In this week’s issue, we’re diving into several pressing topics in higher education. From concerns about college graduates entering the workforce underprepared, to the shrinking return on investment of a degree for low-income students. We’re also exploring the evolving role of AI in the classroom and how institutions can navigate issues around academic integrity.

After reading, share in the comments: What best practices is your institution implementing around AI usage?

(Lack of) Workforce Preparedness

From Over half of hiring managers say recent grads are unprepared for the workforce | Higher Ed Dive

A recent survey of 1,000 hiring managers by Resume.org highlights growing concerns about how prepared recent college graduates are to enter the workforce.

Our Thoughts

Interestingly, the concerns weren’t about academic knowledge or technical qualifications, but rather soft skills—traits like professionalism, motivation, initiative, and time management. Excessive mobile phone use and a general sense of indifference were also frequently mentioned as red flags.

As a result, just over half of hiring managers said they are willing to hire recent graduates, which is a signal that colleges may not be equipping students with the full range of skills they need to succeed professionally. So, what can institutions do?

While approaches may vary based on resources, there are key opportunities: offer dedicated coursework, create one-on-one mentorship experiences with professionals, or provide access to internships in real-world environments. These types of experiences can introduce students to workplace expectations and help instill the habits needed for long-term success. Partnering with local businesses can also play a major role.

Together, schools and employers can identify the skills graduates need most and develop programs that help students build those skills before graduation.

College Isn’t Paying Off for Low-Income Students

From Why the College Premium Is Shrinking for Low-Income Students | The Chronicle of Higher Education

Eric Hoover examines the diminishing economic return of a college degree for low-income students.

Our Thoughts

Drawing from the paper, Changes in the College Mobility Pipeline Since 1900, Hoover reveals that while a degree once offered similar wage benefits across different socioeconomic groups, this is no longer true. Since the 1960s, the wage and employment advantages of a college degree have decreased for lower income students but increased for wealthier ones. But why is there a disparity?

There are a few key reasons:

• Public and private funding often flows to research institutions, which tend to enroll wealthier students.
• Lower-income students are more frequently funneled into community or for-profit colleges—pathways that reduce the likelihood of earning a bachelor’s degree.
• These students are also more likely to pursue humanities majors, which tend to offer lower wage returns post-graduation.

This growing divide brings us back to a question many students and families are asking: Is college still worth it? The answer is increasingly complex. As Hoover notes, the value of a degree is shaped not just by effort or academic achievement, but by major, income background, and institutional resources. While higher education can still be a vehicle for opportunity, that opportunity often isn’t distributed evenly.

Is Everyone Really Cheating?

From AI and Threats to Academic Integrity: What to Do | Inside Higher Ed

Colleen Flaherty highlights the disconnect between faculty and students over the use of AI and its impact on academic integrity.

Our Thoughts

Academic dishonesty is one of the biggest concerns in higher ed right now, but what stood out most wasn’t just the fear of students cheating. It’s the growing disconnect between faculty and students when it comes to understanding and using AI. There’s a serious lack of clarity and alignment on what counts as cheating when AI tools are involved. Many students are using AI platforms to brainstorm or help them understand complex material, however, faculty often see these same tools as a threat to academic integrity.

We’re also seeing a lack of readiness on both sides. Students and faculty need more training and support to understand how AI can and should be used responsibly in academic work. Without that, we’re setting everyone up for miscommunication and mistrust. Flaherty highlights seven core principles from the American Association of Colleges and Universities and Elon University that aim to guide ethical AI use in higher ed:

1. Know and follow your college’s rules
2. Learn about AI
3. Do the right thing
4. Think beyond your major
5. Commit to lifelong learning
6. Prioritize privacy and security
7. Cultivate your human abilities

AI isn’t going away. If anything, it’s becoming more embedded in how students learn and work. Institutions need to establish clear, consistent guidelines around AI use. Through establishing clear guidelines, institutions can harness the benefits of AI while maintaining academic integrity as best as possible.