die for Higher Ed to Thrive

gregpillar on March 4, 2025

About This Series: The Future of College Majors – Reinvention or Extinction?

This article is Part 1 of a three-part series exploring how higher education must confront declining enrollments, financial instability, and outdated academic programs by making bold decisions about which majors to eliminate, reinvent, or realign for the future.

Part 1: Stop Resuscitating Dead Programs – Why Some Majors Need to Die for Higher Ed to Thrive
This first installment examines why certain academic programs are no longer sustainable, highlighting the financial and enrollment pressures forcing institutions to make tough decisions.
Part 2: Reinventing Struggling Majors – How to Transform Programs for the Future
The second installment explores how institutions can restructure struggling majors rather than eliminating them, using interdisciplinary approaches, workforce alignment, and innovative program design to revitalize outdated degrees.
Part 3: Academic Realignment – The Tough Decisions Colleges Must Make to Survive
The final part of the series focuses on the larger strategic decisions institutions must make, including how to assess program viability, implement academic realignment, and develop sustainable, future-focused curricula.

Higher education is in a period of transformation, and institutions must act strategically to ensure their long-term survival. Stay tuned for the next installment as we shift from what needs to be eliminated to how struggling programs can be redesigned for the future.

The Harsh Reality Facing Higher Education

Higher education is stuck in a time warp, recycling degrees that students no longer want, employers no longer need, and institutions can no longer afford to keep alive. Yet instead of boldly confronting this reality, many colleges and universities remain paralyzed by institutional inertia, trapped by outdated structures and traditions that make change nearly impossible.

Brian Rosenberg (2023) describes this resistance to change in Whatever It Is, I’m Against It, highlighting how higher education has evolved into a “vetocracy,” where too many people can say no, and too few have the authority to say yes. Faculty governance, administrative bureaucracy, and external stakeholders—from donors to state legislatures—each have enough power to block innovation but not enough to enact meaningful transformation. As a result, decisions that should take months stretch into years, and reforms that are desperately needed are stifled by committees, consultations, and concerns over precedent (Rosenberg, 2023). Even in the face of severe financial pressures and existential threats, the default response of many institutions is to delay, deflect, and double down on the status quo.

This resistance is especially evident in how institutions handle struggling academic programs. Instead of strategically reassessing their value, colleges cling to underperforming majors out of a misplaced sense of tradition or fear of backlash from faculty and alumni. But higher education cannot afford to wait for perfect data before making bold decisions. While data-driven analysis is essential, the reality is that colleges must take calculated risks and make strategic bets before financial pressures force them into crisis mode. Innovation, entrepreneurship, and institutional survival depend on leadership that is willing to act decisively, even in the face of uncertainty.

As we will explore in this article, some majors need to be phased out, and institutions must accept that reality before the market forces the decision for them. Colleges and universities that strategically streamline their offerings, reinvest in high-growth fields, and align their programs with workforce needs will emerge stronger. Those that hesitate risk following the many institutions that have already been forced to close, merge, or cut entire departments in the wake of declining enrollments and unsustainable business models.

Institutional Inertia: Why Colleges Keep Failing to Act

The Faculty Resistance Factor

One of the greatest barriers to discontinuing underperforming programs or making meaningful academic reforms is faculty resistance. Many faculty members view their disciplines as integral to the university’s mission, seeing proposed changes as a threat to their research opportunities, tenure security, and the intellectual fabric of the institution. As a result, higher education often defaults to preserving the status quo, even when it is no longer financially or academically viable.

Brian Rosenberg, in Whatever It Is, I’m Against It: Resistance to Change in Higher Education, identifies faculty governance and tenure protections as key obstacles to institutional change, arguing that these structures were designed for stability rather than adaptability (Rosenberg, 2023). Faculty tend to embrace change within their disciplines—constantly publishing new research, developing theories, and expanding knowledge—yet, when it comes to their own institutions, they resist even modest reforms to academic structures, faculty workloads, or curriculum realignment (Rosenberg, 2023). This paradox creates a system where institutions celebrate transformation in knowledge production but actively resist transforming themselves. As a former faculty member and an administrator and academic

leader who truly values my faculty “roots”, I understand this resistance. I was one of those faculty who was adamant about change. However, once I obtained a university perspective (and this came well before taking on the role of Assistant Provost), I understood the importance of looking beyond the trees and at the forest. I navigated this first hand when I was involved in the closure of two programs I helped to develop and launch. Programs, that although should have had more interest and enrollment, for our institution, were a dead weight that needed to go for the good of the institution. Here, the reason this change moved through the governance process so smoothly was because the only remaining faculty member of the programs – was now in Academic Affairs (me) and understood what was needed for institutional stability.

The Deep-Rooted Structures That Slow or Block Change

Higher education’s resistance to change is deeply embedded in its structural governance, tenure protections, and reluctance to align academic offerings with workforce demands. While institutions acknowledge the need for adaptation, decision-making is often stymied by bureaucratic obstacles that make meaningful reform difficult.

One of the primary barriers is shared governance, a system designed to uphold academic integrity but often functioning as a mechanism that slows or outright prevents institutional transformation. Shared governance is frequently cited as a safeguard of academic freedom, ensuring that faculty have a voice in curricular and administrative decisions. However, it also disperses authority in a way that makes decisive action challenging. Rosenberg (2023) highlights that faculty senates, curriculum committees, and tenure review boards tend to prioritize continuity over responsiveness, making it difficult to phase out low-enrollment programs or introduce new, high-demand offerings. In a recent interview, he noted, “Consensus is the enemy of change. Most transformational change originates with a small group willing to push forward—yet higher education is built to ensure that no single group has that power” (Anderson, 2023). For example, when Macalester College attempted to reassess the link between faculty research productivity and teaching effectiveness, the administration faced intense faculty resistance. Even when presented with data-driven evidence demonstrating that research output had no measurable impact on teaching quality, faculty dismissed the findings as an attack on institutional values (Rosenberg, 2023). This illustrates how shared governance, despite its intent to promote academic quality, can serve as a structural impediment to necessary reforms.

Another structural challenge is tenure, which was originally established to protect academic freedom but has since evolved into an institutional rigidity that limits adaptability. Once faculty members are granted tenure, they often have little incentive to shift their research areas, adapt to workforce needs, or realign their teaching to match student and employer demands. Anderson (2023) argues that while tenure was designed to promote intellectual exploration, it now functions as an obstacle to institutional agility. At many universities, between 60% and 80% of faculty positions are tenured or tenure-track, which restricts the institution’s ability to pivot toward high-demand disciplines (Rosenberg, 2023). This problem is particularly evident in fields where student interest has waned. For instance, a university that hired Victorian literature specialists in the 1990s may now find that demand for that field has declined significantly. However, tenure protections make it difficult to reassign these faculty members to interdisciplinary programs that might better align with modern educational and career needs (Rosenberg, 2023). The result is a faculty composition that is often mismatched with student interests and labor market trends.

In addition to governance and tenure, faculty resistance to applied and workforce-aligned curricula presents another major hurdle. Many faculty members perceive efforts to integrate digital skills, workforce training, or industry partnerships as a dilution of academic rigor. This reluctance often stems from a belief that higher education should remain distinct from vocational training. However, the reality is that employer expectations are shifting, and students increasingly seek education that provides clear career pathways. Efforts to embed data science applications into political science courses or introduce applied writing within English programs have often been met with faculty opposition, despite growing demand from students and employers (Anderson, 2023). The disconnect between faculty perspectives and labor market realities underscores a fundamental challenge: without faculty buy-in, institutions struggle to modernize their curricula in ways that align with student career goals.

Collectively, these structural barriers—shared governance inertia, tenure rigidity, and resistance to workforce-aligned learning—form a system that is slow to adapt, even in the face of clear demographic and financial pressures. If higher education is to remain viable, institutions must find ways to overcome these entrenched obstacles, making space for more responsive governance, flexible faculty roles, and academic programs that align with the evolving workforce landscape.

The Politics of Program Closures and Faculty Backlash

When institutions attempt to cut underperforming programs or restructure departments, faculty responses often follow a predictable pattern:

Faculty pushback in governance meetings – Any proposal to close or restructure a program is met with committee debates, procedural delays, and calls for additional studies or task forces.
Votes of no confidence – Faculty may issue a vote of no confidence in the administration, even when financial realities make change unavoidable.
Alumni and student protests – Programs slated for closure frequently mobilize alumni and current students to push back against decisions.
Lawsuits and legal challenges – In extreme cases, faculty members have sued their own institutions to prevent program eliminations (Anderson, 2023).

Example: When Mills College, a small liberal arts institution, announced a merger with Northeastern University due to severe financial distress, it was met with lawsuits from its own alumni and students. Despite no viable financial alternative, stakeholders fought to preserve the college’s existing structure, delaying the inevitable transition (Anderson, 2023).

What Can Institutions Do? Overcoming Faculty Resistance to Change

Rosenberg argues that higher education leaders must fundamentally rethink governance models, tenure structures, and faculty incentives to enable faster and more strategic decision-making (Anderson, 2023).

Shift Shared Governance Toward a More Agile Model

Institutions must establish mechanisms that allow for faster academic decision-making while still ensuring faculty input (Rosenberg, 2023).
Some universities are adopting “sunset clauses” on degree programs—if a program consistently underperforms, it is automatically reviewed and phased out unless faculty can justify its continuation.

Offer Faculty Pathways Into Growth Areas

Instead of cutting positions outright, institutions should create opportunities for tenured faculty to transition into interdisciplinary or applied programs (Rosenberg, 2023).
Possible opportunity: A liberal arts college retraining (or redesigning courses with) humanities faculty to teach digital communication, ethics in technology, and applied writing, preserving faculty expertise while modernizing curriculum.

Use Transparent, Data-Backed Decision-Making

Faculty are more likely to accept change when presented with objective, third-party financial and enrollment data.
Possible Opportunity: Institutions that use data-driven financial analysis tools like College Viability and Perspective Data Science would likely see+ greater faculty buy-in for program closures and restructuring efforts.

A System Built to Resist Change Must Adapt or Fail

Higher education institutions cannot afford to let faculty resistance dictate their futures. The traditional model of slow, incremental change no longer aligns with financial realities, workforce shifts, and student demand. As Rosenberg (2023) states, “If higher education remains stuck in a culture of self-preservation, we will simply see more institutions collapse.”

The universities that survive and thrive will be those that:
✅ Adapt shared governance models to allow for strategic agility.
✅ Restructure tenure policies to encourage cross-disciplinary teaching and applied learning.
✅ Use financial and enrollment data to guide program realignment and faculty hiring.

In an era of economic and enrollment challenges, faculty resistance is not just an obstacle to change—it is a direct threat to institutional survival.

The Enrollment Cliff and the Financial Sustainability Crisis

Higher education in the United States is facing a perfect storm—a shrinking college-age population, declining enrollments, and an unsustainable financial model. This is in addition to public distrust and a very unfavorable political climate. Institutions that fail to adapt to these combined pressures risk mass closures, mergers, or financial insolvency. The stark reality is that many colleges are still relying on outdated revenue models while the student pipeline continues to dry up.

The Data: Shrinking College-Age Population and the Impact on Enrollment

As has been well documented by Nathan Grawe, Professor of Economics at Carleton College and author of “Demographics and the Demand for Higher Education” and “The Agile College”, the college-age population is in steep decline, and the financial impact will be devastating for institutions that depend on traditional undergraduate enrollments.

The number of high school graduates will peak in 2025 at 3.9 million, after which a 15-year decline will follow, leading to a 13% drop in traditional college-aged students by 2041 (Knox, 2024; Grawe, 2018).
This decline will not be uniform across the U.S.:
- Western states are expected to see a 20% drop, while the Midwest and Northeast will face declines of 16% and 17%, respectively (Knox, 2024).
- The most severe reductions will occur in California (-29%), Illinois (-32%), and New York (-27%), putting extreme pressure on institutions in these regions (Knox, 2024, Grawe, 2018).
The demographic shift is a delayed aftershock of the Great Recession, during which birth rates plummeted due to economic uncertainty (Carey, 2022).

These changes are already visible:

Between 2011 and 2022, overall college enrollment declined by 12.3%, with undergraduate enrollment dropping by 1.23 million students compared to pre-pandemic levels (Drozdowski, 2024).
Community colleges—often a leading indicator of broader enrollment trends—saw a 13% decline in student numbers during this period (Drozdowski, 2024).
Many regional public universities and small private colleges, which rely on traditional college-age students, have already begun closing or merging to survive (Carey, 2022).

Which Institutions Are Most at Risk?

Not all institutions will feel the effects of the enrollment cliff equally. Highly selective universities and flagship public institutions are more insulated from these shifts due to their brand reputation, financial resources, and ability to attract students from across the country and internationally. However, regional public universities, tuition-dependent private colleges, and rural institutions are at severe risk because they rely heavily on in-state and local applicants (Knox, 2024).

The urban-rural divide will also play a significant role in determining institutional survival. Urban institutions are better positioned to adapt due to access to larger, more diverse student pools. Meanwhile, rural colleges—especially those without a strong niche or distinctive program offerings—may struggle to justify their continued operation (Carey, 2022).

Some states have started taking proactive measures to mitigate enrollment declines by investing in workforce-aligned higher education strategies.

North Carolina and Florida, which are projected to see modest population growth, are expanding workforce-driven education programs to attract students (Knox, 2024).
Conversely, New York and Illinois, facing double-digit enrollment losses, are scrambling to rethink their financial models, with many institutions exploring mergers, campus consolidations, and tuition-free community college initiatives (Knox, 2024).

The Financial Model of Higher Education is Crumbling

With fewer students enrolling, many tuition-driven colleges are finding their financial models increasingly unsustainable. Most institutions are still over-reliant on tuition revenue, which has become increasingly volatile as student numbers decline and families seek more affordable alternatives. At the same time, operational costs continue to rise, forcing institutions to either cut programs, increase tuition, or drastically discount tuition to attract students.

One of the biggest financial challenges facing institutions today is the increasing reliance on tuition discounting—a practice where colleges offer financial aid that dramatically reduces the actual tuition revenue they collect.

Private institutions now return an average of 56.2% of their tuition revenue in financial aid, meaning they are often losing more than half of what they charge in tuition (Drozdowski, 2024).
Some schools have surpassed 70% discount rates, which means they are essentially paying students to attend rather than generating meaningful revenue (National Student Clearinghouse, 2024). This is not a sustainable practice.

State funding cuts have further exacerbated the crisis. Public colleges and universities have seen a steady decline in state appropriations, forcing them to pass the financial burden onto students.

Since 2008, state appropriations for higher education have dropped by 9% nationwide (Carey, 2022).
As public funding declines, many institutions now rely on tuition and fees for over 60% of their revenue, leaving them highly vulnerable to enrollment fluctuations (Felix, 2023).

The Urgency of Financial Reform

Higher education is at a financial breaking point, and institutions that fail to make proactive financial adjustments will face closures, mergers, or drastic program eliminations. The traditional tuition-driven model is no longer sustainable, and colleges must realign their operations, optimize their budgets, and expand alternative revenue streams to remain viable.

While institutional leaders often express shock when a closure is announced, the unfortunate truth is that the warning signs are usually visible months, if not years, in advance. However, instead of making difficult but necessary financial decisions early, many colleges engage in flailing, last-ditch efforts—drastic tuition discounting, unsustainable borrowing, or emergency fundraising campaigns—that rarely change the institution’s long-term trajectory.

Data entrepreneurs like Gary Stocker, founder of College Viability, and Matthew Hendricks, founder of Perspective Data Science, have done the hard work of pulling financial audits, government reports, and other records to provide transparency into the financial realities of higher education institutions. Their AI-driven tools compile data from audited financial statements, IRS Form 990s, and the National Center for Education Statistics (IPEDS database) to help students, parents, faculty, and staff assess their institution’s financial health before a crisis occurs.

Through their weekly College Financial Health Show, Stocker and Hendricks analyze key financial indicators that predict long-term institutional viability—offering stakeholders the knowledge they need to make informed decisions before it’s too late. Their 2025 College Viability App, College Majors Completion App, and College Strategic Compass provide additional transparency, helping institutions move beyond short-term fixes toward sustainable financial planning.

Institutions that take bold, strategic steps—by diversifying funding, restructuring academic offerings, and improving fiscal management—will not only survive but thrive in the next decade. However, those that hesitate will find themselves on the growing list of college closures (Donadel, 2025).

The Growing List of Colleges Facing Financial Collapse

The financial instability of higher education is no longer hypothetical—it is playing out in real time, with an increasing number of institutions closing or merging due to financial insolvency. Below are just a few examples as noted by Donadel (2025).

Northland College (Wisconsin) – Closed in 2025 after operating at a deficit for eight years, despite drastic program cuts and faculty reductions.
West Virginia University (WVU) – Eliminated 32 programs and 169 faculty positions to address a $45 million budget shortfall (Knox, 2024).
Cornish College of the Arts (Washington) – Acquired by Seattle University in 2024 due to unsustainable operating costs.
Birmingham-Southern College (Alabama) – Closed in 2024 after failing to secure a $40 million emergency loan from the state.
California State University Maritime Academy – Merged with Cal Poly San Luis Obispo, marking a major downsizing of the CSU system.

The common thread among these closures? An inability to adjust their financial models to accommodate changing student demographics and market realities.

The Rise of Adult Learners and Barriers to Re-Enrollment

While traditional college enrollments are declining, a new potential student population is growing—adults with some college experience but no credential. As of 2024, 41.9 million working-age adults in the U.S. fall into this category, a 3.6% increase from the previous year (National Student Clearinghouse, 2024). Of these, 36.8 million are between the ages of 18 and 64, making up nearly 18.1% of the total working-age population (National Student Clearinghouse, 2024). These individuals represent a significant opportunity for institutions, yet reaching and retaining them is an ongoing challenge.

Barriers to Re-Enrollment and Retention

Financial Constraints – Many adult learners have existing student debt or financial obligations that prevent them from returning to school (Weissman, 2023).
Solution: Schools can offer debt forgiveness programs, tuition discounts for returning students, innovative payment plans (such as subscription based tuition), and employer tuition benefits.
Institutional Roadblocks – Many colleges are not designed for working adults, with inflexible schedules, lack of appropriate student services, and poor transfer credit policies and/or processes (Weissman, 2023).
Solution: Institutions must implement smooth transfer pathways, including automated credit evaluations, guaranteed transfer agreements, and clear certificate-to-degree (or even microcredential-to-degree) pathways.
Competing Responsibilities – Adult learners often juggle work, childcare, and family obligations (National Student Clearinghouse, 2024).
Solution: Colleges should provide evening, weekend, and fully online options, stackable credentials, and wraparound student support services (e.g., childcare assistance and career coaching).

How Institutions Can Achieve Financial Sustainability

As higher education faces mounting financial pressures, institutions can no longer rely on outdated revenue models or assume that traditional enrollments will rebound. Colleges and universities must take proactive steps to ensure their long-term viability by embracing strategic realignment, financial efficiency, and diversified revenue streams. This requires institutions to rethink how they generate income, control costs, and design academic programs that align with workforce needs and future economic trends. Successful institutions will not simply react to financial crises but will anticipate and adapt to market demands before they reach a breaking point. The following strategies provide a framework for achieving financial sustainability in an increasingly volatile higher education landscape:

Diversify Revenue Streams Beyond Tuition
Institutions must move beyond tuition as their primary funding source by expanding corporate partnerships, non-degree credentialing, and revenue-generating initiatives (Felix, 2023).
Implement Performance-Based Budgeting & Cost Control Measures
Colleges should prioritize zero-based budgeting, (carefully) reduce administrative overhead, and align funding with student demand and institutional performance
Realign Academic Offerings to Market Demand
Universities must prioritize high-demand degree programs while phasing out low-enrollment, low-ROI programs that no longer serve student or workforce needs (Knox, 2024).
Develop (or enhance current programs to be) Future-Protected Academic Programs
Schools should anticipate workforce trends, offering programs that integrate skills such as AI literacy, data science, and interdisciplinary learning to ensure students graduate with adaptable skills (Carey, 2022).
Strengthen Endowments & Fundraising Efforts
Universities need to expand alumni giving campaigns, corporate research collaborations, and grant-seeking efforts to secure financial sustainability (Weissman, 2023).

A Call for Proactive Leadership

Implementing financial sustainability strategies is only the first step. To truly ensure the long-term viability of higher education, institutional leaders must go beyond cost-cutting and program realignment—they must embrace bold, forward-thinking leadership that prioritizes agility, innovation, and long-term investment. The institutions that will thrive in the coming decade are not just those that reduce expenses but those that reimagine their academic models, strengthen their competitive positioning, and proactively shape the future of higher education.

Without decisive action, institutions risk falling into a cycle of reactive decision-making, where financial pressures force abrupt program eliminations and faculty reductions. Instead, leaders must anticipate shifts in student demand and labor market needs, ensuring their programs remain relevant, sustainable, and academically rigorous. A critical part of this process involves evaluating which majors remain viable and which are no longer sustainable.

Which Majors Are Failing? The Hard Numbers

As institutions struggle with declining enrollment and financial instability, certain academic programs are disproportionately at risk. While universities may hope for a resurgence of interest in traditional fields, the reality is that some programs consistently fail to attract students and yield poor employment outcomes.

The Key Warning Signs of At-Risk Programs

Programs that are most vulnerable to elimination typically share the following characteristics:

✅ Sustained low enrollment—Programs that have struggled to attract students for five or more consecutive years show no signs of revival.
✅ Weak career outcomes—Graduates from these programs struggle to find employment in their field or secure competitive salaries.
✅ High operating costs with low return on investment—Disciplines that require expensive lab space, equipment, or faculty resources but serve only a handful of students become financial liabilities.

Programs at the Highest Risk of Elimination

The following disciplines have been particularly vulnerable to cuts as institutions reassess their academic portfolios:

Traditional Humanities (e.g., English, History, Philosophy) unless integrated with career-relevant applications (Cassuto, 2025).
Low-Demand Sciences (e.g., Pure Physics, General Biology without a pre-health focus) (Felix, 2025).
Standalone Social Sciences that do not incorporate data analytics or applied research (Drozdowski, 2024).
Niche Arts Programs without clear career pathways or industry-aligned training (Knox, 2024).

Universities That Have Already Eliminated or Restructured Programs

In response to financial constraints and enrollment trends, many institutions have already begun phasing out or restructuring struggling majors. Here are just a few examples:

Alverno College – Cutt 25 full-time faculty, 12 full-time staff, and reduced undergraduate majors from 43 to 29 and graduate programs from 25 to 19 (Lederman, 2024).
Indiana State University—Eliminated Physics and Philosophy while maintaining select interdisciplinary courses (Felix, 2025).
University of Lynchburg – Cut 12 undergraduate and 5 graduate programs plus expect to cut staff and faculty positions over the next 3 years. (Moody, 2024)
University of Wisconsin-Stevens Point—Cut 13 majors, including English, History, and Political Science, following multi-year enrollment declines (Knox, 2024).
West Virginia University—Cut foreign languages, math graduate programs, and creative writing in response to budget deficits (Donadel, 2025).

Alternative Strategies: Reinventing Instead of Eliminating

Rather than outright elimination, some universities have successfully revitalized struggling disciplines by integrating them into broader interdisciplinary models that better align with workforce needs. By merging traditional academic strengths with high-demand skills, institutions can preserve the core values of these disciplines while making them more relevant and marketable for today’s students. Below are examples of how struggling majors can be reimagined to meet modern demands:

Philosophy → Ethics & AI Studies (Felix, 2025)
As artificial intelligence continues to transform industries, there is an increasing demand for professionals who can navigate the ethical implications of emerging technologies. A reimagined Philosophy program could offer courses in data ethics, algorithmic bias, and the philosophy of consciousness in AI systems.
Example Assignment: Students might engage in case study analysis of ethical dilemmas in AI, evaluating controversial issues such as facial recognition bias, predictive policing, or automated hiring systems. This would blend critical thinking, applied ethics, and emerging technology, preparing graduates for roles in policy, AI governance, or corporate ethics consulting.

English → UX Writing & Digital Media (Cassuto, 2025)
The rise of digital communication has created a growing need for professionals who specialize in UX (user experience) writing, content strategy, and multimedia storytelling. English departments can evolve by integrating digital communication, web accessibility, and data-driven storytelling techniques into their curriculum.
Example Project: Students might collaborate with computer science and marketing majors to develop a prototype for an interactive mobile app, where they craft user-friendly content, refine interface text for clarity, and conduct usability testing. This would combine traditional writing skills with modern digital communication strategies, making graduates highly competitive in tech-driven industries.

Sociology → Data Science for Social Change (Drozdowski, 2024)
The ability to analyze and interpret large-scale social data is increasingly valuable across fields like public policy, market research, and urban planning. A redesigned Sociology major could incorporate quantitative research, data visualization, and predictive analytics to better align with workforce demands.
Example Exercise: Students could partner with a nonprofit organization to analyze local census data and develop data-driven policy recommendations on affordable housing or economic mobility initiatives. This hands-on project would bridge social theory, data science, and public advocacy, preparing graduates for impactful careers in data-driven decision-making.

History → Digital Public History & Archival Technology
Traditional history programs often struggle to attract students, but by embracing digital archives, public history initiatives, and interactive media, history departments can create more engaging and relevant degree programs.
Example Assignment: Students could develop an augmented reality (AR) walking tour of a historic district, blending historical research with multimedia production. Working with local museums or historical societies, they would learn how to digitize archival records, create interactive digital exhibits, and use GIS mapping to visualize historical trends. This approach merges traditional historical scholarship with emerging technologies, broadening career pathways for graduates in digital humanities, museum curation, and historical consulting.

Political Science → Cybersecurity Policy & Digital Governance
With cyber threats and digital privacy issues dominating global discourse, political science programs can expand into cybersecurity law, data privacy regulations, and digital governance frameworks.
Example Capstone Project: Students might conduct a simulated policy debate on internet regulation, with teams representing different stakeholders—governments, tech companies, advocacy groups, and consumers. They would draft policy proposals addressing online misinformation, cybersecurity threats, or ethical AI governance, applying political theory to contemporary digital challenges.

Beyond Enrollment Challenges: The Erosion of Public Trust

Even as institutions grapple with shrinking student pipelines and financial pressures, another existential threat looms: declining public confidence in higher education. Across the country, skepticism about the value of a degree is intensifying, fueled by rising tuition costs, mounting student debt, and stagnant wages for many graduates. This shifting perception is reshaping student decision-making and forcing institutions to rethink their value proposition.

Declining Public Trust & Changing Student Preferences

Higher education in the United States is facing not just a demographic crisis, but also an erosion of public trust. A Pew Research Center report found that 51% of adults aged 18 to 29 believe that colleges and universities have a negative impact on the country, while 59% argue that four-year colleges do not provide good value for the money (Sanders, 2023). The perception of college as a high-cost, low-return investment is rising, fueled by soaring tuition prices, student loan debt, and stagnant wages for many degree holders (Weissman, 2023).

The Shift from a Universal Good to a Questionable Investment

For much of the 20th and early 21st century, higher education was seen as a gateway to upward mobility. A college degree was once considered an essential stepping stone to financial stability and professional success. However, in recent years, this perception has shifted dramatically:

In 2015, over 70% of Americans believed a college degree was worth the cost—by 2023, that number had dropped below 50% (Knox, 2024).
A third of Americans now believe that college degrees are unnecessary for career success, particularly as alternative education pathways become more widely available (Drozdowski, 2024).
Millennials and Gen Z students are the most skeptical generations in modern history regarding higher education’s value (Felix, 2025).

This skepticism is not without reason. Tuition has increased by 211% since 1980, yet real wages for many degree holders have remained stagnant (Weissman, 2023). Additionally, student loan debt in the U.S. has surpassed $1.7 trillion, with many borrowers struggling to make payments due to underemployment or low post-graduation salaries (National Student Clearinghouse, 2024).

Rising Costs, Declining ROI, and Economic Uncertainty

One of the biggest drivers of public distrust in higher education is the disconnect between the rising cost of college and the economic realities that graduates face:

The average cost of a four-year degree at a public institution is now over $100,000, while private institutions often exceed $250,000 (Knox, 2024).
The median salary for recent college graduates is only $55,000, leaving many struggling to justify the cost of their degree (National Student Clearinghouse, 2024).
44% of recent college graduates are in jobs that do not require a degree, a figure that has risen steadily over the past decade (Drozdowski, 2024).
While fields like engineering, healthcare, and technology continue to offer strong financial returns, many humanities and liberal arts graduates struggle to find high-paying positions (Felix, 2025).

This imbalance has led students and families to rethink traditional degree pathways in favor of more cost-effective, career-focused education options.

The Rise of Alternative Credentials and Workforce-Driven Education

As skepticism toward traditional higher education grows, millions of students are turning to alternative education models that provide faster, cheaper, and more targeted career preparation. These non-traditional pathways are reshaping the education-to-career pipeline, offering job-aligned skills without the high cost and time commitment of a four-year degree.

The Decline of Traditional Degree Enrollment and the Shift to Alternative Credentials

Over the past decade, U.S. undergraduate enrollment has seen a significant decline, with nearly three million fewer students enrolling in traditional degree programs between 2010 and 2023 (National Student Clearinghouse, 2024). As student interest in four-year degrees has waned, there has been a dramatic rise in skills-based training programs, coding boot camps, and apprenticeship models, which have surged by 150% since 2018 (Weissman, 2023). This shift signals a fundamental change in how individuals approach education and career preparation.

Today’s job seekers are increasingly prioritizing shorter, more targeted learning pathways that allow them to quickly gain industry-relevant skills. More than 60% of job seekers now favor skills-based certifications over traditional degrees when considering career advancement (Felix, 2025). This preference reflects a growing awareness that many employers are placing greater value on practical skills, industry credentials, and demonstrated competencies rather than academic degrees alone.

This movement is largely driven by changing workforce expectations and the rapid adoption of skills-based hiring among major employers. As companies shift their focus toward competency-based hiring, traditional higher education institutions must adapt or risk becoming increasingly irrelevant in the evolving job market. The decline of degree enrollment and the rise of alternative credentials is not just a trend—it is a paradigm shift that higher education must address head-on.

The Acceleration of Skills-Based Hiring

One of the most significant shifts in the labor market is the increasing adoption of skills-based hiring practices over degree-based qualifications.

Google, IBM, Apple, Tesla, and other major corporations have eliminated degree requirements for many high-paying jobs, instead prioritizing experience, technical proficiency, and job-specific credentials (Sanders, 2023).
A 2023 survey of HR executives found that only 51% believed a four-year degree was essential for hiring, down from 72% in 2017 (Felix, 2025).
Competency-based education (CBE) is rapidly expanding, allowing students to demonstrate mastery of specific skills rather than earning set credit hours (Drozdowski, 2024).

These changes signal a massive shift in how credentials are valued in the labor market, further weakening the appeal of expensive four-year degrees.

Workforce Demand and Alternatives to Traditional Degrees

Many adult learners do not need a full degree and instead seek short-term credentials that align directly with workforce demands. As employers shift toward experience-based hiring, colleges and universities are expanding their alternative credential offerings to remain competitive.

Microcredentials and stackable certificates allow learners to earn job-aligned skills quickly (Felix, 2025).
State and employer partnerships are funding tuition-free training programs in high-demand fields such as cybersecurity, healthcare, and data science (Weissman, 2023).

As the labor market continues to evolve, higher education institutions that fail to integrate workforce-driven education models will struggle to attract and retain students. Institutions that embrace alternative credentials, skills-based education, and employer partnerships will be far better positioned to meet the needs of modern learners and maintain enrollment stability.

How Higher Education Can Restore Public Trust

As public skepticism grows, institutions must take active steps to rebuild confidence in the value of a college degree. This means shifting from one-size-fits-all degrees to more personalized, workforce-aligned education options.

Emphasizing Affordability and Transparency

Colleges must provide clear cost-benefit analyses for students, offering data on expected salaries, employment rates, and debt loads per major (Felix, 2023).
Tuition-free associate degrees and employer-sponsored training programs should be expanded to increase accessibility (Knox, 2024).

Integrating Workforce-Based Learning

Institutions should embed internships, apprenticeships, and real-world experiences into degree programs to increase graduate employability (Carey, 2022).
Co-branded degree programs with employers, where students graduate with both a diploma and industry-recognized certifications, are gaining traction (Sanders, 2023).

Creating Shorter, More Flexible Learning Pathways

Stackable credentials allow students to earn qualifications progressively rather than committing to a four-year program upfront (Drozdowski, 2024).
On-demand learning modules should be developed so students can train for specific skills without enrolling in full degree programs (National Student Clearinghouse, 2024).

Traditional vs. Market-Responsive Thinking

Many institutions cling to outdated academic models, believing that declining enrollment in certain disciplines will eventually rebound if given enough time. This mindset assumes that historical patterns of demand will return, failing to recognize that the higher education landscape is permanently shifting. As Higher Education Doesn’t Need Resilience, It Needs Reinvention argues, the sector cannot rely on resilience alone—colleges must fundamentally rethink how they deliver education and what programs they offer to align with student and workforce needs (Spiva, 2025).

The Flaws in Higher Education’s Assumptions About Academic Programs

Many institutions continue to operate under outdated assumptions about academic programs, believing that declining majors will eventually rebound, faculty expertise will always align with workforce needs, and that their institutional missions can remain unchanged despite shifting student priorities. These assumptions, however, often lead to financial instability, declining enrollments, and missed opportunities to adapt.

One common misconception is the belief that certain majors will experience a cyclical rebound. Colleges frequently resist eliminating underperforming programs, assuming that student interest will naturally return over time (Felix, 2025). However, long-term enrollment data suggests otherwise. Programs such as foreign languages, pure humanities, and some social sciences have seen multi-decade declines with no signs of significant recovery (Knox, 2024). While these disciplines remain valuable, they often struggle to attract enough students to justify their continued existence in their current forms. Institutions that fail to recognize this reality risk maintaining programs that are no longer financially viable or relevant to student career prospects.

Another major challenge is the misalignment between faculty expertise and workforce needs. Faculty members often build their careers around knowledge areas shaped by their graduate education, which may no longer reflect modern industry demands. Meanwhile, labor markets evolve rapidly, and academic curricula often struggle to keep pace. For example, political science programs remain structured around traditional government and policy analysis, while fields like public administration, data-driven governance, and international security studies have surged in employer demand (Felix, 2025). Without intentional realignment, institutions risk producing graduates whose skills do not match workforce expectations, making it harder for them to secure meaningful employment.

Finally, many colleges prioritize preserving their institutional mission over adapting to student expectations. While history, tradition, and academic integrity are important, they must be balanced with the realities of a changing educational landscape. Some institutions remain committed to offering standalone philosophy and history degrees, even as student interest in these majors declines. A small liberal arts college, for example, may take pride in its classical humanities programs, yet without integrating them into interdisciplinary or applied studies, the institution risks declining enrollments and financial vulnerability (Anderson, 2023). Schools that fail to evolve may soon find that preserving their traditions comes at the cost of their long-term survival.

Recognizing these challenges is the first step toward ensuring that academic offerings remain sustainable and relevant. Institutions must take a proactive approach to assessing program viability, aligning faculty expertise with labor market needs, and adapting their missions to meet the expectations of today’s students.

Successful Models of Market-Responsive Thinking

Some institutions have successfully shifted to a market-responsive academic model, integrating employer needs, interdisciplinary education, and flexible degree pathways.

Georgia State University: Uses real-time labor analytics to inform academic realignment efforts, ensuring majors align with economic trends (The Change Leader, Inc., 2025).
Arizona State University: Pioneered adaptive learning technologies and online education expansion to meet student demand for flexible, skills-based degrees (Knox, 2024).
Purdue University Global: Integrated high-demand technical and applied learning pathways into traditional degree offerings, increasing student retention and employability (Drozdowski, 2024).

The Myth of “We Just Need Better Marketing”

Many institutions, rather than making meaningful changes to their academic programs, attempt to solve enrollment declines through marketing and rebranding efforts. This often results in cosmetic adjustments that do little to address underlying structural issues. English departments, for example, might emphasize digital literacy or writing for modern audiences, yet if the core curriculum remains unchanged, these efforts rarely translate into sustained enrollment growth (Cassuto, 2025). Students and employers alike can see through surface-level changes, and without substantive programmatic updates, interest in these degrees will continue to decline.

One of the most common misconceptions is that a short-term boost in enrollment signals long-term program viability. Some universities have rebranded programs to appear more relevant, but without curriculum updates, these efforts only generate temporary spikes in interest (Rosenberg, 2023). A small liberal arts college, for example, rebranded its History major as “Applied History” to attract more students. However, because the coursework itself remained unchanged, students quickly recognized the lack of career integration. Without meaningful connections to workforce skills, experiential learning, or interdisciplinary opportunities, enrollment continued to decline (Anderson, 2023).

Another flawed assumption is that employers prioritize program names over actual skills. While a department may rename a major to sound more modern, hiring managers are less concerned with a degree title and more focused on the skills and experiences graduates bring to the table. A traditional English degree marketed as “Writing in the Digital Age” may sound appealing, but unless the program incorporates practical experiences in UX writing, content strategy, or digital marketing, students will struggle to compete for jobs in those fields (Knox, 2024). Employers increasingly seek graduates with demonstrated experience, not just credentials that sound relevant.

Institutions that successfully reinvigorate their programs do so by making substantive curricular changes rather than relying on superficial branding. The University of Utah, for instance, transformed its Film Studies program into a Digital Media Arts major, integrating coursework in game design, animation, and interactive storytelling. By expanding career-aligned pathways, the program saw a significant increase in enrollments (Drozdowski, 2024). Similarly, Northeastern University pioneered a co-op-based learning model, embedding hands-on work experiences into degree programs. This approach not only improved student employability but also boosted enrollment, as students saw a direct connection between their coursework and career opportunities.

**Marketing alone is not enough—**successful institutions realign their academic programs to ensure relevance, adaptability, and workforce preparation. The schools that thrive will be those that commit to curricular innovation, industry alignment, and experiential learning, rather than relying on rebranding efforts that fail to address deeper enrollment and employment concerns.

The Future of Higher Education: Adapt or Decline

If higher education institutions fail to address shifting student expectations and workforce demands, they risk further declining enrollments, financial instability, and irrelevance. Institutions that embrace alternative credentials, workforce partnerships, and affordability-driven reforms will maintain student interest and public trust. Those that cling to outdated models will continue to see skepticism rise and enrollments fall (Knox, 2024).

Higher education is at a crossroads. The question is no longer whether change is coming—it’s whether institutions will lead that change or be left behind.

A Tale of Two Institutions: Leadership That Saves vs. Leadership That Delays

Higher education faces a moment of reckoning, and the difference between survival and closure often comes down to leadership willing to make bold, proactive decisions versus those who wait until it’s too late. Two institutions—Unity Environmental University and Northland College—both small, environmentally focused colleges, illustrate this divide.

One institution reinvented itself before financial collapse, while the other delayed action until no options remained. Their contrasting trajectories provide a case study in the power of decisive leadership.

Unity Environmental University: Proactive Innovation

Facing severe financial instability and declining enrollment, Unity Environmental University (formerly Unity College) had a choice: continue trying to revive a struggling residential model or boldly pivot to a more sustainable and scalable structure. Under the leadership of Dr. Melik Peter Khoury, Unity chose reinvention over stagnation, transforming from a traditional campus-based institution into a national leader in online and hybrid environmental education (Pillar, 2025).

Key Strategies That Led to Unity’s Success:
✅ Shifted away from a traditional residential model, transitioning to hybrid and distance learning, which expanded student access beyond a fixed geographic region (Khoury, 2023).
✅ Reorganized academic programs into Sustainable Educational Business Units (SEBUs), allowing for financially independent program management to reduce inefficiencies (Pillar, 2025).
✅ Eliminated excessive tuition discounting in favor of a simplified, transparent pricing structure that made education more affordable and scalable.
✅ Saw enrollment surge from 800 to over 7,000 students, proving that institutions willing to innovate aggressively can reverse their trajectory (Khoury, 2023).

Unity’s transformation was not without resistance—faculty and alumni expressed concerns over losing the institution’s historic identity. Yet, as Unity’s enrollment and financial health rebounded, it became a model for adaptive leadership in higher education (Pillar, 2025).

Unity’s approach demonstrates that proactive leadership means making difficult choices before financial instability forces them. By redesigning its academic model, embracing modern delivery methods, and expanding access to a wider pool of learners, Unity not only survived but thrived.

Northland College: The Cost of Delayed Action

Northland College, another environmentally focused institution, faced similar financial challenges but took a very different approach. Instead of radical restructuring, Northland engaged in years of temporary fixes and emergency measures—an approach that ultimately proved unsustainable.

Key Factors That Led to Northland’s Closure in 2025:
❌ Operated at a deficit for nearly a decade, relying on emergency fundraising rather than structural financial reform (Moody, 2025).
❌ Failed to pivot to a sustainable business model—while Unity pivoted to online and hybrid education, Northland tried to preserve a traditional residential model that was no longer viable (Meyerhofer, 2025).
❌ Attempted a last-minute downsizing strategy, planning to reduce its budget by $7 million, but these changes came too late to stabilize the institution (Unglesbee, 2024).
❌ Lacked alignment between leadership and faculty, leading to internal disputes about whether to double down on environmental studies or broaden academic offerings (Meyerhofer, 2025).
❌ Struggled with student retention, as uncertainty about the institution’s future pushed students to transfer elsewhere, accelerating its decline (Moody, 2025).

Despite these challenges, Northland had opportunities to reinvent itself. At various points, the institution considered reducing its residential footprint, forming strategic partnerships, and diversifying its academic offerings. However, faculty, leadership, and trustees struggled to align on a vision, leading to delayed decision-making and reactive leadership (Unglesbee, 2024).

The Leadership Lesson: Change Must Be Proactive, Not Reactive

The difference between Unity and Northland wasn’t just their missions—it was their leadership approach. Unity made bold, proactive decisions before financial instability forced its hand, while Northland delayed action until there were no viable options left. This contrast illustrates a stark reality: colleges and universities that fail to adapt in time will not survive. Institutions that allow faculty resistance, governance inertia, or nostalgia for outdated models to dictate decision-making will find themselves struggling to remain relevant. The traditional model of slow, incremental change no longer aligns with financial realities, workforce shifts, and evolving student demands. As Rosenberg (2023) states, “If higher education remains stuck in a culture of self-preservation, we will simply see more institutions collapse.”

The universities that will thrive in this new era are those that take decisive action to restructure their governance models, modernize faculty roles, and align programs with economic and workforce trends. They will be the ones that:
✅ Adapt shared governance models to allow for strategic agility.
✅ Restructure tenure policies to encourage cross-disciplinary teaching and applied learning.
✅ Use financial and enrollment data to guide program realignment and faculty hiring.

In an era of economic and enrollment challenges, faculty resistance is not just an obstacle to change—it is a direct threat to institutional survival. Institutions that fail to modernize will face continued enrollment declines, financial shortfalls, and, ultimately, closure.

From Reactive Crisis Management to Strategic Policy Reform

While institutional leadership plays a crucial role in shaping a college’s future, broader policy changes at the state and federal levels are also necessary to ensure higher education remains sustainable. Colleges cannot make these changes alone—policymakers must enact structural reforms that support workforce-aligned education models, streamline credit transfer systems, and expand funding for non-traditional learners. Without these interventions, even the most innovative institutions will struggle to maintain enrollment and financial stability.

To support higher education’s transformation, the following policy recommendations can help institutions remain viable while expanding opportunities for students:

Expand Pell Grant eligibility for short-term credentials to ensure non-traditional students—especially adult learners—have access to affordable workforce training programs.
Create state and federal incentives for employer-university partnerships to drive enrollment in programs that directly align with industry needs.
Develop a national credit transfer system to remove barriers for adult learners and ensure that previously earned credits apply to degree and credential programs (Weissman, 2023).

Colleges and universities that embrace these changes will be better positioned to attract and retain students, respond to workforce demands, and remain financially sustainable. Those that fail to act will find themselves increasingly marginalized in a higher education landscape that is rapidly evolving.

Final Thoughts

The Need for Bold Leadership

The future of higher education will be determined by bold, strategic decision-making. Institutions must move beyond sentimental attachments to outdated programs and make data-driven choices about which degrees to phase out and which to reinvent. Colleges that act proactively can reinvest in growth areas, ensuring long-term viability and student success. Those that fail to do so will eventually face closures dictated by financial crises rather than proactive leadership.

Leadership must be proactive, not reactive. The difference between institutions that thrive and those that collapse is often the willingness to act before financial instability becomes irreversible. While some programs should be eliminated, many have the potential for reinvention—but these choices must be made before an institution’s future is no longer in its own hands.

What’s Next? From Elimination to Transformation

Not every struggling major needs to disappear. The real challenge for higher education is not just determining which programs to cut, but identifying which can be redesigned for the future. Institutions that take an innovative, interdisciplinary approach can turn underperforming programs into high-impact, workforce-aligned degrees.

🔹 How can colleges transform struggling programs into future-proof, interdisciplinary degrees that attract students and employers alike?
🔹 What role does collaboration between academic disciplines, industry partners, and technological advancements play in revitalizing programs?
🔹 How can institutions strike a balance between market-driven program redesign and their broader educational mission?

In Part 2 of this series, we’ll explore how struggling majors can be restructured into dynamic, future-focused programs that meet both student expectations and workforce needs. This is not just about survival—it’s about creating the next generation of high-impact academic programs.

The future of higher education will belong to institutions willing to reimagine, reinvent, and lead.

References

Anderson, J. (Host). (2023, November 9). Higher Education’s Resistance to Change [Audio podcast episode]. In Harvard EdCast. Harvard Graduate School of

Cassuto, L. (2025). The future of the humanities: Adapting to an evolving higher education landscape. Chronicle of Higher Education.

Carey, K. (2022). The great enrollment crash: How demographics are reshaping higher education. Higher Ed Policy Review, 32(4), 15-28.

Donadel, M. (2025). Higher education closures: The financial and demographic realities facing small colleges. Higher Ed Dive.

Drozdowski, M. (2024). The enrollment crisis: Understanding the decline in U.S. college students. National Center for Higher Education Analytics.

Felix, J. (2023). The changing role of social sciences in a data-driven world. Journal of Interdisciplinary Research, 41(2), 78-92.

Khoury, M. P. (2023). An Uncommon Success Story: Unity Environmental University, President and CEO, Dr. Melik Khoury. (2023, September 26). InGenioUs Podcast. Retrieved from YouTube.

Knox, T. (2024). Demographic decline and higher education: Strategies for adapting to a shrinking student pool. American Journal of Higher Education Policy, 48(1), 12-29.

Lederman, D. (2024, June 17). Alverno declares financial exigency; will cut programs and jobs. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/quick-takes/2024/06/17/alverno-declares-financial-exigency-will-cut-programs-and-jobs

Meyerhofer, K. (2025). Northland College’s last stand: What went wrong? Wisconsin Public Radio.

Moody, J. (2025). When small colleges collapse: The slow-motion crises behind institutional closures. The Chronicle of Higher Education.

Moody, J. (2024, June 7). A rough month for campus cuts. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/business/cost-cutting/2024/06/07/rough-month-campus-cuts

National Student Clearinghouse. (2024). Some college, no credential: A growing population in need of degree completion pathways. Washington, D.C.: National Student Clearinghouse Research Center.

OpenAI’s DALL-E. (2025). Conceptual illustration of Stop resuscitating dead programs – Why some programs need to die for higher ed to thrive. [AI-generated image]. Retrieved from https://labs.openai.com

Pillar, G. (2025). Leading change in higher education: A case study on Unity Environmental University’s bold approach to modern learning. Innovative Higher Education Professional.

Rosenberg, B. (2023). Whatever it is, I’m against it: Resistance to change in higher education. Harvard University Press.

Sanders, K. (2023). Shifting perceptions of higher education: The growing debate on value and ROI. Pew Research Center.

Spiva, M. (2025). Higher education doesn’t need resilience—it needs reinvention. Journal of Higher Education Transformation, 52(1), 21-38.

Stocker, G., & Hendricks, M. (2025). College financial health and viability: A data-driven approach to assessing institutional sustainability. Perspective Data Science.

The Change Leader, Inc. (2025). Academic realignment and organizational redesign: Strategies for financially sustainable higher education institutions.

Unglesbee, B. (2024). After a brush with closure, Northland College unveils plan to downsize—but is it too late? Higher Ed Dive.

Weissman, S. (2023). Re-envisioning financial aid and policy for today’s college students. Higher Education Policy Journal, 47(2), 34-50.

West Virginia University. (2024). WVU’s academic transformation: Navigating budget cuts and program closures. Morgantown, WV: WVU Press.

A First Take on the 2024 National Student Clearinghouse Enrollment Data: Key Signals for the Future of Higher Education

gregpillar on October 27, 2024

The preliminary Fall 2024 enrollment data released by the National Student Clearinghouse offers crucial insights into the current state of higher education, particularly among private, four-year institutions, which make up over 36% (1,324 out of 3,639) of degree-granting colleges and universities with first-year undergraduates in the United States (National Center for Education Statistics, 2022). These trends align with observations I—and others in the field—have made regarding the shifting landscape and the future of higher education, where demographic changes, financial accessibility, and evolving student priorities play pivotal roles.

In this article, I unpack these preliminary findings, exploring how declines in freshman enrollment, growth in non-traditional age students, rising popularity of certificate programs, and changing racial and economic demographics are reshaping the landscape. Additionally, we consider the broader implications of recent legal shifts affecting diversity in higher education, as well as persistent challenges facing lower-income students, particularly those dependent on Pell Grants. These observations highlight trends that I believe signal significant opportunities and challenges ahead, providing a framework for institutions to strategize around the evolving needs of modern learners and prepare for a more adaptive and inclusive future in higher education. I look forward to taking deeper looks and providing more in-depth analyses of these trends in future articles.

1. The Decline in Freshman Enrollment at 4-Year Private Institutions

Full-time Freshman enrollment at four-year private colleges has seen a notable 6.7% decrease this year, a decline driven by multiple interconnected factors that extend beyond any single cause (Kim, et. al., 2024). This reduction aligns with the long-anticipated demographic cliff, which is already impacting smaller private colleges more significantly due to declining birth rates—particularly in the Midwest and Northeast. Enrollment shifts in public institutions also reflect this trend, with freshman enrollment there dropping by 8.6%, illustrating that these challenges are impacting the broader higher education landscape. Certain regions, like the South, may experience softer declines due to higher population growth, but enrollment trends across private institutions are broadly being tested. It is worth noting the only real areas of increase is at community colleges and specifically part-time public 2-yr (2.2%) and part-time public primary associate degree granting baccalaureate institutions (PAB) (8.0%).

Figure 4.3 – Freshman Enrollment Changes by Sector and Enrollment Intensity: Shows percentage change in freshman enrollment by sector and enrollment intensity from Fall 2023 to Fall 2024. (Source, Kim., et al., 2024)

This demographic decline disproportionately affects traditional college-age students, particularly evident in the 5.8% drop in 18-year-old freshmen at four-year institutions, revealing that many high school graduates are increasingly opting out of enrolling directly in a four-year college post-graduation (Kim, et. al., 2024, Figure 4.1a). The Higher Ed Dive analysis highlights that freshman enrollment declines span across racial and ethnic groups, with first-year enrollment declining by 5% overall (Unglesbee, 2024). More notably, declines were particularly steep among White, Black, and Multiracial students—11.4%, 6.1%, and 6.6%, respectively—while Hispanic and Asian students experienced relatively smaller reductions. The demographic shifts highlighted by both the Clearinghouse report and Higher Ed Dive underscore the critical need for institutions to prioritize inclusive outreach and strategic support to maintain racial and ethnic diversity within incoming freshman classes (Kim, et. al., Figure 4.2b, 2024; Unglesbee, 2024).

Figure 4.1a – Freshman Enrollment Changes by Age: Shows percentage change in freshman enrollment by age from Fall 2023 to Fall 2024. (Source, Kim., et al., 2024)

Graph showing percentage change in freshman enrollment by race and ethnicity from Fall 2023 to Fall 202 2024 as noted in the article.

Figure 4.1b – Freshman Enrollment Changes by Race/Ethnicity: Shows percentage change in freshman enrollment by race and ethnicity from Fall 2023 to Fall 2024. (Source, Kim., et al., 2024)

Adding to these enrollment challenges is the delayed release of the Free Application for Federal Student Aid (FAFSA), which has presented barriers for lower-income students who rely heavily on financial aid planning to secure enrollment. This delay, combined with economic pressures, impacts institutions with higher concentrations of Pell Grant recipients particularly harshly, evidenced by a 10% freshman enrollment decline at such private institutions. In contrast, community colleges, often more accessible to lower-income students, reported a slight 1.2% increase in freshman enrollment. This disparity between private institutions and community colleges further supports the need for private colleges to address affordability and retention to stay competitive in a shifting landscape (Kim, et. al., Figure 4.2, 2024; Fink, 2024).

Figure 4.2 – Freshman Enrollment Changes by Share of Undergraduates with Pell Grants: Shows percentage change in freshman enrollment by share of undergraduates with Pell Grants from Fall 2022 to Fall 2024. (Source, Kim., et al., 2024)

The complexities of these enrollment shifts are visually represented in Figure 4.1b: Freshmen Enrollment Changes by Race/Ethnicity, which shows stark disparities. In 2024, white freshman enrollment at private institutions declined by 11.4%, while Black and Multiracial students saw declines of 6.1% and 6.6%, respectively. Hispanic and Asian students experienced smaller declines of 1.4% and 2.8%. These variances suggest the need for institutions to prioritize inclusive outreach and strategic support to attract a diverse applicant pool, particularly from underrepresented groups who are bearing the brunt of financial and demographic pressures (Unglesbee, 2024).

The increase in dual enrollment among high school students also impacts enrollment decisions, with approximately 2.5 million high school students participating in dual enrollment programs during the 2022–23 academic year, making up roughly 21% of community college enrollments (Fink, 2024). The appeal of dual enrollment lies in its cost-effectiveness, allowing students to earn college credits at reduced costs, if not for free, often leading them to choose community colleges over private four-year institutions (Unglesbee, 2024; Fink, 2024).

Finally, also contributing to these enrollment declines is growing public skepticism around higher education, with concerns over escalating tuition costs and questions about the return on investment (ROI). This skepticism, paired with rising interest in alternative pathways such as apprenticeships, certifications, and direct-to-workforce options, has made traditional college enrollment less attractive for some students. These trends underscore the critical need for private four-year institutions to adapt recruitment and retention strategies to navigate a complex and shifting educational landscape.

2. The Rise in Enrollment of Non-Traditional Age Students

While traditional freshman enrollment is declining, the Clearinghouse report shows a rise in enrollment among non-traditional age students at private four-year institutions, indicating a shifting demographic profile. Specifically, since 2022 enrollment for students aged 21 – 24 increased by 25.2%, aged 25 to 29 rose by 38.7%, and for those aged 30 or older, it increased by 29.1%, in sharp contrast to the declines seen in traditional freshman enrollment (Kim, et. al., 2024, Figure 4.1a). Part-time enrollment for this age group has also risen, highlighting the shift toward students managing multiple responsibilities alongside their studies and delaying the pursuit or completion of a degree (Kim, et. al., 2024; Spitalniak, 2024). This shift supports the trend of increasing demand among modern learners for adaptable, relevant, and skill-based education that fits their complex schedules and immediate workforce needs.

Figure that shows the enrollment trends by age as noted in the article.

Figure 4.1a: Freshman Enrollment Changes by Age Group, Fall 2022 to Fall 2024 – (Kim et. al., 2024). (Image also shown in previous section)

This demographic shift reflects the increasingly prominent “modern learner” concept as described by Sallustio and Colbert (2024). Modern learners prioritize programs offering quick and tangible returns on investment and often seek education that supports career advancement, upskilling, or reskilling. THe previously used “non-traditional” students are driving the rise in certificate and credential programs, as shown by a 4.8% growth in these enrollments this year, highlighting an increasing preference for shorter, career-aligned educational programs that align well with workforce demands (Kim, et. al., 2024). The Higher Ed Dive article corroborates this trend, emphasizing that the overall 3% growth in undergraduate enrollment is largely driven by returning and “non-traditional” students, further reinforcing the shifting focus from traditional four-year degrees to accessible, workforce-relevant credentials (Spitalniak, 2024; Sallustio & Colbert, 2024).

Institutions aiming to serve this demographic must adjust their educational delivery methods to accommodate the needs of students balancing work, family, and school. Research shows that flexible course scheduling, particularly through evening, weekend, and online or hybrid formats, is essential to supporting non-traditional students’ success. Notably, online enrollment pursuing online degrees at primarily online institutions (POI) grew by 13.3%, emphasizing the need for institutions to embrace adaptable learning formats to meet the demands of students with non-traditional schedules (Kim, et. al., 2024, Figure 4.3). Even if an institution’s primary student demographic is the “traditional” 18-22-year-old student, embracing the “modern learner” approach will not only increase the accessibility of your programs for those with families and other time commitments, it will also better serve students in the 18-22-year-old demographic.

Furthermore, as Sallustio and Colbert (2024) argue, effectively supporting modern learners requires not only program flexibility but also recognition of the economic constraints that non-traditional students often face. Expanding scholarship opportunities, developing robust career services, and offering targeted mental health support can reduce the barriers these learners face in pursuing education. Through the integration of support mechanisms such as these, institutions can create an environment that encourages non-traditional learners to enroll and persist in higher education. By building adaptable, mission-driven strategies, private institutions can better position themselves to attract a broad spectrum of learners and meet the evolving needs of an increasingly diverse student population.

3. Growth in Certificate Programs and Stackable Credentials

One of the most striking trends in the 2024 data is the rapid growth in enrollment in certificate programs, reflecting a strong demand for skills-based, career-focused credentials that offer immediate value in the job market. In 2024, undergraduate certificate programs at private four-year colleges, fields such as Liberal Arts and Sciences saw a significant 21.9% increase, while Construction Trades grew by 13.6%, and Mechanic and Repair Technologies saw an increase of 13.0% (Kim et al., 2024, Figure 6.1a). These fields highlight the versatility and appeal of trade professions as well as foundational and interdisciplinary knowledge in meeting workforce needs. Over a 2 year period (2022-2024) Liberal Arts and Sciences saw a striking 64.5% increase, Basic Skills had a significant 46.7% jump, and Multidisciplinary studies increased 29.4%.

Figure 6.1a: Enrollment Changes in the Top Twenty Major Fields – Undergraduate Certificates (Fall 2022 – Fall 2024)

Similarly, graduate certificate programs experienced notable growth, particularly in high-demand areas. For example, in 2024 Engineering saw an impressive 19.6% growth in graduate certificate enrollment, followed by Public Administration, which rose by 14.9%, and Liberal Arts and Sciences, which grew by 12.2% (Kim et al., 2024, Figure 6.1b). Between the years 2022 and 2024, similar to the undergraduate certificates, the largest areas of growth were Legal Professions and Studies (59.7%), Public Administration (26.1%), and Multidisciplinary Studies (22.9%)

These values indicate that providing smaller credentials with key skills often found and cultivated in the liberal arts provide significant value and may be an alternative route for how these institutions structure their programs to meet current and future workforce needs while still anchored in the Liberal Arts. Interestingly, fields/areas where enrollment is declining in degree programs are the same fields/areas experiencing an increase in enrollment for certificates. Thus, further showing the value of skills stemming from studies in the Liberal Arts and Sciences as beneficial and highly desired workforce skills.

Figure 6.1b: Enrollment Changes in the Top Twenty Major Fields – Graduate Certificates (Fall 2022 – Fall 2024) (Kim et. al., 2024).

This trend is particularly significant for the modern learner—often balancing work, family, and educational commitments—who may not have the flexibility or resources to commit to a full degree program. According to recent insights, certificate programs have become particularly appealing due to their shorter time commitment and immediate workforce applicability, allowing students to quickly gain specialized skills in fields like healthcare, business, and technology (Gurchiek, 2024). These programs align well with the needs of non-traditional learners, many of whom prioritize skill acquisition and career advancement over traditional degrees.

Stackable credentials have emerged as a flexible and pragmatic pathway, allowing students to earn meaningful qualifications in stages that can later be applied toward a degree. This pathway is particularly attractive in fields such as information technology, healthcare, and business administration, which lead in undergraduate and graduate certificate enrollments. This alignment with workforce demands reflects a growing focus among learners and institutions on adaptability, specialized skills, and direct career applicability.

By offering stackable credentials, private institutions can attract a wider array of learners—both those beginning their careers and those advancing or pivoting mid-career—while supporting the development of competencies that respond to labor market demands. The trend toward certificates highlights a broader evolution in higher education, where the focus is increasingly on skills acquisition and career progression over traditional, time-intensive degree paths.

Figures 6.1a and 6.1b from the National Student Clearinghouse report effectively illustrate the substantial enrollment growth in certificate programs relative to traditional degrees, emphasizing the appeal of these shorter, skills-oriented credentials. This shift underscores the modern learner’s preference for accessible, practical education pathways that align closely with professional goals.

4. The Impact on Racial Diversity and Demographic Shifts

The Supreme Court’s recent ruling on affirmative action has introduced further challenges to maintaining racial diversity within private institutions, which typically boast a diverse student population. The 2024 National Student Clearinghouse data reveals nuanced shifts in racial and ethnic enrollment patterns, indicating a slight decrease in Black and Hispanic student enrollment in private four-year institutions. This decline aligns with broader trends following the affirmative action ruling, underscoring the need for institutions to rethink their recruitment strategies to sustain diversity (Kim, et. al., 2024, Figure 4.1b).

Figure 4.1b – Freshman Enrollment Changes by Race/Ethnicity: Shows percentage change in freshman enrollment by race and ethnicity from Fall 2023 to Fall 2024. (Source, Kim., et al., 2024)(Image also shown in previous section)

Adding to these challenges is the recent drop in traditional-age college students, making the recruitment and retention of underrepresented students even more essential for institutions aiming to maintain campus diversity. These demographic and legal shifts emphasize the need for targeted strategies that extend beyond conventional approaches. Data indicates that in the 2022–23 academic year, Black students made up only 8% of enrollments in high school dual enrollment programs—a pathway that often provides a stepping stone into higher education (Fink, 2024).

Notably, the Supreme Court’s decision appears to have had a pronounced effect at several elite institutions, where shifts in enrollment demographics have been observed. For example, Amherst College reported a sharp decline in Black first-year students, dropping from 11% of the freshman class last year to a mere 3% this year, while Hispanic student enrollment fell from 12% to 8% (Svrluga, 2024; Chao-Fong, 2024). At the same time, white students increased from 33% to 38% and Asian American students increased from 18 to 20%. Similarly, Tufts University experienced a reduction in Black students in its freshman class from 7.3% to 4.7%, with a concurrent rise in white enrollment from 46.8% to 49.3% (Chao-Fong, 2024). These figures signal that some schools are encountering immediate, tangible impacts on diversity following the affirmative action ban.

As demographic shifts continue and traditional college-age populations decline, the need for innovative diversity strategies becomes more urgent. Beyond relying on traditional pipelines, schools may consider partnerships with community organizations, outreach to high schools in underrepresented areas, and scholarships aimed specifically at first-generation students. This approach could foster diverse pathways for non-traditional students, particularly those pursuing stackable credentials or certificates, who may increasingly represent campus diversity in the absence of affirmative action policies.

Looking ahead, this enrollment data might signal more long-term challenges in achieving racial and ethnic representation on campuses. The drop in diversity is especially concerning when combined with the ongoing demographic cliff, the rising costs of higher education, the delayed FAFSA rollout, and public concerns about the return on investment in a college degree. The convergence of these factors may disproportionately affect underrepresented students’ access to higher education, suggesting a growing urgency for colleges to adopt race-neutral but inclusion-oriented policies and practices to maintain diverse learning environments in the years to come (National Student Clearinghouse Research Center, 2024).

5. Challenges for Lower-Income Students and Declines in Pell Grant Enrollment

Lower-income students continue to face significant barriers beyond just tuition costs, and the Fall 2024 enrollment data from the National Student Clearinghouse paints a sobering picture for Pell Grant recipients at four-year private institutions. Unlike previous years when Pell Grant enrollment held relatively steady, 2024 saw a sharp decline in these enrollments, with decreases of 10.7% for high-Pell institutions, 5.1% for medium-Pell, and 6.4% for low-Pell institutions (Kim et al., 2024, Figure 4.2b). These drops highlight how financial uncertainty, compounded by FAFSA processing delays, disproportionately impacts students who rely heavily on aid. The findings suggest that many Pell-eligible students faced additional hurdles in confirming their college plans this year, underscoring how crucial it is for institutions to address financial access challenges more proactively.

One of the driving forces behind these enrollment declines is the delay in processing the Free Application for Federal Student Aid (FAFSA). For lower-income students, who often cannot finalize their plans without financial aid, such delays create substantial obstacles. The resulting uncertainty caused some Pell-eligible students to defer or forgo their enrollment, continuing a pattern observed in past years (Kim et al., 2024). When financial aid is delayed or uncertain, students from low-income backgrounds are left with few viable options, particularly at private institutions with higher tuition costs. This situation exacerbates existing challenges for first-time freshmen from lower-income families, making it increasingly difficult for them to access private four-year institutions.

The struggle for these students goes beyond just tuition. Many low-income students also contend with indirect costs, such as housing, transportation, and childcare, which can often be as burdensome as tuition itself. A recent analysis reveals that three-fourths of students from low-income backgrounds are working 20 hours or more per week to afford college (Unglesbee, 2024). This heavy reliance on part-time jobs, while necessary, can negatively impact academic performance and progress, as students balancing extensive work hours often face challenges in maintaining their grades and completing their studies on time. For many, juggling these work commitments can mean choosing between staying in school and meeting basic needs.

Institutions could respond by adopting support models tailored to the unique needs of low-income students. Emergency funds, on-campus employment, and affordable housing options are essential. However, innovative ideas like shorter academic terms, where students can focus on fewer classes at a time, or expanded evening and weekend support services could be particularly impactful. These adjustments would not only benefit lower-income students balancing work and school but would also align well with the broader needs of the “modern learner”—students of all backgrounds seeking more flexible, career-aligned education that fits within their busy lives (Sallustio & Colbert, 2024). By creating environments where students have more control over their schedules and can balance personal obligations with academic responsibilities, institutions can help all students thrive.

Moreover, offering these expanded support mechanisms across various schedules and formats helps institutions appeal to a diverse range of learners, not just Pell Grant recipients. Evening and weekend access to tutoring, advising, and career services, for example, would provide non-traditional and working students with the resources they need to succeed. In this way, private institutions can take meaningful steps to adapt to the modern learner model, ensuring that they serve the evolving needs of today’s students—many of whom are balancing significant responsibilities outside the classroom.

In addition, some colleges are experimenting with alternative financial aid models to support low-income students. Partnerships with local nonprofits or corporate sponsors can fill funding gaps and help cover essential indirect expenses such as transportation, textbooks, and childcare. By expanding financial support beyond tuition, institutions can create a more comprehensive approach to access and retention for Pell-eligible students, ensuring that these students not only enroll but also persist and complete their degrees.

6. Shifting Interests in Major Fields and the Growth of Multidisciplinary Studies

The 2024 data also sheds light on changing preferences across fields of study, marking a shift toward disciplines that offer clear career pathways and skill application. Interest in traditional fields like Social Sciences and English has seen continued declines, with Liberal Arts and Sciences dropping by 5.9% and English by 2.6%. In contrast, career-focused fields such as Engineering, Business, and Health Professions have shown notable increases, aligning with students’ and families’ growing emphasis on programs with direct return on investment (ROI) (Kim, et. al., 2024, Figure 6.1).

Figure 6.1 – Enrollment Changes in the Top Twenty Major Fields – Bachelor’s: Shows percentage change in enrollment in the top twenty major fields (bachelor’s) from Fall 2022 to Fall 2024. (Source, Kim., et al., 2024) (Image also shown in previous section).

This trend is particularly evident among students at private four-year institutions. The data underscores the shifting priorities of students and families seeking educational paths with practical, measurable outcomes. For instance, Computer Science programs alone have seen a 3.3% increase in bachelor’s enrollments, while doctoral programs in the field rose by 8.2%. This increase reflects strong student interest in fields associated with high employability rates and competitive starting salaries. Similarly, Healthcare programs report significant enrollment growth, with associate programs increasing by 9.6%, highlighting the perceived stability and essential nature of healthcare-related careers. Undergraduate business programs also saw a 4.1% increase, showcasing sustained interest in fields that blend theoretical knowledge with practical application. When factoring the data and trends over 2 years these trends are even more profound.

The shift toward career-focused education reflects a strong preference for programs with clear career paths and measurable outcomes. This trend puts pressure on traditional majors like the Humanities and Social Sciences to innovate and demonstrate their relevance to modern learners. Restructuring these programs to incorporate multidisciplinary elements could bridge the gap between traditional academic principles and the modern job market’s demands. Programs that blend Humanities with Data Analytics or Psychology with Health Sciences create versatile degrees, attracting students who seek applicable skills across multiple sectors.

Data from the Clearinghouse also shows a steady increase in enrollment in multidisciplinary programs, such as Environmental Studies, Data Science, and Public Policy, fields that cross traditional disciplinary boundaries and prepare students for roles requiring interdisciplinary knowledge (Kim, et. al., 2024, Figure 6.1). This growth underscores the appeal of degrees that allow students to gain a broader skill set applicable across diverse industries.

These interdisciplinary programs offer more than just a diverse academic experience—they provide essential flexibility for a dynamic job market where cross-functional expertise is highly valued. As today’s workforce increasingly demands adaptable skill sets, programs that combine high-growth fields with foundational disciplines are likely to resonate with modern learners and position them for success. Evolving traditional programs to incorporate in-demand skills, such as integrating Data Analysis within Social Sciences or Applied Psychology within Healthcare, would attract students and provide them with the critical adaptability required in an interconnected and rapidly changing workforce.

7. Emerging Institutional Models

The changing demographics and preferences of today’s students necessitate adaptive institutional models that cater to diverse educational needs. Community colleges, for instance, have seen a 4.6% increase in enrollment and an ever greater increase in enrollment by students with Pell Grants underscoring their appeal as cost-effective alternatives to traditional four-year institutions (Kim, et. al., Figure 3.1 and 3.4, 2024). Many of these colleges, those now known as primary associates bachelor awarding institutions (PAB), are expanding their offerings to include four-year degrees, which appeals to students looking for affordable paths to a bachelor’s degree without transferring to a more expensive institution (Kim, et., al., Figure 3.4). This trend not only reflects a shift toward accessible, cost-efficient education but also highlights community colleges’ expanding role as direct competitors to four-year institutions.

Figure 3.4 – Enrollment Changes by Sectors: Shows percentage change in enrollment by sector from Fall 2022 to Fall 2024. (Source, Kim., et al., 2024)

Figure 3.1 – Undergraduate Enrollment Changes by Share of Undergraduates with Pell Grants: Shows percentage change in undergraduate enrollment by share of undergraduates with Pell Grants from Fall 2022 to Fall 2024. (Source, Kim., et al., 2024)

Another emerging model is the rise in fully online education programs, which grew by 6.3% in 2024 and 13.6% between Fall 2022 – 2024, aligning with students’ preference for flexibility and accessibility (Kim, et. al., Figure 3.5, 2024). This growth is especially pertinent for students balancing education with other responsibilities, including work and family obligations. Private institutions offering robust online programs are positioning themselves well to attract a growing market of non-traditional students who value the adaptability of online learning over traditional in-person programs.

Figure 3.5 – Enrollment Changes at POIs, HSIs, and HBCUs: Shows percentage change in enrollment at POIs, HSIs, and HBCUs from Fall 2022 to Fall 2024. (Source, Kim., et al., 2024)

As previously noted, the enrollment data from the NSC report shows a 10.5% increase in Freshmen aged 21 to 24, 20.0% increase in Freshmen aged 25 to 29 and 9.8% increase in Freshmen aged 30 or older, further underscoring the need for institutions to adjust their offerings to better meet the needs of adult learners. These students, often attending school part-time, prioritize programs that allow for upskilling or reskilling to remain competitive in rapidly changing job markets. For private institutions to differentiate themselves, they must leverage their unique missions by emphasizing aspects like small class sizes, personalized learning experiences, or niche program offerings tailored to this demographic. By focusing on targeted services such as online offerings, evening classes, weekend offerings, and enhanced career services, private colleges can position themselves as appealing choices for modern learners beyond the traditional 18-22 age group.

In contrast, enrollment among traditional-age students (18, 19-20) declined by 5.8% and 8.6%, respectively, at private four-year institutions. This decrease reflects the broader demographic shifts and highlights the need for these institutions to expand their appeal to a more varied student body (Kim, et. al., 2024). Additionally, the rise in short-term credential programs, such as certificates, increased by 7.3% this year at private institutions. This trend points to students’ growing interest in education that offers immediate, practical applications and job market relevance.

In a competitive landscape with over 5,900 postsecondary institutions in the U.S., of which about 1,324 are private four-year colleges (NCES, 2022), a clear value proposition is essential for institutional survival. Institutions should consider innovative program structures, such as stackable credentials, that support lifelong learning and offer students flexible pathways to complete degrees over time.

Final Thoughts - Signals for Strategic Planning

The preliminary Fall 2024 enrollment data offer critical insights and potential early indicators that could shape the future of higher education if current trends persist. With the final dataset expected in January, institutions have an opportunity to begin adapting their strategies now to address the changing landscape of higher education. Key findings, such as the 7.3% increase in certificate program enrollments and although there is overall growth in undergraduate enrollment, the declines in freshmen enrollment of students aged 18-21 are telling (Kim, et. al., 2024). These trends, if sustained, could reshape the structure and offerings of private institutions, particularly those aiming to remain competitive in a marketplace increasingly geared toward non-traditional and modern learners.

One notable takeaway is the decline in traditional freshman enrollment, which dropped by 5.8% in 18 year old students and 8.6% in 19 to 20 year old students at private four-year institutions, reflecting a broader demographic shift due to declining birth rates and compounded by challenges such as the delayed FAFSA rollout. If this trend becomes a long-term reality, it could lead to smaller incoming classes each year, impacting not only tuition revenue but also long-term alumni engagement and institutional stability. This demographic shift emphasizes the need for colleges to prioritize recruiting non-traditional students and to strengthen retention strategies by offering support systems and flexibility tailored to modern learners.

As certificate enrollments rise as well as the average age of the typical student, it will also be essential for institutions to rethink traditional degree pathways and consider integrating more stackable credentials into their offerings. The data reveal that career-focused fields, such as healthcare, business, and multidisciplinary studies have shown significant growth, while humanities and social sciences continue to decline. This suggests that students are increasingly seeking educational paths with a clear return on investment (ROI), and institutions that adapt by offering multidisciplinary programs and job-market-aligned curricula are likely to see stronger enrollment numbers.

Additionally, shifts in the racial and economic composition of the student body highlight potential challenges and opportunities for diversity and inclusion strategies. The Supreme Court’s ruling on affirmative action and the decrease in Pell Grant recipient numbers coupled with the increase in HSIs and HBCUs underscore a need for more proactive recruitment and retention efforts, especially among underrepresented and lower-income students. If these patterns hold, it could become essential for institutions to build partnerships with high schools, community organizations, and employers to maintain a diverse and inclusive campus.

While the January update will provide a fuller picture, these early data points should encourage institutions to start evaluating their strategic priorities now. By focusing on adaptive, mission-driven strategies and remaining responsive to these enrollment shifts, private institutions can better position themselves to meet the needs of an evolving student body and ensure relevance in a competitive landscape. Engaging in forward-looking planning that embraces flexibility, accessibility, and inclusivity will be crucial in navigating the uncertainties of the coming years, as the higher education sector adapts to the demands of the modern learner and the realities of an increasingly complex job market.

References

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