Higher Education Observer

For anyone who studies higher education trends, I found this interesting, including the comments.  I teach at one of the non-selective institutions and our funding is problematic (I wanted to say atrocious, but I won't). HeeHee. https://www.insidehighered.com/news/2017/11/21/qa-author-book-unequal-higher-ed-landscape?utm_source=Inside+Higher+Ed&utm_campaign=df10ecb147-DNU20171121&utm_medium=email&utm_term=0_1fcbc04421-df10ecb147-198482621&mc_cid=df10ecb147&mc_eid=ab27a3f05f

Let me start by saying I have an administrative job in a college and have had them in the past.  Let me also say this "advice" (re: warnings) is from wide experience and reading and not directed at any one institution. First, I do not understand why administrators who are new to an organization think they know more about the institution than those who have spent their professional lives there.  Likewise, I don't understand why they would seek to change "things" (structures, programs, positions, etc.) in the institution until they have spent ample time knowing everything they can about the organization.  Listening is the first job of a new leader. Sure, maybe a few of the organizational members will be crackpots, but most have a clear-eyed view of things from where they sit, and maybe of things as a whole.  A person who has worked at a institution for twenty years should be an asset, not an obstacle. Second, follow (at least some of) that advice from the lo

My institution's faculty and staff were treated to a very good presentation from a system bigwig on Friday.  He prescribed the following recipe for retention and graduation (this is my version of his prescriptions). 1.  Nine hours of major-related courses in first year. 2.  Growth mindset (not just that the student has a growth mindset but that he/she perceived the faculty believes he/she has a growth mindset) 3.  30 hours finished in first year (can include summer school) 4.  Students' understanding their major choices 5.  Complete required English and Math (because they won't go any further without them).  Mathematician organizations all support that students take the math relevant to their discipline. 6.  Feeling connected to the institution and that they belong (how many students feel that "they just don't belong here" for whatever reasons?) 7.  Give them confidence to interact with faculty and staff. 8.  Ensure they understand the purposes of cou