It’s been one of those weeks where I found myself doing a lot of thinking…thinking about enrollment, about AI, and about the growing call to connect college directly with the labor market needs. The higher education news left me with more browser tabs than I had time to read and more questions than answers. In this week’s issue, I’m sharing a few stories that stuck with me, along with some thoughts on what they might mean for the road ahead. 

After reading today’s issue, share in the comments your thoughts about the EDUCAUSE AI ethics framework! 

Enrollment Management Practices 

From The ‘Predatory Inclusion’ of High-Stakes Enrollment Management | The Chronicle of Higher Education

Stephen J. Burd provides a detailed look at current enrollment management practices and their impact on higher education. 

Our Thoughts 

A couple of weeks ago, I was discussing this article, Why Did Syracuse Offer $200,000 Deals to Teens Who Had Turned It Down?, from The New York Times with a friend who doesn’t work in higher education. They were baffled by the sales-like attitude that Syracuse seemed to exhibit in its interactions with admitted students. This started a long conversation about enrollment management, changes to recruitment practices in 2019 following a Department of Justice investigation, increasing tuition discounting, and the rise of private equity-backed enrollment consulting firms. At the end, my friend left informed, befuddled, and conflicted about higher education. 

The uncomfortable reality for many institutions is that enrollment is the primary revenue source and, as such, is often viewed through a business strategy lens. Enrollment data analytics, financial aid leveraging, and prestige-driven competition have not only contributed to rising tuition and debt but have also distorted the foundational mission of higher education. Unfortunately, when the tools of enrollment management become untethered from mission and ethics, they can create long-term consequences for students, especially those from low-income families.  

This is not to say that enrollment management practices are bad or even a “necessary evil” for institutions. With systemic enrollment and financial pressures affecting nearly all colleges and universities, it’s important to use data to inform our practices and ensure we are investing in the right areas for enrollment success. I simply think we have to ask whether chasing prestige through predictive analytics and pricing strategies is worth the cost in equity, access, and trust.  

The future of higher education hinges on our willingness to scrutinize the structures and incentives we’ve built. If we want to reimagine enrollment practices in ways that serve both mission and margin, it starts with acknowledging the influence of these consulting firms and the consequences of competition-as-strategy. And if even one more person outside our industry walks away from these conversations feeling conflicted, maybe that’s a sign we need to feel a little more conflicted ourselves. 

AI Ethics Framework 

From Ethics Is the Edge: The Future of AI in Higher Education | EDUCAUSE Review

A new framework outlines eight ethical principles to guide higher education’s implementation of artificial intelligence. 

Our Thoughts 

AI has been top of mind recently and the impact it has had and will continue to have on education…at least for the foreseeable future. Faculty members are questioning their purpose, wondering if education is now just an illusion. Earlier this year, we were told that everyone is cheating their way through college, but now the media is reporting that, instead, students are simply using it as a study tool. Meanwhile, companies are all-in on AI while institutions rush to add AI skills across their curricula.  

And though some tout that AI is the future of education, I have to wonder if that’s really what the actual learners want. To be taught by a machine, powered by an algorithm that pretends to “learn” during interactions and controlled by these massive technology companies that have always claimed to have their users’ best interests at heart, right? It’s not a though we have a long list of the documented harms AI poses to students or anything.   

I think that’s why it’s vitally important for higher education to be a leading voice in the use of AI in education. Who is better positioned to address the impacts of this technology on education than centers of research and learning themselves? This AI ethics framework, produced by an EDUCAUSE Working Group, is an excellent starting point for these discussions. Emphasizing transparency, autonomy, and justice, this article compellingly argues that AI is not neutral—it embodies values, makes implicit choices, and influences institutional culture in ways that demand thoughtful governance and ethical reflection.  

As AI tools rapidly permeate admissions, advising, teaching, and research, we can no longer afford to treat their adoption as a purely technical or operational decision. As we grapple with fragmented AI adoption and fears of bias or surveillance, the framework proposed by EDUCAUSE offers a shared language for inclusive, mission-aligned decision-making. It’s a reminder that ethical guardrails are not obstacles to innovation–they are the blueprint for sustainable, human-centered progress. 

More Middle-Skills Credentials Needed 

From Too Many Well-Paid Middle-Skills Jobs, Not Enough Credentials | Inside Higher Ed 

A new report from Georgetown University’s Center on Education and the Workforce finds that, to meet future workforce demands in high-paying, middle-skill careers that don’t require a bachelor’s degree, higher education must graduate an additional 712,000 credentialed individuals each year. 

Our Thoughts  

It’s refreshing to read an article that clearly illustrates the connection between post-secondary education, career readiness, and labor market needs. While we often use higher education as a shorthand for four-year degrees, it’s important to remember that U.S. higher education provides multiple pathways beyond the traditional bachelor’s degree. The high-paying middle-skills jobs (roles that offer solid earnings without requiring a four-year degree) detailed in the report still require some form of education beyond high school.  

For me, what was truly interesting in the report was a section on equity as a necessary lever for addressing labor shortages. The disparities in credential attainment and workforce representation, especially for women and students of color, reveal systemic barriers that extend beyond education into hiring practices and workplace culture. The data makes clear that credential attainment alone isn’t enough; we also need to ensure that students transition successfully into careers. For institutions, this means going beyond access and affordability and moving toward more intentional career alignment and transparency. 

Closing race and gender gaps isn’t simply the right thing to do. It’s necessary to meet workforce demands and sustain national competitiveness. As the White House plans to transition oversight of career and technical education (CTE) from the Department of Education to the Department of Labor, it’s critical that we remain a strong voice advocating for that connection. If we’re truly committed to student success, we must take credential-to-career alignment seriously. That means ensuring all students, especially those historically left behind, can see a future in high-paying, high-demand fields.