In higher education, tradition often stands as a pillar of strength. However, an overreliance on the status quo has become a significant liability for higher education institutions. A recent LinkedIn post by Andrew Salmon raised concerns about how outdated practices are harming many colleges in New England—an issue reflected across the broader higher education system. As public confidence in the value of a four-year degree declines and student enrollment continues to shrink, colleges and universities must begin the difficult but necessary work of unlearning higher education practices that no longer serve today’s world.
To remain relevant, institutions must confront shifting public perception, rapidly changing workforce demands, and ongoing financial strain. The future of how higher education adapts will require bold higher education leaders, university leaders, and institutional leaders to prioritize financial sustainability, innovative solutions, and workforce development—all while maintaining educational quality and accreditation standards.
For generations, many colleges operated with predictable calendars, rigid structures, and recruitment models that worked in a different era. But today’s world is defined by alternative pathways, emerging technologies like artificial intelligence, and new expectations from students and employers alike. Continuing to rely on business as usual is no longer viable for institutions facing declining enrollment, financial strain, and heightened competition.
Unlearning requires a holistic approach: replacing outdated assumptions with creative solutions, predictive analytics, and personalized learning experiences that enhance student success. This process is not merely about launching new initiatives but about letting go of practices that hinder growth, agility, and long-term sustainability. Through ongoing dialogue, diverse perspectives, and shared purpose, institutions can build trust and strengthen public confidence in higher education.
As Jillian Gilbert, DBA, Assistant Dean of the DeVoe School of Business, Technology & Leadership, explains:
“Unlearning business as usual in DeVoe means transforming our role, as faculty, from bearers of knowledge to fellow sojourners with students on the learning journey. We learn together; we co-create. It also means guiding students to engage with problems not from the conventional beginning or end, but from all angles—left, right, above, and below. This approach rebuilds our capacity to learn anew and fosters a more dynamic, collaborative educational environment.”
Through ongoing dialogue, diverse perspectives, and shared purpose, institutions can rebuild trust and strengthen public confidence in higher education.
To move forward, institutions must examine core operational components. Below are four areas where unlearning can accelerate innovation, expand workforce development, and improve institutional financial stability.
Traditional program models—with fixed timelines and inflexible curricula—are increasingly misaligned with modern learners, including the rising number of international students and mid-career professionals.
Unlearning requires embracing modularity, adaptability, and new models of education. Arizona State University and Southern New Hampshire University (often referenced simply as Hampshire University) exemplify how leaders can create alternative pathways using stackable credentials, industry-aligned certificates, and flexible formats that meet workforce demand. These approaches rebuild public trust, support student success, and directly address the evolving needs of the American workforce.
Consensus-driven governance structures—while designed for thoughtfulness—often slow innovation, limit agility, and discourage senior leaders from experimenting with innovative solutions.
Unlearning traditional decision-making means empowering leaders, faculty, and managing directors to innovate quickly. Streamlined governance allows institutions to deploy predictive analytics, AI-enhanced tools, and new revenue streams without years of committee delays. In a sector facing financial strain, the ability to adapt and create expected results quickly is crucial.
Classic recruitment tactics—brochures, tours, high school visits—are insufficient in a digital-first ecosystem. In a time of significant focus on international reach and targeted enrollment, colleges must modernize their strategies.
Unlearning outdated recruitment means leveraging digital storytelling, AI-supported enrollment tools, and data-driven segmentation to reach students where they live and learn. These approaches highlight workforce outcomes, demonstrate educational quality, and rebuild public perception of higher education’s value. The shift from broadcasting to relationship-building is essential for student enrollment and institutional financial stability.
This need for reinvention is deeply personal for leaders who have witnessed the disconnect between traditional business education and modern workplace expectations. Wendi McGehee, PhD, Executive Director of Strategy, Innovation, & Lifelong Learning, recalls a pivotal moment with a student:
“A prospective student once told me he ‘did not want his mother’s MBA.’ That comment illuminated a hard truth—many business programs had become formulaic and disconnected from how industry was actually changing. It ignited a conviction that business education had to be reimagined to prepare leaders who can think differently, solve problems in non-linear ways, and lead with creative confidence, technological fluency, and emotional intelligence.”
A campus-centric view of the student experience overlooks the growing population of online and nontraditional learners. In the new era of higher ed, institutions must support students holistically—wherever they are.
Unlearning old paradigms means expanding virtual advising, digital mental health resources, and online communities that foster belonging. Support services must honor free speech, maintain accreditation standards, and contribute to a holistic approach rooted in student success. Institutions that adapt will be better equipped to address future challenges and build resilient, student-centered ecosystems.
Unlearning “business as usual” is essential for any institution ready to thrive in a new era of education. It requires bold leadership, intentional collaboration, and a willingness to challenge long-standing assumptions about how learning is designed, delivered, and measured.
This urgency is especially evident in business education, where the pace of change is increasingly shaped by technology and industry innovation. As Andy Hughes, DBA, Dean of the DeVoe School of Business, Technology & Leadership, notes:
“Business now moves at the speed of technology. To stay competitive, business schools must think with industry and pivot as fast as organizations evolve.”
By embracing transformational change, innovative solutions, and shared purpose, colleges and universities can strengthen public trust, enhance student success, and secure long-term sustainability.
Discover how the DeVoe School of Business, Technology & Leadership at Indiana Wesleyan University is reimagining business education by integrating innovation, technology, and leadership to prepare adaptable, future-ready graduates.
