In a world that increasingly prioritizes speed and short-term results, centennial institutions—those that have sustained their missions and operations for over a hundred years—stand as rare examples of resilience and longevity. These organizations, including many universities, are often lauded for their ability to remain steadfast through generations, adapting just enough to stay relevant while preserving their core values. However, as highlighted in a recent discussion with Alex Hill on the EdUp Provost podcast (Thuswaldner, 2024) and in his book Centennials: The 12 Habits of Great Enduring Organizations (Hill, 2023), these very qualities that contribute to their endurance can also act as barriers to necessary change. Insights from Whatever It Is, I’m Against It: Resistance to Change show how deeply entrenched traditions can both sustain and inhibit institutions (Rosenberg, 2021). Similarly, perspectives from Matt Alex’s commentary on Higher Education Nostalgia illuminate the challenge of clinging to the past while trying to innovate for the future (Alex, 2024a, 2024b, 2024c). As I discussed in my own article, Tradition to Transformation (Pillar, 2024a), and Bryan Alexander’s Academia Next (2020), offers a forward-looking perspective on how these institutions can navigate the challenges of the future, highlighting the importance of adaptability in a rapidly changing educational landscape.
My motivation for writing this article came from the combination of hearing the EdUp Provost podcast episode featuring Alex Hill, author of Centennials: The 12 Habits of Great Enduring Organizations, and his insights on centennial organizations, along with Matt Alex’s recent Higher Education Nostalgia series, which questions the future role of higher education in the age of AI, and the various recent discussions (in part from podcasts) and readings that led me to write my first article on this topic From Tradition to Transformation (Pillar, 2024). This comprehensive and broader discourse around change in higher education has inspired deeper reflection on how institutions can adapt (and perhaps how I can contribute) to remain relevant. Conversations and resources around the necessity of transformation in higher ed, from books to articles and podcasts, continue to captivate and inspire me to explore these ideas more fully in my writing.
Now, I have a bit of a habit—or perhaps you could call it a quirk—of reading multiple books at once. Yes, it’s a bit chaotic, but it often leads to interesting connections between ideas. As I dove into the books noted here (no, I haven’t finished all of them yet), I couldn’t help but notice a common thread: what has allowed institutions to thrive and survive for over a hundred years is often the very thing that makes it difficult for them to adapt in time to survive another century. It’s a bit like the old boiling frog story—though there’s a twist here.
For those unfamiliar with the analogy, the boiling frog story suggests that if a frog is placed in a pot of boiling water, it will immediately jump out. However, if the frog is placed in cool water that is gradually heated, it won’t perceive the danger and will remain in the pot until it’s too late, eventually boiling to death. The metaphor is often used to describe situations where slow, incremental changes go unnoticed until they culminate in disaster. For example, Al Gore famously used this analogy when discussing our response to Climate Change’s effects in his well-known documentary, An Inconvenient Truth in 2006.
In the case of higher education, some dangers are indeed slow and subtle, quietly wearing away at institutions over time, like changes in student demographics or financial pressures that aren’t immediately apparent. Yet, unlike the frog in the story, not all risks in higher education are imperceptible. Some are glaringly obvious, such as technological advancements or shifting market demands. Still, even when leaders recognize the need for transformation, the tank-like structures and cultures these institutions have developed can make calculated risks and swift action nearly impossible.
The Paradox of Stability and Adaptation
Centennial institutions face a fundamental paradox: the very stability that has ensured their endurance can become a barrier to adapting in a world that demands constant change. This tension between preserving a long-standing mission and adapting to new realities is not unique to higher education but is especially pronounced within it (Hill, 2023; Rosenberg, 2021). Stability provides a sense of identity and continuity, which can be reassuring to students, alumni, and donors. However, this same focus on continuity can make it challenging for institutions to pivot when new educational models, technologies, or demographic shifts demand rapid adaptation.
Matt Alex (2024a, 2024b, 2024c) emphasizes that the accessibility of knowledge has shifted dramatically in recent years, with the advent of AI-powered tools like GPTs enabling students and professionals alike to access a wide array of information without the need for a traditional university setting. In his Higher Education Nostalgia series, Alex argues that this shift forces institutions to reconsider their role—not as the gatekeepers of knowledge, but as spaces that foster critical thinking, adaptability, and meaningful learning experiences. He notes, “The question is: If knowledge can be accessed at your fingertips via the internet and new AI-powered GPTs, what role does higher education play today?” This shift aligns with the challenge many centennial institutions face, where stability and tradition can hinder their ability to evolve in the face of technological advances.
George Leef’s analysis adds another layer to this discussion. He emphasizes that reforming colleges is a struggle precisely because they are designed to maintain their status quo (Leef, 2017). Leef points out that many college leaders are preoccupied with maintaining prestige and operational stability, focusing more on fundraising and external relationships than on academic reform. This focus on external appearances often overshadows the internal need for change, resulting in a system that is resistant to adapting its academic practices and structures (Leef, 2017; Alex, 2024b). Such inertia can be particularly detrimental when rapid changes are needed to address new challenges.
As Alex Hill (2023) notes, centennial institutions often have a deeply embedded sense of purpose—a “North Star” that guides their decisions. While this clarity of mission has been a strength, it can also foster an aversion to risk, making it difficult for these institutions to experiment with new approaches. Rosenberg (2021) similarly emphasizes that resistance to change within these organizations is not merely a structural issue but a cultural one, where tradition and historical practices are closely guarded. This cultural resistance can lead to a sense of complacency, where the success of past strategies blinds institutions to the need for innovation.
The Strength of Long-Term Vision and Stability
A key characteristic of centennial institutions is their commitment to a long-term purpose, or “North Star” (Hill, 2023). This approach allows them to stay anchored in their original mission, fostering deep-rooted stability and cultivating a reputation for reliability and trustworthiness. Such stability provides direction during uncertain times, but it can also result in a culture that resists change, where even beneficial adjustments are met with skepticism because they challenge established norms (Rosenberg, 2021).
This resistance is compounded by a tendency to cling to an idealized version of the past. Many within higher education view their institutions as fundamentally different from other organizations, leading to reluctance in adopting more efficient, business-like practices. This mindset creates a disconnect between the self-perception of higher education as unique and the realities of its operational needs (Alex, 2024a). Acknowledging the need to operate more like other industries, though difficult, is crucial for maintaining relevance. The urgency for such shifts is something I have highlighted in Tradition to Transformation, where I argued that many institutions are “over-built for stability rather than adaptability,” making it challenging to pivot in response to new demands (Pillar, 2024a).
Bryan Alexander adds that higher education must develop a forward-thinking mindset, not just responding to immediate changes but also anticipating future trends in technology, demographics, and pedagogy (Alexander, 2020). Without this kind of strategic foresight, institutions risk being unprepared for the disruptive changes reshaping education today. His work serves as a reminder that centennial institutions can leverage their traditions while staying adaptable to emerging trends.
The Hidden Challenges: Resistance to Change and the "Cult" of Tradition.
Despite the examples of innovative institutions, many centennial organizations struggle to adapt quickly to external pressures. They may excel at maintaining their identity, but this often comes at the cost of flexibility (Hill, 2023). While businesses tend to embrace short-term changes, often sacrificing long-term stability, centennial institutions risk stagnation when they resist change for too long.
The challenge is not just structural but also cultural. Resistance to change is often deeply rooted in a fear of losing the qualities that have sustained institutions for generations (Rosenberg, 2021). Often, faculty are resistant to change due to how it impacts them personally. Even if the change is better for students, the college, or the institution, they will resist it—especially when tenure is involved—if it threatens their position, authority, or perceived prestige. Institutions are wary of abandoning practices that have served them well in the past, even when these practices no longer align with current needs. This resistance becomes even more problematic when traditional notions of academic rigor are treated as the ultimate measure of preparedness, despite a growing disconnect between classroom challenges and real-world skills (Alex, 2024b).
The challenges facing many small colleges are particularly acute. John Drea (2024) outlines how these institutions struggle with demographic shifts, declining enrollment, and financial constraints, making their resistance to change even more precarious. Many of these schools find themselves “stuck” in old models that no longer serve current student needs, highlighting the urgent need for a reimagined approach to leadership and strategy.
Ricardo Azziz (2024) adds to this discussion by pointing out the structural fragility of the higher education sector, particularly in the U.S. He argues that the sector’s vulnerability is tied to a combination of high operational costs, reliance on tuition revenue, and resistance to rethinking long-standing traditions. This analysis reinforces the broader theme that stability, while beneficial, can also become a burden if it prevents necessary innovation.
Alan Mallach (2024) echoes these concerns, emphasizing that higher education is at a critical inflection point where traditional models are being challenged by financial pressures and changing student expectations. He suggests that institutions must adopt a mindset similar to that of challenger brands if they hope to survive in the increasingly competitive landscape (Fuster, 2024).
In my own experiences, I have observed how rigid structures can hinder the ability to respond to external pressures such as changing student demographics and financial challenges. Many campuses are built for stability rather than agility, making even small strategic adjustments feel monumental (Pillar, 2024a). Bryan Alexander underscores this point by advocating for adaptive structures that allow institutions to remain responsive to shifts in technology and student needs, fostering a culture that welcomes innovation rather than shying away from it (Alexander, 2020).
The Role of Disruption and Incremental Innovation
While centennial institutions are often slow to change, some have found ways to balance tradition with innovation. Institutions like the Royal College of Art have embraced community-based innovation, experimenting with small-scale changes and gradually integrating successful initiatives (Hill, 2023). This method aligns with the idea of making “incremental improvements” over time, which allows institutions to manage risks without drastic overhauls (Thuswaldner, 2024a). Incremental innovation provides a safer path for change, allowing institutions to adapt without fundamentally disrupting their core operations or values.
However, when is incremental change not enough? At what point must institutions recognize that more significant, transformative action is required? While incremental improvements have their place, there are moments when deeper shifts are necessary to ensure long-term sustainability and relevance. How can institutions identify these moments, and what strategies can they employ to overcome the resistance that so often limits change to small, gradual steps?
Yet, even small changes can face resistance. The fear of making the wrong decision can lead to “perpetual deliberation,” where institutions get stuck in discussions without concrete action (Rosenberg, 2021). This hesitation is often rooted in a culture that is slow to adapt, preferring the safety of gradual adjustments over the uncertainty of more radical change. This is further compounded by a reluctance to acknowledge the similarities between higher education and other industries, such as the use of data-driven strategies to attract students and improve services (Alex, 2024a). Despite these challenges, there is significant potential for institutions to learn from the successes of more innovative counterparts, such as newer models that embrace more aggressive innovation.
Unity Environmental University, under the leadership of Dr. Melik Peter Khoury, provides a notable example of an institution willing to embrace disruption while preserving its core mission. In my article Leading Change in Higher Education (Pillar, 2024b), I highlighted how Unity transitioned from a traditional residential model to a flexible hybrid approach, integrating distance learning without sacrificing its commitment to environmental sustainability. This case underscores the importance of balancing tradition with innovation—something centennial institutions must navigate to remain competitive.
In the same vein, my co-hosted podcast interview with President Stratsi Kulinski of NewU University also explored how newer institutions can leverage their clean slate to implement bold, innovative strategies without being bogged down by legacy structures (Sallustio & Pillar, 2024). Both Unity Environmental and NewU offer models for centennial institutions to study as they seek to innovate within their own unique constraints.
However, over-relying on incremental change as the sole strategy can pose significant risks to long-term viability. Incremental adjustments may help institutions stay afloat, but they often lack the transformative impact needed to address the deeper structural issues facing higher education today. As George Leef (2017) points out, many institutions have become adept at making surface-level adjustments without tackling the fundamental problems that limit their ability to adapt. Such strategies can result in stagnation rather than real progress, offering only temporary solutions to systemic challenges like declining enrollments and outdated pedagogical models. While incremental change is more palatable to risk-averse leadership, it may not provide the agility needed for transformative growth.
One practical approach to foster more impactful innovation while mitigating resistance is the creation of a dedicated division or branch for “Research & Development” or “Innovation.” This unit acts as a “sandbox” where new projects, programs, and ideas can be explored without the constraints of traditional institutional red tape. It allows centennial institutions to test new initiatives—whether related to curriculum, student services, or technological advancements—in a more flexible environment. Successful innovations can then be scaled up with greater ease, having already proven their value in a less restrictive setting (Pillar, 2024a). By adopting this structure, institutions can cultivate a “start-up” mentality that encourages creativity, quick iterations, and adaptability, all while preserving their core mission. In order for this approach to actually work it makes a lot of assumptions and already I can think of a number of flaws with this approach. However, you have to start somewhere!
This approach is supported by insights from Sara Schapiro, Executive Director of the Alliance for Learning & Innovation (Ally). In a recent EdUp Experience podcast episode, Schapiro highlighted the potential benefits of a more robust R&D infrastructure in education, drawing parallels to other sectors like agriculture and defense that have long embraced R&D investments to drive innovation. Schapiro emphasized that “creating a dedicated space for research and innovation, like a National Center for the Advanced Development in Education (NCAID), could catalyze the kinds of transformative changes that higher education so desperately needs” (Sallustio, 2024). This national-level vision mirrors what individual institutions could achieve by investing in their own R&D or innovation units, allowing them to pilot initiatives without the traditional barriers that often slow down progress.
By providing such a space, centennial institutions can better navigate the complexities of change, blending their historical strengths with a forward-thinking approach. This model ensures that innovation is not stifled by the weight of tradition, offering a pathway to meaningful transformation that respects the institution’s core values.
Bryan Alexander explores how institutions can leverage emerging technologies like artificial intelligence to create new models of education. This forward-thinking approach encourages higher education to use new tools not just for operational efficiency but as opportunities to reimagine how learning occurs (Alexander, 2020). True transformation requires a willingness to pilot bold ideas that may initially seem risky but have the potential to redefine the learning experience. As I’ve argued in Tradition to Transformation, adopting a “startup mentality” can be crucial for piloting new ideas and remaining relevant in a rapidly changing world (Pillar, 2024a).
While incremental improvements are valuable for maintaining stability and ensuring gradual progress, they must be balanced with opportunities for larger-scale innovation. Institutions that fail to push beyond incrementalism risk being left behind in a competitive landscape. By creating environments where both small-scale experiments and transformative projects can coexist, centennial institutions can better navigate the complexities of change, ensuring that they are not only sustainable but also positioned for meaningful growth and impact (Alex, 2024b). Alexander’s emphasis on strategic foresight serves as a reminder that preparing for changes before they become crises is essential for longevity in the higher education sector (Alexander, 2020).
Final Thoughts: The Path Forward for Centennial (and All) Institutions
Centennial institutions possess the qualities of resilience, tradition, and a deep-rooted mission that can serve as powerful anchors in times of change. However, as the higher education landscape evolves, these institutions must recognize that the very qualities that have sustained them through decades may now be slowing their progress. While the past century has been marked by stability, the next century demands adaptability and a willingness to experiment.
It’s clear that both centennial and newer institutions must address similar challenges: adapting to technological advancements, meeting the evolving needs of students, and sustaining financial viability. While newer institutions like NewU University have the advantage of starting from a clean slate—able to innovate without the weight of historical precedent—centennial institutions must find ways to integrate innovation without losing sight of their core values. As Bryan Alexander (2020) suggests, the future of higher education will require a proactive embrace of technological and pedagogical trends, with institutions needing to anticipate changes rather than simply react to them.
Practical Steps for the Path Forward
- Create Dedicated Innovation Units: Establish separate units or divisions focused on innovation and research & development (R&D). These “sandbox” environments allow for experimentation with new ideas, whether they involve curriculum design, student services, or cutting-edge technology. By freeing these units from traditional bureaucratic processes, institutions can pilot programs more rapidly and with less risk. These innovation units should regularly collaborate with departments across the university, ensuring that the most successful initiatives are shared and scaled campus-wide. Such efforts mirror successful models in other sectors like tech or defense, where R&D departments drive continuous improvement (Sallustio & Schapiro, 2024).
- Foster a Culture of Psychological Safety: Encourage open dialogue where faculty, staff, and students can voice ideas, concerns, and critiques without fear of retribution or judgment. Creating a culture of psychological safety is essential for fostering innovation, as people are more likely to propose bold or unconventional ideas in an environment where they feel supported. Leaders must actively solicit feedback and model transparency, providing avenues for experimentation, even when failure is a possibility. This culture will not only nurture innovation but also help retain and engage talent that seeks a dynamic, responsive work and learning environment.
- Leverage Data-Driven Decision-Making: Utilize data analytics to inform every aspect of decision-making, from student recruitment and retention strategies to curriculum development and operational efficiencies. Data can highlight patterns and opportunities that might not be immediately visible, enabling institutions to make more informed choices about resource allocation, program growth, or downsizing. However, the use of data must go beyond simply tracking metrics; it should involve actionable insights that directly impact institutional strategy. By embedding data into the decision-making process, colleges and universities can stay agile and responsive to both internal and external pressures.
- Implement Incremental Changes: Focus on small, manageable improvements that can be scaled over time, reducing resistance to change while building a track record of success. Incremental changes, such as revising curricula to reflect emerging trends or adopting new technologies in stages, can serve as proof-of-concept for larger transformations. This approach can help leadership and stakeholders build confidence in the change process, making it easier to implement more ambitious reforms down the line. For instance, rather than overhauling a degree program all at once, institutions could pilot new courses or modules and gradually expand successful initiatives.
- Engage in Cross-Institutional Partnerships: Collaborate with both challenger brands and established institutions to share best practices, pool resources, and explore innovative models of education. Cross-institutional partnerships offer an opportunity to experiment with new ideas while benefiting from shared expertise and reduced costs. Such collaborations can also extend to international institutions, bringing in diverse perspectives and broadening the scope of innovation. In an era where the landscape of higher education is changing rapidly, these partnerships can be crucial for institutions looking to remain competitive and forward-thinking (Fuster, 2024).
- Empower Change Agents: Identify and support individuals within the institution who are willing to champion new ideas and lead change efforts. These change agents should be given the authority and resources necessary to effect meaningful reform, acting as liaisons between departments and the leadership team. By fostering a network of empowered change agents, institutions can create a groundswell of support for transformation, ensuring that innovative ideas come from all levels of the organization. Leadership should recognize and reward these individuals, creating a ripple effect that inspires others to step forward as drivers of change.
- Adopt a Flexible Strategic Framework: Develop strategic plans that allow for adaptability, revisiting and revising them regularly to ensure they remain relevant in a constantly shifting landscape. Flexibility in strategic planning is key to staying responsive to changing technologies, student needs, and market forces. Institutions should create mechanisms for periodically reviewing and adjusting their long-term goals, incorporating feedback from internal and external stakeholders. This practice not only keeps institutions aligned with current realities but also positions them to pivot quickly in the face of unexpected challenges.
As Matt Alex (2024c) eloquently states, “The challenge for higher education now is to evolve.” Colleges and universities must transition from being mere distributors of knowledge to becoming places that foster competency, experiences, and connections that cannot be easily replicated by online resources or AI tools. His insight—that higher education should focus on mentorship, real-world debates, and the sense of community formed through shared learning—aligns closely with my own views. I fully agree that if institutions remain nostalgic about what they were, they will miss the opportunity to reimagine what they could become.
Institutions must acknowledge that while knowledge is now a widely shared resource, the unique value of higher education lies in its ability to help students apply that knowledge, think critically, and engage in transformative experiences. The mentorship from experienced faculty, the debates in classrooms, and the late-night study sessions that build a sense of community are irreplaceable aspects of the college experience. As we move forward, it is crucial for colleges and universities to redefine their value in ways that go beyond merely dispensing information.
Echoing Matt Alex’s sentiments, higher education must shift its focus from guarding traditional models to fostering spaces for curiosity, adaptability, and meaningful engagement. For centennial institutions, the path ahead will require a delicate balance between preserving their core values and embracing the changes needed to remain relevant. Those that can successfully navigate this evolution will not only survive but thrive in a future where the only constant is change (Alex, 2024c; Pillar, 2024a).
Ideas for Future Discussion and Writings
While this article has explored the balance between tradition and innovation within centennial institutions, there are several related topics that, although relevant, were not fully addressed. These areas present opportunities for future exploration, either through my own work or in collaboration with others interested in diving deeper into the challenges and opportunities facing higher education. Here are a few ideas for future discussion and writing:
- The Role of AI and Automation in Higher Education
This article touched on the potential of emerging technologies but did not fully explore how artificial intelligence (AI) and automation could transform various aspects of higher education, from administrative processes to curriculum design. A deeper dive could investigate how AI can be utilized in R&D units, personalizing student experiences, streamlining operations, or even developing predictive analytics for student success. Such analysis would address how centennial institutions can leverage these technologies without losing sight of their core missions. - Balancing Tradition with Innovation: A ‘Heritage and Horizon’ Approach
A key theme in this article is the tension between tradition and the need for innovation. However, a future piece could more specifically address strategies for balancing these elements—what I’d call a “heritage and horizon” model. This approach involves preserving the valuable traditions that define institutional identity while integrating forward-looking practices that respond to the needs of modern learners. Exploring case studies of institutions that have successfully navigated this balance could provide actionable insights for others. - The Role of Leadership in Fostering Innovation and R&D
Leadership plays a critical role in shaping institutional culture and facilitating change. While this article highlighted some leadership strategies, a more detailed exploration could delve into the specific ways leaders can create environments that support R&D efforts and innovation. This could include practical strategies for budget allocation, empowering change agents, and fostering a culture where risk-taking is encouraged. Examining successful leadership models from both higher education and other sectors could offer valuable lessons. - Building Cross-Institutional Partnerships for Innovation
The potential for collaboration between centennial institutions and challenger brands was briefly discussed, but the idea of building cross-institutional partnerships deserves further attention. How can established universities and newer, more agile institutions work together to tackle common challenges? Future writing could explore the benefits of such partnerships, such as sharing best practices, pooling resources for R&D projects, or co-developing programs that address emerging workforce needs. This topic could also consider international collaborations as a way to bring diverse perspectives into innovation efforts. - The Policy Landscape and Its Impact on Higher Education Innovation
Current policy and funding trends significantly shape the opportunities and limitations for institutional change. This article did not deeply explore how federal and state policies, accreditation standards, or shifts in research funding impact the ability of institutions to invest in R&D and innovate effectively. A future discussion could analyze the barriers and enablers that exist within the policy landscape and propose recommendations for policymakers, institutions, and advocacy groups to better support transformative change in higher education. - A Blueprint for Establishing R&D Units in Higher Education
While the concept of dedicated R&D units was discussed as a potential solution for fostering innovation, a more practical guide or “blueprint” could be developed in future writings. This blueprint could outline key steps such as identifying focus areas, building cross-functional teams, setting up pilot projects, and scaling successful initiatives. Including metrics for evaluating the success of R&D projects would provide institutions with a clear roadmap for how to structure these efforts and measure their impact.
These topics represent avenues for further exploration that could extend the ideas discussed here and provide new insights into how higher education can adapt to the challenges and opportunities of the future. I look forward to diving into these areas myself or collaborating with others who are passionate about driving meaningful change in higher education.
References
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