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The Future is Creative: Rethinking Education in a World That Thrives on Imagination
Afew weeks ago, I watched my niece spend hours designing a digital fashion line on her tablet—complete with sketches, color palettes, and even a marketing pitch. She’s twelve. And she’s already thinking like a designer, storyteller, and entrepreneur all rolled into one. That’s when it hit me—this generation isn’t waiting for the future of work. They’re creating it, one swipe, sketch, or storyline at a time.
That’s exactly why this issue of Higher Education Digest is dedicated to Creative Arts, Entertainment, and Design education. The world is shifting, fast. Creative industries now contribute over $2 trillion to the global economy. But beyond the numbers, creativity is becoming the language of innovation. It’s how we tell stories, solve problems, and connect across cultures. But here’s the thing—are our education systems keeping up?
Today’s students aren’t just learning how to paint, perform, or produce— they’re mastering immersive storytelling, blending AI with design, and redefining what it means to be a creator in a digitalfirst world. They want education that’s
flexible, relevant, and deeply human. And honestly, they deserve nothing less.
This transformation isn’t easy. Schools and colleges are facing big questions: How do we stay ahead of technology? How do we make creative careers accessible to everyone? How do we teach skills that haven’t even been invented yet?
In this special issue, we dive into those questions and more. Our cover story spotlights Ahava Silkey-Jones, Vice Provost at Dallas College’s School of Creative Arts, Entertainment and Design. With her rich experience across education, the arts, and civic engagement, she shares bold ideas about reimagining creative education to serve over 127,000 students—and entire communities.
You’ll also hear from other trailblazers— academic leaders designing new models of learning, and industry voices reflecting on where creativity meets technology, media, and the workplace. So, whether you’re an educator rethinking your curriculum, a policymaker dreaming of equitable access, or a student figuring out your next step in a creative career— this issue has something for you.
Happy exploring!
Sarath Shyam
10 COVER STORY
AHAVA SILKEY-JONES
VICE PROVOST, SCHOOL OF CREATIVE ARTS, ENTERTAINMENT AND DESIGN, DALLAS COLLEGE
LEADING WITH VISION IN ARTS EDUCATION
MENTOR’S MANTRA
LEADING THE WAY IN HIGHER EDUCATION INNOVATION
Dr L. Hazel Jack, Vice President and Chief of Staff to the President, Colgate University
INDUSTRY PERSPECTIVE
HIGHER EDUCATION 2025: MADSKILLZ
Lyquaia Purcell, Senior Director of Digital Transformation, Ellucian
MENTORING AND COACHING AS TOOLS FOR LEADERSHIP DEVELOPMENT AND SUCCESSION PLANNING
Lynn Strangway, President of LMS Consulting and Coaching
ACADEMIC VIEW
PEER OBSERVATION: A CATALYST FOR TEACHING IMPROVEMENT IN HIGHER EDUCATION
Dr. Elissar Gerges, Researcher & Assistant Professor of Education, Zayed University
Buket Ayaz, The Head of University Counseling, Nord Anglia International School Dubai 30
THE EVOLVING LANDSCAPE OF HIGHER EDUCATION: EMPOWERING STUDENTS TO MAKE MEANINGFUL CHOICES
EMPOWERING STUDENT SUCCESS IN HIGHER EDUCATION
Dr. Terri Cauley Dunn, Alabama Director of Adult Education, Southern Region, Alabama Community College System
COVER STORY
AHAVA SILKEY-JONES
VICE PROVOST, SCHOOL OF CREATIVE ARTS, ENTERTAINMENT AND DESIGN, DALLAS COLLEGE
LEADING WITH VISION IN ARTS EDUCATION
Ahava Silkey-Jones is a national leader in the arts, education, and civic sectors. As Vice Provost of the School of Creative Arts, Entertainment and Design at Dallas College, she oversees strategy, operations, partnerships, and programming. Dallas College serves over 127,000 students across seven campuses. A former K–12 principal and executive director, she cofounded the Professional Theatre and Dance Youth Academy and served two terms on the Minneapolis Arts Commission. A Harvard alum and policy fellow, she is committed to equity and access in the arts. Her work centers on students, partnerships, and creating career pathways through the power of the arts.
Recently, in an exclusive interview with Higher Education Digest, Ahava shared her insights on the most pressing challenges facing arts education and creative industries and how to address those challenges, significant career milestone, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Ahava. What drives your passion for the arts and education, and how do you stay current with industry trends and developments?
My passion for the arts in education is driven by the impact I have seen the arts have on students lives. Through learning in and through the arts, students develop confidence and find a space to express themselves. They experience deeper levels of fulfillment and are better equipped to contribute to a more expressive, creative, and just society. There are so many career pathways that rely on creative thinking. I love helping students pursue their artistic passion professionally or leverage their arts experience to explore other workforce opportunities. I have seen firsthand how the arts create access, build confidence, and connect people to purpose. That is what drives me. To stay current, I engage with a wide network of local and global colleagues working in the arts, education, and business fields to ensure that our programs are relevant and aligned with the needs of today’s workforce. Most importantly, I stay connected to the voices of students, artists, and educators.
What do you love the most about your current role?
I love being part of the arts community in Dallas. It is such a thriving city with a deep appreciation for the role of arts and culture in shaping its future. I consistently receive enthusiastic responses when partnering to promote the work of our students, alumni, and faculty. One of the most fulfilling aspects of my role is building bridges between civic and community organizations, businesses, the city, and the college. We are increasing the visibility of our students and programs at an exponential
The most pressing challenges facing arts education are funding and insufficient policies to ensure equitable access for all students
rate, equipping students with a high-caliber education, and connecting them to real career opportunities in the arts. It is an exciting time for the arts in Dallas!
What do you believe are the most pressing challenges facing arts education and creative industries, and how do you address these challenges?
The most pressing challenges facing arts education are funding and insufficient policies to ensure equitable access for all students. While the impact of arts education is undeniable, access to high-quality programs is often tied to resources. Many students do not have opportunities to attend performances, take lessons, or participate in extracurricular arts programming outside of school. We must ensure that every student,
regardless of background or zip code, has the opportunity to thrive in the arts. This includes building pathways into creative careers and challenging the misconception that artistic fields are not viable professions. To address these challenges, we focus on building strong partnerships across education, industry, and community. We advocate for policies that prioritize equity and access, and we design programs that are both visionary and grounded in workforce relevance.
How do you see the role of arts education evolving in the future, and what implications will this have for society?
It is my hope that arts education will become increasingly integrated into core curriculum so
that students are prepared for a rapidly evolving world. Arts learning supports innovation, leadership, and connection. There are also booming economies in creative fields right now, in particular related to film and digital art and design. It fosters the flexible thinking, creativity, and problem-solving skills needed for students to thrive in the future. I see arts education becoming more interdisciplinary, integrated into community, and central to economic development. As automation and artificial intelligence reshape the workforce, creativity, collaboration, and empathy will be among the most essential skills we can teach. The implications for society are significant. Arts education will shape more adaptable,
empathetic, and forward-thinking citizens who can lead and contribute in meaningful ways.
Can you share your perspective on the importance of diversity, equity, and inclusion in arts education, and how you promote these values in your leadership practice?
Inclusion is fundamental to the arts. It is a space where people can bring their full selves and where diverse voices are valued and celebrated. In my leadership, I work to create programs and environments where all individuals feel seen, heard, and respected. This includes partnering with community-rooted organizations and ensuring that our programming reflects the
Diversity, equity, and inclusion are not separate priorities. They are woven into the fabric of how we lead, create, and serve
identities and cultures of our students. The arts are uniquely equipped to break down barriers and foster understanding across differences. Diversity, equity, and inclusion are not separate priorities. They are woven into the fabric of how we lead, create, and serve.
How do you see your role as a leader in the arts and education sectors evolving in the future, and what impact do you hope to make?
I see my role continuing to grow through building partnerships, expanding access, and advocating for the arts in education and beyond. There is a continued need to raise awareness about the importance of arts programming and to create strong, sustainable connections between public institutions and private or nonprofit partners. Working with schools can be complex due to bureaucratic structures, but I am committed to removing barriers so that partnerships can flourish. I hope to expand my advocacy efforts and contribute to national and global conversations about the role of the arts in education, workforce development, and community resilience. The impact I hope to make is twofold. I want to create lasting and equitable pathways for students to access creative careers. I also want to help build systems that embrace creative leadership and nurture collaborative, community-driven solutions.
How do you prioritize your own wellbeing and self-care given the demands of your work?
Self-care looks a little different in this season of my life. I have two small children and a demanding career, but I truly love what I do. Attending student events, connecting with local
The arts and education fields are deeply connected, and once you begin making your mark, more doors will open
artists and civic leaders, and spending time with my family fills my cup. While my schedule is full, it is filled with things I care deeply about. I also make time for small moments that ground me. I go for walks or runs when I can, explore new trails or bike paths with my kids, and travel whenever I get the chance. Each morning begins with a cup of tea and a few quiet minutes to reflect before the day gets started. I still believe it is possible to have it all. As long as I am surrounded by family, friends, and a community that inspires me, I feel balanced and energized.
Who has been a significant influence or mentor in your career, and how have they helped shape your professional journey?
I’ve had many incredible mentors, but Peg Birk, CEO of Interim Solutions, made a lasting impact on my life and career. Although I worked with her for a very brief time, her influence was profound. Peg was a powerful presence, someone I admired immediately and aspired to emulate. She saw my strengths, challenged me to grow, and gave feedback that changed the way I led. Her guidance helped me navigate complex political challenges early in my career and gave me the confidence to lead boldly. We’ve since built a lasting friendship, marked by an annual walk around the lake near her home, a time to reflect on the journey. Peg has been a source of strength, affirmation, and inspiration. When she sees and believes in the work I’m doing, I know I’m on the right path.
What has been your most careerdefining moment that you are proud of?
One of the most defining and proudest moments of my career was helping to save the Perpich
Center for Arts Education. At a time of intense public scrutiny and political pressure, I worked alongside an extraordinary coalition of board members, parents, alumni, and community advocates to fight for the school’s future. I testified before the Minnesota legislature to share the impact of our work and advocate for the continued funding and support of the school. It was a difficult but deeply meaningful experience. That moment affirmed my commitment to public service and helped clarify that this is the work I am meant to do. It shaped how I approach leadership today by reinforcing the importance of coalition-building, advocacy, and staying rooted in the mission of access and opportunity for all students.
What advice would you give to aspiring leaders looking to drive positive change in the arts and education sectors?
Build strong relationships with people who are doing the work. The arts and education fields are deeply connected, and once you begin making your mark, more doors will open. Stay grounded in your “why.” That purpose will guide you through the inevitable challenges and keep you aligned with your values. I have had opportunities to leave education, but my purpose is centered around students. That has always been my anchor. This work requires vision and a willingness to lead even when the path is unclear. Do not wait for permission to lead, when your moment shows up, lead with integrity and commitment, people will take notice. Learn how systems function, work to improve them, and never underestimate the power of the arts to shape how people see themselves and each other. Change happens in community, over time, and through collective action. Your work matters.
MENTOR’S MANTRA
Leading the Way in Higher Education Innovation
Dr L. Hazel Jack, Vice President and Chief of Staff to the President, Colgate University
L. Hazel Jack is vice president and chief of staff to the president. Previously, she was vice president for university communications and events at Colgate University. Prior to arriving at Colgate, she was vice president at Howard University, and assistant dean of admissions, marketing, and communications at Johns Hopkins. She earned a BBA from Pace University, an MBA and a Master of Science in Education from Baruch College, and a PhD from Syracuse University. Her dissertation examined how Black women college presidents have been portrayed in print media.
Recently, in an exclusive interview with Higher Education Digest, Dr Jack shared her professional trajectory, insights on diversity and inclusion, significant career milestone, her favorite non-academic books, words of wisdom, and much more. The following excerpts are taken from the interview.
Higher education offered the perfect opportunity to combine my expertise in communication with my desire to contribute to something bigger—helping shape the future by supporting students, faculty, and institutional growth
Hi Dr. Jack. What inspired you to pursue a career in higher education, and how have you navigated the evolution of the sector over the course of your career?
My journey to a career in higher education began in corporate communications. While I gained valuable experience, I found myself yearning for a path where my work could have a more meaningful and lasting impact. Higher education offered the perfect opportunity to combine my expertise in communication with my desire to contribute to something bigger— helping shape the future by supporting students, faculty, and institutional growth. Over the course of my career, I’ve navigated the sector’s evolution by staying adaptable and forwardthinking. From embracing technological advancements that enhance learning and
communication to understanding shifts in student needs and expectations, I’ve remained committed to aligning my efforts with the everchanging landscape.
What do you love the most about your current role?
What I love most about my role is the opportunity to work closely with the President and our leadership team. Being part of highlevel discussions allows me to see the big picture and understand the complex pressures and priorities that shape the institution. I find it incredibly rewarding to contribute to solving difficult challenges and to play a role in advancing strategies that make the institution stronger and better. It’s inspiring to be part of a team that is committed to creating a positive and lasting impact.
What role do you believe community engagement and partnerships play in driving the mission and goals of higher education institutions, and how have you fostered these relationships in your own career?
Community engagement is absolutely critical to the mission and goals of higher education
institutions. Colleges and universities cannot exist apart from the communities they are part of; rather, they should serve as integral contributors to the social, cultural, and economic fabric of their surroundings. Strong community partnerships not only enhance the institution’s impact but also enrich the educational experience for students by
By embracing DEI and fostering open, meaningful conversations, we can create a more inclusive and equitable environment that benefits everyone
providing real-world opportunities for learning and collaboration.
In my role, I actively foster these relationships through my responsibilities in government relations, where I work to build bridges between the institution and policymakers. I also collaborate with other administrators to identify opportunities for meaningful partnerships
that align with our strategic goals. Beyond my professional responsibilities, I volunteer with multiple community organizations, further strengthening these connections and ensuring that our institution remains a vital and engaged member of the community.
What are your thoughts on diversity and inclusion? How important is it to have authentic conversations with leaders, professionals, and changemakers to create more acceptance across the globe?
It is an undeniable fact that individuals from various identity groups can work just as hard as their counterparts yet not receive the same treatment or opportunities. Often, this disparity is rooted in unconscious bias, which can perpetuate inequities in workplaces and communities. Having honest and authentic conversations with leaders, professionals, and changemakers about diversity and inclusion is essential to addressing these issues. Without these dialogues, there is little opportunity to reflect, learn, and change course. Research consistently shows that diversity improves decision-making, fosters innovation, and leads to better outcomes. By embracing DEI and fostering open, meaningful conversations, we can create a more inclusive and equitable environment that benefits everyone.
Which one of your accomplishments makes you the proudest till date?
Completing my PhD last year is one of my biggest accomplishments. I attended Syracuse University’s Higher Education program parttime while working full time at Colgate
University. There were many sleepless nights and weekends full of just research and writing. Despite challenges and setbacks, I am proud that I was able to complete the program and defend my dissertation.
Is there a particular person you are grateful for who helped get you to where you are?
The list of people I am grateful for is long. I know a lot of people who are smart, driven, and work hard that just have not had the opportunities that I have had. I have been blessed with amazing mentors, friends, and family that have helped at every stage of my life and career. I’ve also learned a lot by watching those around me, to decide what type of leader I want to be and what type of leader I do not want to be. That said, if I had to pick just one person, I would ask to pick two – my mother and father. They raised me to value hard work but to also be kind and compassionate. Those values have really shaped me and my career.
What is your favorite non-academic book and why?
Another hard one! I love to read so it is hard to pick just one book. I most enjoy reading nonfiction – memoirs, biographies, and history books. Two favorites are Eloquent Rage by Britteny Cooper and Just Mercy by Bryan Stevenson. A recent read that I really enjoyed was The Personal Librarian by Marie Benedict and Victoria Christopher Murray.
What is your biggest stress reliever?
Reading and traveling. Nothing better than getting into a book during a flight. Uninterrupted reading time!
My advice to women aspiring to leadership roles in higher education is to remain open to opportunities, even those you might initially be inclined to say no to
Where do you see yourself in the next 5 years?
Great question that I think about often! I never thought that I would live in rural Hamilton, NY. For eight years nonetheless! So it is hard to say but I know that I see myself working in a role that is both meaningful and impactful. I want to contribute to an organization whose mission aligns with my values, where I can use my skills to drive positive change and make a tangible difference. Whether it’s solving complex problems, helping others, or advancing innovative ideas, I aim to be part of something that inspires growth, both personally and professionally.
What advice would you give to women who aspire to leadership roles in higher education, and what strategies have you used to overcome challenges and obstacles in your own career?
My advice to women aspiring to leadership roles in higher education is to remain open to opportunities, even those you might initially be inclined to say no to. Often, the roles that push us out of our comfort zones are the ones that lead to the most growth and fulfillment. Additionally, commit to continuous learning— not just from books and professional development programs but also from the people around you. Every interaction and experience can offer valuable insights. Confidence is key. Believe in your abilities and the value you bring to the table. At the same time, prioritize taking care of yourself physically, mentally, and spiritually, in whatever way is most meaningful to you. Leadership is demanding, and maintaining balance is essential to sustaining your energy and focus. By embracing these strategies, you can navigate challenges and build a fulfilling and impactful career in higher education.
ACADEMIC VIEW
Peer Observation: A Catalyst for Teaching Improvement in Higher Education
Dr.ElissarGerges, Researcher & Assistant Professor of Education, Zayed University
Dr. Elissar Gerges is a researcher and assistant professor of education at Zayed University. She holds a Doctor of Education degree in Educational Leadership from The University of Western Ontario and a Master of Education degree in Curriculum Studies and Teacher Development from the University of Toronto, Canada. She is a fellow of the Higher Education Academy (FHEA). Dr. Gerges has over 15 years of experience in K-12 and higher education settings. With a deep commitment to improving the quality of teaching and learning experiences for educators and students, her research interests are related to practice-based research, including the area of SoTL, to inform decisions that advance evidence-based pedagogies and bridge the gap between education theory and classroom application.
Teaching quality is increasingly recognized as a critical quality assurance indicator in evaluating universities’ performance and determining their rankings at both national and global levels. The globalization of higher education, coupled with increased student mobility and the growth of online learning platforms, has intensified competition
among institutions to cater to diverse student needs. This interconnected and rapidly evolving landscape presents a continuous challenge for higher education institutions striving to achieve excellence in teaching. Despite its critical role, traditional quality assurance measures and ranking systems have historically prioritized research achievements over teaching standards.
Faculty are increasingly expected to demonstrate effective teaching, making pedagogical skill development a growing institutional concern
Higher education faculty are typically recruited based on their expertise in specific disciplines, often without formal training in pedagogy. This emphasis on research productivity is reinforced by tenure and promotion criteria, even as teaching effectiveness gains recognition as an integral part of academic responsibilities. While institutions have always evaluated teaching performance, these assessments are becoming more structured and formalized. However, the focus often leans toward quality assurance processes rather than genuine instructional improvement. Unlike research, which is routinely subjected to peer evaluation, teaching has not received the same level of systematic scrutiny, largely due to the historical precedence of research over teaching in academia. Recent developments, including market-driven approaches and the expansion of digital learning, have shifted institutional priorities. Faculty are increasingly expected to demonstrate effective teaching, making pedagogical skill development a growing institutional concern.
The effectiveness of peer observation often depends on the specific institutional culture in which it is implemented. The practice has gained prominence with the rise of the neoliberal demand for accountability and high-quality instruction. Opinions on its effectiveness, however, remain divided. While some view it as an opportunity for professional growth and collegial relationships, others see it as a bureaucratic encroachment on academic autonomy that imposes quality assurance measures within the classroom.
Primarily evaluative in nature, traditional peer observation methods provide limited
opportunities for professional development. Such methods are often seen as an extension of the audit culture in higher education, undermining its potential to serve as a foundation for professional growth. When institutions position peer observation as both a developmental and evaluative tool, faculty members may perceive it as an administrative requirement rather than a learning opportunity. These challenges can be mitigated by reimagining peer observation as a collegial and reflective process that excludes the top-down evaluative component, thereby alleviating many of the frustrations and challenges commonly associated with this practice. In such a framework, the observer’s primary role is to learn from their peers’ teaching practices, using these observations as a basis for self-reflection and improvement.
High-quality teaching is fundamental to the higher education sector. It is a multifaceted concept that evolves in response to societal shifts and student needs. Peer observation of teaching holds significant potential for defining quality teaching standards, sharing successful practices, and promoting collaboration among faculty. It can encourage educators to become more self-critical, open to feedback, and confident while also fostering a sense of professional value and openness to innovative approaches, qualities essential for a shift toward a student-centered learning paradigm.
A comprehensive approach to evaluating teaching effectiveness should include multiple perspectives, such as peer evaluations, student feedback, self-assessment, administrative reviews, and analysis of syllabi and course material. Among these, peer observation offers valuable feedback while minimizing political sensitivities, making it a key component of
Peer observation of teaching holds significant potential for defining quality teaching standards, sharing successful practices, and promoting collaboration among faculty
quality assurance and growth initiatives. With continuous improvement as a central theme in educational policy, peer observation can be positioned as a cornerstone of professional development for educators.
The interpretation and implementation of peer observation vary widely across institutions, influenced by factors such as organizational context, purpose, and methodology. While there is ongoing debate about the best ways to measure teaching effectiveness, there is broad consensus that most faculty are committed to fostering high-quality learning environments to support student success. Peer observation has often been applied with limited scope, typically involving one colleague observing a lecture or seminar. However, effective teaching occurs in diverse settings, and a one-time observation is insufficient for meaningful improvement. Genuine growth requires engagement with pedagogical theories, reflective practice, and sustained collaboration with colleagues. Although this approach demands significant time and effort, the resulting benefits, such as improved instructional quality and enhanced collegial relationships, are invaluable.
Teaching has traditionally been an isolating profession, with structural barriers and rigid schedules limiting opportunities for faculty to learn from each other. To address this isolation, educational research emphasizes the importance of collective learning among educators, aligning with the concept of a learning organization. However, higher education teaching often occurs in ‘pedagogical solitude’, with little opportunity for faculty to observe or learn from each other’s practices. Peer observation provides an avenue to bridge this gap by providing a collaborative and active professional learning
Unlike isolated observations, a well-structured peer observation program can span an entire academic term, fostering continuous learning and reflection
experience directly tied to educators’ daily work. Unlike isolated observations, a wellstructured peer observation program can span an entire academic term, fostering continuous learning and reflection.
The evolution of colleges and universities into genuine learning communities remains a significant challenge, though peer observation emerges as a valuable avenue for progress. This practice creates deliberate opportunities for instructors to observe and learn from colleagues’ teaching methods, engage in self-reflection, and participate in substantive professional conversations. In doing so, peer observation helps dismantle the traditionally
siloed nature of university teaching. However, realizing these benefits requires institutions to transcend the narrow view of peer observation as merely a quality control mechanism and instead position it as a core element of faculty professional development. The long-term success of peer observation programs in higher education will ultimately rest on institutions’ capacity to develop and maintain supportive frameworks that effectively balance evaluation needs with authentic professional development while cultivating a collaborative environment that enables continuous enhancement of pedagogical practice.
The Evolving Landscape of Higher Education: Empowering Students to Make Meaningful Choices
BuketAyaz, The Head of University Counseling, Nord Anglia International School Dubai
Buket Ayaz is a dynamic and accomplished University Guidance Counselor with over 15 years of experience guiding students toward their academic dreams. Her journey began with the Independent Educational Consultant Association’s Summer Institute, where she discovered her passion for helping students navigate the world of international higher education. Since then, Buket has built an impressive career spanning continents. She has developed college readiness programs in international schools, forged partnerships with universities, and supported countless students through the intricate process of university applications. After moving to Dubai in 2016, she earned her College Access Counseling Program certificate from Rice University and has been instrumental in standardizing career counseling curriculums and delivering counselor training workshops across the UAE. Currently, Buket leads as the Head of University Counseling at Nord Anglia International School Dubai. Known for her approachable style and forward-thinking strategies, she is dedicated to empowering students, collaborating with families, and mentoring other counselors worldwide to elevate the profession.
The journey through higher education has always been about more than just academics—it’s about discovery, growth, and finding a sense of purpose. But today, that journey is evolving in unprecedented ways, influenced by economic
uncertainty, shifting family dynamics, and a growing recognition of the power students have over their own educational trajectories.
One of the most striking trends we’ve observed in recent years is the rise in students transferring between universities. Many begin
Counselors like myself are seeing an upward trend in the number of students re-evaluating their college choices after the first year
their higher education journey only to realize within a year that their initial choice wasn’t the right fit. While this might seem unsettling at first, it reflects a deeper, more empowering reality: students are no longer passive participants in their education. They are increasingly willing to reassess, recalibrate, and make changes that align better with their personal and professional aspirations.
This surge in transfer rates signals a shift in how both students and universities approach higher education. For students, it’s a reminder that a single misstep isn’t the end of the world. For universities, however, it presents a significant challenge—how to not only attract students but also retain them in an era of limitless options.
The Challenges of Fit and Match
Counselors like myself are seeing an upward trend in the number of students re-evaluating their college choices after the first year. This has made our role more multifaceted than ever before. It’s no longer enough to help students identify a potential fit before they leave for college. We now have to consider how well that fit will sustain them during their time there and equip them to thrive in the long run.
The idea of “fit and match” has always been a cornerstone of effective college counseling, but it has taken on new dimensions. In the past, much of the emphasis was on getting students into the “right” university. Today, we need to ensure students understand that a good fit isn’t just about rankings or prestige—it’s about alignment with their goals, values, and preferred learning environments.
For parents, this can be a daunting realization. Many still cling to the belief that once their child has secured a place at a reputable university,
the hard part is over. But the reality is more nuanced. Students need ongoing support to navigate challenges, whether academic, social, or personal.
Why Retention Matters More Than Ever
Universities, too, are feeling the pressure. Recruitment has traditionally focused on showcasing the institution’s unique traits during the admissions process. However, retaining students requires more than an impressive first impression. Institutions must continuously work to meet students’ evolving needs, fostering a sense of belonging and ensuring that their programs remain relevant. A student who feels disconnected or unsupported will likely seek opportunities elsewhere. This is particularly true in an age where educational options are more diverse than ever—whether it’s transferring to a different university, taking a gap year, or pursuing alternative paths like online learning.
Retention, therefore, has become a measure of a university’s ability to adapt. How well does the institution create an environment where students feel valued and engaged? Are there enough opportunities for students to explore new interests, form meaningful connections, and address challenges proactively?
Empowering Students to Make Informed Choices
The rising number of transfer students highlights the importance of helping young people navigate the vast array of choices available to them. While it’s wonderful that students today have seemingly endless possibilities, this abundance can also be overwhelming.
Counselors, parents, and universities must work together to guide students in making decisions that align with their long-term aspirations
Counselors, parents, and universities must work together to guide students in making decisions that align with their long-term aspirations. This involves:
Encouraging self-reflection: Students need to understand their strengths, values, and goals.
Providing transparent information: Universities must clearly communicate what they offer and how they support students beyond the first year.
Building resilience: Students should feel empowered to take risks and learn from setbacks, knowing that no decision is irreversible.
A Unique Year, A Growing Trend
This year, I’ve worked with more transfer students than ever before—a trend that reflects broader shifts in the higher education landscape. Each transfer story is unique, shaped by personal, academic, and economic factors. But the common thread is a desire for greater alignment between the student’s vision and their chosen institution.
As counselors, our job is becoming more complex. It’s not just about helping students gain admission to the “right” college. It’s
about equipping them with the tools to succeed while they’re there and empowering them to make bold choices if their path needs adjustment.
The Missing Link: Collaboration
Ultimately, the key to navigating this evolving landscape lies in collaboration. Students, parents, counselors, and universities all have a role to play in creating meaningful educational experiences. By fostering open communication, supporting adaptability, and emphasizing the importance of fit and match, we can ensure that students not only survive but thrive in their educational journeys.
As we move forward, we must ask ourselves: How can we better prepare students for the realities of higher education? How can universities adapt to meet students’ changing needs? And how can we, as counselors, help students minimize the noise of endless possibilities and make choices that truly matter?
The answers to these questions will shape the future of higher education and the success of the students we serve.
INDUSTRY PERSPECTIVE
Higher Education 2025: Madskillz
LyquaiaPurcell, Senior Director of Digital Transformation, Ellucian
As a technologist, I enjoy thinking about the future—it’s kind of a natural fit for a thought leader. However, in my day-to-day work, I make a purposeful effort to understand how today’s choices shape tomorrow’s outcomes. Most days, I consider myself a technology presentist, with a focus firmly rooted in the now. My time is spent analyzing current tools, trends, and technologies shaping the learning landscape while actively engaging with the higher education ecosystem to determine the best path forward. That’s why
exploring future predictions is not only exciting but also a vital extension of the work we do today. I spend time working with leaders across higher education, government, and industry, and one thing is clear: the future is all about skills— upskilling, reskilling, skills mapping, skills-first hiring, the list goes on. Madskillz, everywhere. And this isn’t just talk; the landscape is actively shifting—It’s a redefinition of how education and work intersect. In this article, I’ll share insights on how these changes are evolving and predict the skills-driven future that’s already taking shape.
As the “demographic cliff” approaches—marked by a shrinking pool of traditional college-aged students due to declining birth rates—competition for students is intensifying
Lyquaia Purcell is the Senior Director of Digital Transformation at Ellucian, leading initiatives that empower institutions and enhance student success. A passionate advocate for accessible education, she drives systemwide technology adoption, removes barriers to access, and improves student outcomes. Lyquaia has held leadership roles in EdTech and higher education, focusing on strategic planning, student engagement, and inclusion. A proud Georgia native, she earned a B.S. from the University of Georgia and an M.Ed. from Georgia Southern University, reflecting her belief in education’s power to transform lives.
Skills over Bills
The cost of college continues to be a significant barrier for many students, with 57% reporting they’ve had to choose between college expenses and basic needs like food and clothing (Student Voice report). This stark reality underscores the urgent need for higher education to prioritize affordability and accessibility, especially for working adult learners and other nontraditional students.
As the “demographic cliff” approaches— marked by a shrinking pool of traditional college-aged students due to declining birth rates—competition for students is intensifying. This shift is creating opportunities for colleges and universities to reshape their strategies and
better meet the needs of a more diverse student body, including those who must balance earning while learning.
For example, AI-powered chatbots make it easier for prospective learners to navigate the enrollment process at their convenience, while predictive analytics identify and support atrisk students preemptively. Emerging financial models such as subscription-based tuition, microcredentials, and stackable degree programs are also lowering financial barriers to increase access and affordability. These innovations offer greater flexibility and focus on imparting skills that are directly applicable in the workplace, making higher education more accessible and relevant to the modern learner.
The skills gap crisis—where employer needs outpace workforce readiness—has had a profound impact on higher education, accelerating the shift toward skills-first hiring
My Prediction: In 2025, more institutions will demonstrate their commitment to valuing the skills students gain before enrollment by adopting or amending Credit for Prior Learning (CPL) initiatives which acknowledge the valuable learning acquired through professional and informal experiences, accelerating degree completion while boosting access, equity, and student motivation. Expect more colleges and universities—particularly community colleges— to integrate Prior Learning Assessment (PLA) into their enrollment processes. By recognizing skills and knowledge gained outside traditional academic environments, such as through work or military service, PLA can streamline admissions, expedite degree completion, reduce costs, and broaden access for tomorrow’s learners. These strategies will redefine the higher education experience, fostering a more inclusive and skillsoriented future.
Skills Don’t Lie
The skills gap crisis—where employer needs outpace workforce readiness—has had a profound impact on higher education, accelerating the shift toward skills-first hiring. As industries evolve, traditional degree-focused hiring practices often fail to deliver candidates with the job-ready skills employers demand.
Higher education, in partnership with technology, is uniquely positioned to bridge this gap by helping students understand and apply the skills they gain from their courses. Institutions are adapting by embedding skill mapping into curricula and fostering partnerships across sectors to align education with workforce needs. Collaborations with employers are
shaping curricula to meet real-world demands, while stackable credentials offer students opportunities to gain relevant, in-demand skills alongside their degrees. By sharing data with industry and government, institutions can proactively identify skills gaps and align programs with economic opportunities that benefit both students and communities.
My Prediction: In 2025, skills mapping and digital badging will become integral to higher education. AI-powered skills mapping platforms will enable institutions to align academic programs with evolving workforce demands, ensuring graduates possess the competencies employers are actively seeking. Digital badging systems will provide students with verifiable, portable credentials that showcase their skills in real time. AI-driven tools will also connect students with apprenticeships and on-the-job training opportunities tailored to their fields of study, integrating education and work in meaningful ways. Ensuring students graduate with the skills they need is not only key to their success but also essential for reinventing higher education to thrive in a rapidly changing world.
Stacking Skills
I’m convinced that Lifelong Learning is no longer just a buzz phrase—it’s a necessity. Staying relevant demands continuous skill development. According to the World Economic Forum, 44% of current skills used by employees will be disrupted within the next five years (source). This highlights the urgent need for professionals across all sectors to adapt, reskill, and upskill throughout their careers. Whether it’s mastering emerging technologies like AI or pursuing personal growth, people are embracing
Lifelong learning has the potential to dismantle traditional barriers to education, creating pathways for anyone to develop the skills needed to thrive
education as an ongoing journey rather than a onetime event.
In an era where DEI programs may be reduced or eliminated, technology is emerging as a critical ally in promoting access and opportunity. Lifelong learning has the potential to dismantle traditional barriers to education, creating pathways for anyone to develop the skills needed to thrive. This trend relies on inclusivity; closing the skills gap requires that everyone—regardless of socioeconomic background—has access to the tools and opportunities needed for workforce success.
My Prediction: In 2025, higher education systems, consortia, and states will collaborate to address the skills gap at scale. These efforts will center on creating shared data and frameworks to better align education with workforce needs in an efficient manner while reducing logistical barriers. Education is not finite. It can’t be. It demands an ongoing commitment to growth and reinvention. Lifelong learning will undoubtedly become a cornerstone of how individuals, organizations, and states adapt, innovate, and succeed in an increasingly skills-driven world.
The Future is Skills
As we look to 2025, one thing is clear: skills are the future of higher education and the workforce. The shift toward a skills-driven approach is reshaping success for learners, institutions, and industries. By embracing innovations like stackable credentials, digital badging, and AIdriven skills mapping, higher education can ensure learning remains relevant, accessible, and inclusive.
This transformation demands collaboration, innovation, and a commitment to lifelong learning. The result? A future where education empowers everyone to thrive. Let’s get started.
INDUSTRY
PERSPECTIVE
Mentoring and Coaching as Tools for Leadership Development and Succession Planning
Lynn Strangway, President of LMS Consulting and Coaching
In today’s complex and rapidly evolving career landscape, effective leadership is more crucial than ever. Cultivating a pipeline of capable leaders requires more than just identifying high potential individuals—it demands intentional efforts to nurture and develop them from recruitment to retirement (or off-boarding). Mentoring and coaching are powerful tools in this process, offering
personalized guidance and support that fosters the skills, confidence, and strategic thinking necessary for successful leadership. When embedded into an organization’s leadership development strategy, these practices not only accelerate individual growth but also create a strong foundation for succession planning, ensuring the continuity of leadership excellence within the organization for years to come.
Organizations’ leadership capacity plans need to include ongoing professional learning opportunities for mentors to be effective at mentoring and coaching employees that will seek future leadership opportunities
Lynn Strangway is an experienced educator with 35 years in various roles across four school boards, the Education Quality and Accountability Office, and the Ontario Ministry of Education. She recently retired as Executive Superintendent for Learning Centre 3 in the Toronto District School Board (TDSB). Lynn is the president of LMS Consulting and Coaching, specializing in leadership development, coaching, and mentoring. She has held numerous leadership positions, including Associate Director, Executive & System Superintendent in Peel and TDSB. A published author, Lynn wrote The Principal as Mathematics Leader and has contributed articles to several educational publications. She is dedicated to leadership development and mentorship.
It is important for organizations to ensure that new employees, and those seeking to continuously develop their skills to be more effective in their roles, or to prepare for future promotions, have strong mentors. The expectation of mentorship should be embedded in the fabric of the organization. For mentoring to be effective it should be mandatory. According to the Harvard Business Review (2022), “New research finds that mentorship programs can indeed produce valuable gains—for employees and their firms—but only when they are mandatory. That’s because if mentoring is optional, the people most in need of it tend to decline the opportunity.” Managers and other leaders should have mentoring and coaching as an expectation in their job descriptions. There should also be volunteer callouts for those employees who would like to mentor others. Organizations’ leadership capacity plans need to include ongoing professional learning opportunities for mentors to be effective at mentoring and coaching employees that will seek future leadership opportunities. Investing in the capacity of mentors also strengthens the leadership talent pool of the organization.
Staff being onboarded into new roles within the organization need to be immediately assigned a mentor who has received the necessary professional learning opportunities to be effective at mentoring and coaching. There should be a flexible, yet formal mentoring/ coaching framework to ensure accountability to the mentoring program and the participants. For staff who work for an organization that does not have a formal mentoring/coaching structure or program for staff, seek out your own help. Look for a trustworthy mentor who
has faced similar challenges to yours or seek out an executive coach to meet with regularly to help you reach your leadership goals (Harvard Business Review, 2021, pg. 23).
As an executive leader in the Education sector, I had the benefit of having mentors and coaches throughout my career who offered the following essential mentoring components:
Honest feedback – sugar coating feedback when someone is invested in personal and professional growth does not help them to meet their goals
Strategic advice – asking hard questions to ensure that a variety of options and perspectives are explored
A mentoring framework - to provoke critical thinking, provide tracking and act as an accountability tool
Meaningful scenarios or practice tasks - to prepare for upcoming challenges or job competitions
A caring and empathetic ear – listening to understand and to help plan for next steps
As I moved through my career in education, I found it extremely helpful to be proactive and ask for assistance when preparing for a job competition or when trying to improve in my role. As a mentee, when I found a quality mentor that I knew would be honest and push me, I stuck with them and returned to them often for advice and support. The most effective mentors were the ones that were brave enough to tell me what I didn’t want to hear, but needed to hear.
As a mentor, I would approach educators and leaders that showed strong potential for leadership and offer to mentor and coach them. I was very aware of the principles of Employment Equity when mentoring and coaching and sought
What do you hope to gain or learn from this mentoring opportunity?
One sample mentoring framework that worked well is noted below:
What’s your primary objective of participating in mentoring?
What are your strengths and areas of improvement?
How will you know that you are improving or getting what you need out of the mentoring?
What is your evidence of impact?
Other?
As a mentor, I would approach educators and leaders that showed strong potential for leadership and offer to mentor and coach them
to be a sponsor for colleagues with identities that were under-represented in leadership. I also participated in continuous professional learning to be a more effective coach and mentor, including a Career Coaching Certificate and micro credentials in Coaching Skills for Leaders and Executive Decision Making.
As a leader who had the benefit of strong mentors and coaches starting early on in my
career, I felt it was my obligation to pay-itforward to others. Contributing to the cadre of future leaders in the organizations I have worked in has been a privilege and an important part of succession planning. As leaders, we need to invest in those who are coming after us to ensure that future leaders have the necessary knowledge, skills and supports in this everchanging complex world.
ACADEMIC VIEW
Empowering Student Success in Higher Education
Dr.TerriCauleyDunn, Alabama Director of Adult Education, Southern Region, Alabama Community College System
Dr. Terri Dunn has served in various capacities within the Alabama Community College System over the last 22 years. She is a “CertifiedTalent Developer” for the State of Alabama and is part of the Alabama Committee on Credentialing and Career Pathways, a committee of the Alabama Workforce Council tasked with annually identifying regional and statewide in-demand occupations, career pathways, and credentials of value. She also serves on the Professional Development Planning Team for the National Association of State Directors of Adult Education and was named among the Top 50 Women Leaders of Alabama for 2023 by Women We Admire.
Recently, in an exclusive interview with Higher Education Digest, Dr. Dunn shared her professional trajectory, the best piece of advice she has ever received, significant career milestone, personal hobbies and interests, future plans, words of wisdom, and much more. The following excerpts are taken from the interview.
Hi Dr. Dunn. Could you please share your background and your field of expertise?
My educational journey began with a bachelor’s degree in accounting and an MBA from Troy University, followed by a doctorate in Educational Leadership, Policy, and Law from Alabama State University. I also hold additional
certifications, including one from the University of Alabama in Community College Leadership. I began my professional career as an accountant and worked at a couple of local CPA firms. I have always had a side job or side projects going on, and at that time, my husband and I owned a country store and I picked up
I truly enjoy working with professionals from various backgrounds to solve complex problems and help individuals realize their potential
a job teaching Business and Accounting as an adjunct instructor at a local community college. This experience sparked my love for the community college environment. Within a year, we sold the store, I left my accounting job, and I took a full-time position managing a grant program at the college. Over the past 22 years, I’ve served in various administrative roles within the community college system, gaining experience in organizational leadership, program development, grant writing, workforce development, and more. Currently, I am the Southern Region Director of Adult Education for the Alabama Community College System (ACCS), where I collaborate with WIOA Title II sub-recipient programs across the state to expand educational offerings and align them with workforce needs.
What do you love the most about your current role?
What I love most about my current role is the opportunity to foster growth and create opportunities within the ever-evolving field of
higher education. At ACCS, we are constantly innovating to meet the needs of both individuals and industries. I truly enjoy working with professionals from various backgrounds to solve complex problems and help individuals realize their potential. The partnerships we build help open doors for students to achieve their dreams and acquire the skills necessary for success.
What are some of the things you’re most excited about right now in your field?
There are several advancements in adult education that I find exciting. One initiative I am honored to lead is the development of a revamped end-of-sentence course in collaboration with the Alabama Department of Corrections. This project will assist inmates transitioning back into society, equipping them with the tools and knowledge needed for successful reintegration. Another exciting change in the field is the shift toward alternative placement options in adult education programs. Recent updates to the National Reporting System guidelines now allow states to incorporate these options into
Effective leadership is less about authority and more about influence, guiding teams with empathy, communication, and a focus on shared goals
Adult Education, and Alabama has been a leader in this area. We’ve adopted four innovative alternatives to traditional testing requirements, such as the TABE test. This allows us to focus more on competency attainment as defined by employers, rather than solely on educational functioning levels, creating more flexible pathways for students to succeed.
The meaning of leadership can change from one era to the other, how would you define the meaning of leadership today?
Today, I believe leadership is about empowering others, fostering collaboration, and adapting to change. Effective leadership is less about authority and more about influence, guiding teams with empathy, communication, and a focus on shared goals. It’s about creating an environment where everyone has the opportunity to contribute, learn, and grow. In education, this translates to providing clear direction while also remaining open to innovation and feedback from all levels of an organization.
How do you keep yourself skilled and relevant in terms of knowledge?
I stay current by prioritizing continuous learning and seeking out professional development opportunities. I attend conferences, participate in webinars, and collaborate with peers across the field to exchange ideas and best practices. I also read widely and stay informed about emerging trends in education and workforce development. Networking with professionals who challenge my perspectives helps me to refine my approach and remain agile in an everchanging landscape.
In your academic or work career, were there any mentors who have helped you grow along the way? What’s the best piece of advice you have ever received?
I’ve been fortunate to have had many mentors throughout my career. When I was in my late twenties, I became the youngest director of a local adult education program in the state. During this time, I received guidance from colleagues at other colleges, as well as from college presidents and deans who trusted me with autonomy in my role. The best advice I received, and one that took me some time to fully internalize, was: “Don’t wait for someone else to notice you. Hard work only gets you so far.” Growing up, I was taught that hard work and loyalty would be recognized. However, I learned that it’s equally important to actively share your accomplishments, aspirations, and goals with others to ensure visibility and create opportunities for advancement.
What do you feel has been your ‘career-defining’ moment?
A career-defining moment for me was being named Administrator of the Year for the Alabama Community College System. This recognition not only validated my own efforts but also highlighted the importance of adult education programs across the state. It was a pivotal moment that brought attention to the work of adult education directors and reinforced the significance of the contributions we make to our communities.
What are your passions outside of work?
Outside of work, I am passionate about developing others, particularly women and
The landscape of education and workforce development is constantly evolving, and being able to pivot in response to new challenges and opportunities is crucial
youth. My husband served as a youth pastor for many years, and I had the privilege of working alongside him. Over the years, I have mentored youth, spoken at various events, and volunteered with leadership programs. I also founded the Covington County Youth Leadership Program, which helps high school students
develop leadership skills and make meaningful contributions to their communities. The program focuses on empowering students to become proactive leaders who embrace responsibility, cultivate empathy, and foster collaboration.
Where would you like to be in the next 5 years?
In the next five years, I see myself in an expanded leadership role where I can have a significant impact on both education and community development. I would like to be leading a community college or a nonprofit organization focused on educational access and workforce development. I am passionate about expanding opportunities for individuals to gain the skills they need to thrive in an ever-changing job market, and I hope to continue to have a direct impact on shaping educational initiatives that serve diverse populations. Ultimately, I want to be in a position where I can drive positive change, whether locally or nationally, and help individuals and communities thrive.
What is the one piece of advice that you can share with other professionals in your industry?
My advice is simple: Stay open to change and be willing to adapt. The landscape of education and workforce development is constantly evolving, and being able to pivot in response to new challenges and opportunities is crucial. Also, never underestimate the power of relationships—both in terms of building a network and collaborating with others to achieve shared goals. Cultivating strong, trusting relationships will help you grow both personally and professionally.
