Tag: teaching

July 28, 2025, by Dr. Chet Haskell: The headlines are full of uncertainty for American higher education. “Crisis” is a common descriptor. Federal investigations of major institutions are underway. Severe cuts to university research funding have been announced. The elimination of the Department of Education is moving ahead. Revisions to accreditation processes are being floated. Reductions in student support for educational grants and loans are now law. International students are being restricted.

These uncertainties and pressures affect all higher education, not just targeted elite institutions. In particular, they are likely to exacerbate the fragility of smaller, independent non-profit institutions already under enormous stress. Such institutions, some well-known, others known only locally, will be hard hit particularly hard by the combination of Trump Administration pressures and the developing national demographic decline for traditional-age students.(https://www.highereddive.com/news/decline-high-school-graduates-demographic-cliff-wiche-charts/738281/) These small colleges have been a key element of the American higher education scene, as well as for numerous local communities, for many decades.

It is widely understood that the vibrancy of American higher education comes, in part, from the diversity of its institutions and educational goals. The rich mixture of American colleges and universities is a strength that many other nations lack. Students have opportunities to start and stop their educations, to change directions and academic goals, to move among different types of institutions.

Smaller undergraduate colleges play important roles in this non-systemic system. They provide focused educational opportunities for younger adults, where they can build their lives on broad principles. Impressively large percentages of small college graduates go on to graduate education for various professions. Small colleges provide large numbers of graduates who enter PhD programs and eventually enter the professorate.

There are approximately 1179 accredited private institutions with enrollments of fewer than 3000 students. Of these, 185 have between 3000 and 2000 students. Another 329 have enrollments below 2000 but above 1000. A final 650 institutions have enrollments below 1000. These 1179 institutions students include few wealthy colleges such as Williams, Amherst, Carleton or Pomona, as well as numerous struggling, relatively unknowns.

A basic problem is one of scale. In the absence of significant endowments or other external support, it is very difficult to manage small institutions in a cost effective manner. Institutions with enrollments below 1000 are particularly challenged in this regard. The fundamental economics of small institutions are always challenging, as most are almost completely dependent on student enrollments, a situation getting worse with the coming decline of traditional college age students. There are limited options available to offset this decline. Renewed attention to student retention is one. Another is adding limited graduate programs. However, both take investment, appropriate faculty and staff capacity and time, all of which are often scarce.

These institutions have small endowments measured either in total or per student value. Of the 1179. There are only 80 with total endowments in excess of $200 million. While a handful have per student endowments that rival the largest private universities, (Williams, Amherst and Pomona all have per student endowments in excess of $1.8 million), the vast majority have per student endowments in the $40,000 range and many far less.

Most of these schools have high tuition discount rates, often over 50%, so their net tuition revenue is a fraction of posted expense.  They are all limited by size – economies of scale are difficult to achieve. And most operate in highly competitive markets, where the competition is not only other small schools, but also a range of public institutions.

So, what is the underendowed, under resourced small college to do?

The most common initiatives designed to address these sorts of challenges are consortia, collaborative arrangements among institutions designed to increase student options and to share expenses. There are numerous such arrangements, examples being the Colleges of the Fenway in Boston, the Five Colleges of Western Massachusetts, the Washington DC Metropolitan Area Consortium, and the Claremont Colleges in California, among others.

The particulars of each of these groups differ, but there are commonalities. Most are geographically oriented, seeking to take advantage from being near each other. Typically, these groups want to provide more opportunities for students through allowing cross-registrations, sharing certain academic programs or joint student activities. They usually have arrangements for cost-sharing or cost reductions through shared services  for costs like security services, IT, HR, risk management options, pooled purchasing and the like. In other cases (like the Claremont Consortium) they may share libraries or student athletic facilities. Done well, these arrangements can indeed reduce costs while also attracting potential students through wider access to academic options.

However, it is unlikely that such initiatives, no matter how successful, can fundamentally change the basic financial situation of an independent small college. Such shared services savings are necessary and useful, but usually not sufficient to offset the basic enrollment challenge. The financial impact of most consortia is at the margins.

Furthermore, participating institutions have to be on a solid enough financial basis to take part in the first place. Indeed, a consortium like Claremont is based on financial strength. Two of the members have endowments in excess of $1.2 billion (Pomona’s is $2.8 billion.) The endowments of the others range from a low of $67 million (Keck Graduate with 617 students) to Scripps with $460 million for 1100 students.) The Consortium is of clear value to its members, but none of these institutions is on the brink of failure. Rather, all have strong reputations, a fact that provides another important enrollment advantage.

One important factor in these consortia arrangements is that the participating institutions do not have to give up their independence or modify their missions. Their finances, alumni and accreditation are separate.  And while the nature of the arrangement indicates certain levels of compromise and collaboration, their governance remains basically unchanged with independent fiduciary boards.

At the other end of the spectrum are two radically different situations. One is merging with or being acquired by another institution. Prep Scholar counts 33 such events since 2015. (https://blog.prepscholar.com/permanently-closed-colleges-list). Lacking the resources for financial sustainability, many colleges have had no choice but to take such steps.

Merging or being acquired by a financially stronger institution has many advantages. Faculty and staff jobs may be protected. Students can continue with their studies. The institution being acquired may be able to provide continuity in some fashion within the care of the new owner. Endowed funds may continue. The institution’s name may continue as part of an “institute” or “center” within the new owner’s structure. Alumni records can be maintained. Real estate can be transferred. Debts may be paid off and so forth. There are multiple examples of the acquiring institution doing everything possible along these lines.

But some things end. Independent governance and accreditation cease as those functions are subsumed by the acquiring institution. Administrative and admissions staffs are integrated and some programs, people and activities are shed. Operational leadership changes. And over time, what was once a beloved independent institution may well fade away.

The second situation is, bluntly, oblivion. While there are cases of loyal alumni trying to keep an institution alive with new funding, the landscape is replete with institutions that have failed to be financially sustainable.https://www.insidehighered.com/news/governance/executive-leadership/2025/03/27/how-sweet-briar-college-defied-odds-closure. At least 170 smaller institutions have closed in the past two decades. Significantly, it looks like the rate of closure is increasing, in part because of pressures experienced during the pandemic and in part because of continuing enrollment declines.(https://www.highereddive.com/news/how-many-colleges-and-universities-have-closed-since-2016/539379/)

The end of a college is a very sad thing for all involved and, indeed, for society in general. Often a college is an anchor institution in a small community and the loss is felt widely. The closure of a college is akin to the closure of a local factory. As Dean Hoke and others have noted, this is a particular problem for rural communities.

Are there other possible avenues, something between a consortium and a merger or outright closure?

One relatively new model has been organized by two quite different independent institutions, Otterbein University and Antioch University, that came together in 2022 to create the Coalition for the Common Good. Designed to be more than a simple bilateral partnership, the vision of the Coalition is eventually to include several institutions in different locations linked by a common mission and the capacity to grow collective enrollments.

At its core, the Coalition is based on academic symbiosis. Otterbein is a good example of the high-quality traditional undergraduate residential liberal arts institution. It has been well-run and has modest financial resources. Facing the demographic challenges noted earlier (in a state like Ohio that boasts dozens of such institutions), it developed a set of well-regarded graduate programs, notably in nursing and health-related fields, along with locally based teacher education programs and an MBA. However, despite modest success, they faced the limitations of adult programs largely offered in an on-campus model. Regardless of quality, they lacked the capacity to expand such programs beyond Central Ohio.

Antioch University, originally based in Ohio, had evolved over the past 40 years into a more national institution with locations in California, Washington State and New Hampshire offering a set of graduate professional programs to older adults mostly through distance modalities in hybrid or low-residency forms. Antioch, however, was hampered by limited resources including a very small endowment. It had demonstrated the capacity to offer new programs in different areas and fields but lacked the funds necessary for investment to do so.

Within the Coalition, the fundamental arrangement is for Antioch to take over Otterbein’s graduate programs and, with Otterbein financial support, to expand them in other parts of the country. The goal is significant aggregate enrollment growth and sharing of new revenues. While they plan a shared services operation to improve efficiencies and organizational effectiveness, their primary objective is growth. Antioch seeks to build on Otterbein’s successes, particularly with nursing programs. It already has considerable experience in managing academic programs at a distance, a fact that will be central as it develops the Otterbein nursing and health care programs in a new Antioch Graduate School of Nursing and Health Professions.

It is assumed that additional new members of the Coalition will resemble Otterbein in form, thus further increasing opportunities for growth through enhanced reach and greater scale. New members in other geographic locations will provide additional opportunities for expansion. One early success of the Coalition has been the capacity to offer existing Antioch programs in Central Ohio, including joint partnerships with local organizations, health care and educational systems. Crucially, both institutions remain separately accredited with separate governance and leadership under a Coalition joint  “umbrella” structure.

This is not to assert that this model would work for many other institutions. First, many schools with limited graduate programs will be reluctant to “give up” some or all these programs to another partner in the same fashion as Otterbein has with Antioch. Others may not fit geographically, being too remote for expansion of existing programs. Still others may not wish to join a group with an avowed social justice mission.  Finally, as with some consortia, the Coalition arrangement assumes a certain degree of institutional financial stability – it cannot work for institutions on the brink of financial disaster, lest the weakest institution drag down the others.

Are there other organizational variants that are more integrated than consortia, but allow the retention of their independence in ways impossible in a merger or acquisition model? What can be learned from the Coalition initiative that might help others? How might such middle-ground collaboration models be encouraged and supported?

How can philanthropy help?

This is an opportunity for the segments of the philanthropic world to consider possible new initiatives to support the small college elements of the education sector. While there will always be efforts to gain foundation support for individual colleges, there will never be enough money to buttress even a small portion of deserving institutions that face the financial troubles discussed above

Philanthropy should take a sectoral perspective. One key goal should be to find ways to support  smaller institutions in general. Instead of focusing on gifts to particular institutions, those interested in supporting higher education should look at the multiple opportunities for forms of collaborative or collective action. Central to this effort should be exploration of ways of supporting diverse collaborative initiatives. One example would be to provide sufficient backing to a struggling HBCU or women’s college to enable it to be sufficiently stable to participate in a multi-institutional partnership.

As noted, institutional consortia are well established as one avenue for such collaboration. Consortia have existed for many years. There are consortia-based associations that encourage and support consortia efforts. However, every consortium is unique in its own ways, as participating institutions have crafted a specific initiative of a general model to meet their particular situations and need. Consortia can be important structures for many institutions and should be encouraged.

But there is a large middle ground between consortia arrangements and mergers and acquisitions. The Coalition for the Common Good is but one such arrangement and it is still in its early stages. What has been learned from the experience thus far that might be of use to other institutions and groups? How might this middle ground be explored further for the benefit of other institutions?

One thing learned from the Coalition is the complexity of developing a new model for collective action.  Antioch and Otterbein separately pursued individual explorations of options for two or more years before determining that their partnership together should move forward. It then took a full year to get to the point of announcing their plans and another year to complete negotiations and sign completed legal documents and to obtain the necessary accreditor, regulator and Department of Education approvals. The actual implementation of their plans is still in a relatively early stage. In short, it takes time.

It also takes tremendous effort by leadership on both sides, as they must work closely together while continuing to address the daily challenges of their separate institutions. Everyone ends up with at least two major jobs. Communication is vital. Boards must continue to be supportive. The engagement of faculty and staff takes time and can be costly.

What is often referred to as “fit” – the melding of cultures and attitudes at both the institutional and individual levels – is essential. People must be able to work together for shared goals. The burdens of accreditation, while necessary, are time-consuming and multifaceted. There are many things that can go wrong. Indeed, there are examples of planned and announced mergers or collaborations that fall apart before completion.

Philanthropic institutions could support this work in numerous ways, first for specific initiatives and then for the sector, by providing funding and expertise to facilitate new forms of coalitions. These could include:

• Providing financial support for the collaborative entity. While participating institutions eventually share the costs of creating the new arrangement, modest dedicated support funding could be immensely useful for mitigating the impact of legal expenses, due diligence requirements, initial management of shared efforts and expanded websites.
• Providing support for expert advice. The leaders of two institutions seeking partnership need objective counsel on matters financial, legal, organizational, accreditation and more. Provision of expertise for distance education models is often a high priority, since many small colleges have limited experience with these.
• Funding research. There are multiple opportunities for research and its dissemination. What works? What does not? How can lessons learned by disseminated?
• Supporting communication through publications, workshops, conferences and other venues.
• Developing training workshops for boards, leadership, staff and faculty in institutions considering collaborations.
• Crafting a series of institutional incentives through seed grant awards to provide support for institutions just beginning to consider these options.
• These types of initiatives might be separate, or they might be clustered into a national center to support and promote collaboration.

These and other ideas could be most helpful to many institutions exploring collaboration. Above all, it is important to undertake such explorations before it is too late, before the financial situation becomes so dire that there are few, if any, choices.

Conclusions

This middle ground is not a panacea. The harsh reality is that not all institutions can be saved. It takes a certain degree of stability and a sufficient financial base to even consider consortia or middle ground arrangements like the Coalition for the Common Good. Merging with or being acquired by stronger institutions is not a worst-case scenario – there are often plenty of reasons, not just financial, that this form of change makes great sense for a smaller, weaker institution.

It is also important for almost all institutions, even those with significant endowment resources, to be thinking about possible options. The stronger the institution, the stronger the resistance to such perspectives is likely to be. There are examples of wealthy undergraduate institutions with $1 billion endowments that are losing significant sums annually in their operating budgets. Such endowments often act like a giant pillow, absorbing the institutional challenges and preventing boards and leaders from facing difficult decisions until it may be too late. Every board should be considering possible future options.

In the face of likely government rollbacks of support, the ongoing demographic challenges for smaller institutions and the general uncertainties in some circle about the importance of higher education itself, independent private higher education must be more creative and assertive about its future. Also, it is essential to remember that the existential financial challenges facing these institutions predate the current Presidential Administration and certainly will remain once it has passed into history.

Just trying to compete more effectively for enrollments will not be sufficient. Neither will simply reducing expense budgets. New collaborative models are needed. Consortia have roles to play. The example of the Coalition for the Common Good may show new directions forward. Anyone who supports the diversity of American higher education institutions should work to find new ways of assuring financial stability while adhering to academic principles and core missions.

Chet Haskell is an independent higher education consultant. Most recently, he was Vice Chancellor for Academic Affairs and University Provost at Antioch University and Vice President for Graduate Programs of the Coalition for the Common Good.