February 21, 2025 • 18 mins
Higher ed is at a crossroads. Tune in to see where it’s headed.
Higher education is shifting fast—are universities keeping up? In this episode, we break down the trends, challenges, and innovations shaping the student experience.
We’re talking about the rise of vocational schools, the fight for online reputation, and why some universities are going all-in on sustainability (like TSU’s plan to go solar by 2030). Plus, we tackle the growing internship crisis—what it means for students and how they can still gain real-world experience.
From texting as a student engagement tool to the impact of social media on college decisions, we dig into how institutions are adapting to meet today’s job-ready demands. And, of course, we look at the fine line between using tech to enhance learning and letting it take over.
Episode Breakdown:
00:00 Intro – What’s changing in higher ed?
00:46 Vocational schools on the rise—why parents are pushing for them
01:23 Colleges vs. the online reputation battle
02:05 Universities going green: TSU’s 2030 solar plan
03:05 The internship crisis & how students can adapt
04:23 How texting is changing student engagement
05:44 Social media & ethics in higher ed
14:48 Vocational training vs. traditional college—what’s the right path?
15:34 The role of technology in shaping the future of education
17:13 Wrap-up & key takeaways
Learn more about the Higher Education Marketing Institute:
- Website: https://highereducationmarketinginstitute.com/
- X: https://x.com/HEMInstitute
- LinkedIn: https://www.linkedin.com/company/higher-education-marketing-institute/
- YouTube: https://www.youtube.com/@HigherEducationMarketing
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jack (00:00):
Right.
So, uh, we've got a prettyinteresting collection of
articles here.
It looks like we're going deepinto the world of higher
education today.
Jill (00:05):
Yeah, it seems that way.
Jack (00:07):
But not the usual like college ranking stuff, right?
Jill (00:10):
Right.
Yeah.
We're going a bit deeper thanthat.
It looks like, I mean, thisseems to be more about like the
forces shaping education, youknow, not just for students, but
for parents and universitiesthemselves.
Jack (00:18):
Exactly.
Yeah.
So we're talking about how.
Colleges are fighting for theirreputation online.
The rise of vocational schoolsis a real alternative Tennessee
State University's plan to gocompletely solar.
Plus, there's this fascinatinglook at how colleges are now
using texting to connect withstudents.
Jill (00:35):
Huh.
It really is amazing to see howtechnology is changing higher
education.
You know, impacting everythingfrom how students choose a
college to how they're supportedonce they're there.
Jack (00:45):
Yeah, no, absolutely.
And here's a trend I'm kind ofcurious to unpack.
There's this generational dividewhen it comes to vocational
training.
Guess who's more into it thesedays?
Jill (00:53):
Well, judging by the articles you've gathered, I'd
have to say it's the parents.
Jack (00:56):
You got it right on the money.
It seems parents are pushingvocational schools way more than
their kids are.
In fact, the data suggests thattwice as many parents are
considering vocational schoolfor their kids.
Compared to the kids themselves.
Jill (01:08):
Wow, that's a pretty big difference.
It seems like this parental pushis coming from, you know,
worries about job security andwanting to protect their
children from those huge studentloans, which makes sense given,
you know, how the economy isright now.
Jack (01:20):
Yeah, for sure it reflects the financial pressures families
are under these days.
But before we get too deep intothe whole vocational school
debate, I think it's worthlooking at this obsession
colleges seem to have with theirimage online.
Jill (01:31):
It really is interesting, isn't it?
It's like every university wantsthat five star rating, just like
restaurants on those reviewapps, you know, like Yelp.
Yeah, exactly.
Like Yelp and perspectivestudents.
They're pouring over reviews andsocial media posts, you know,
looking at everything they canonline before they even think
about applying.
Jack (01:47):
Makes you wonder if the traditional college rankings are
becoming a thing of the pastwith all these real time reviews
and opinions floating around outthere.
Jill (01:55):
It's a good question, for sure.
The power dynamic is definitelyshifting, you know.
Prospective students are takingcontrol.
They're relying on peer reviewsand online communities to form
their opinions.
Jack (02:05):
And speaking of online narratives Tennessee State
University is making a prettybold move with their
sustainability plan.
They're aiming to run theirentire campus on solar power by
2030, which is a massiveundertaking.
Do you think it's a genuinecommitment to the environment,
or is there some savvy PR playgoing on here?
Jill (02:22):
Probably a bit of both.
To be honest, there's no denyingthe good PR that comes with
going green like that.
But, you know, let's not be toocynical.
The costs and logistics ofswitching to solar power are
huge.
It requires a serious investmentof resources and planning.
So this move does suggest thatTSU is serious about reducing
their environmental impact.
Jack (02:40):
So you think this could become the norm for universities
in the future?
Are we going to see more andmore schools putting
sustainability front and center?
Jill (02:47):
You know, it's definitely a trend worth watching.
Today's students are very awareof environmental issues and they
expect institutions to take realaction.
So universities that don't adaptto this shift risk losing
potential applicants.
Jack (02:59):
Yeah, that makes sense.
It's not just about academicreputation anymore.
It's about aligning with thevalues of future students.
Now let's switch gears a bit andtalk about a problem a lot of
students are facing right now.
The internship crisis, theeconomy's led to all these
hiring freezes, which means manystudents are graduating without
any real world work experience.
Jill (03:16):
Yeah, it's a tough spot for those grads, for sure.
Going into such a competitivejob market without that
experience puts them at a realdisadvantage.
Jack (03:23):
So what advice would you give to students who are having
trouble finding internships andgetting that work experience?
How can they stand out andovercome this hurdle?
Jill (03:30):
Well, first off, it's important to not get
discouraged.
It's easy to feel defeated whenyou get rejected, you know, but
you gotta stay resilient andproactive.
Instead of dwelling on what theydon't have, they need to focus
on their transferable skills.
Jack (03:42):
Transferable skills, yeah, those are often overlooked, but
super valuable.
Jill (03:45):
Absolutely, things like communication, problem solving,
teamwork, adaptability.
These are skills that can beused in any industry, any job,
really.
Jack (03:53):
So you're saying instead of just focusing on getting a
traditional internship, maybestudents could look at Other
ways to build their resume andget experience.
Jill (04:00):
Exactly.
Volunteering with organizationsin their field, taking on
freelance projects.
Heck, even starting their ownlittle ventures.
These can all show initiative,develop practical skills, and
help them build a network.
Jack (04:11):
Those are great suggestions.
It's all about showing theirpassion and drive for their
future.
field, you know, even if theusual paths are blocked right
now,
Jill (04:17):
right?
And while the job market'stough, there's also an
opportunity here, you know, forstudents to get creative and
resourceful.
Jack (04:23):
Now let's talk about how colleges are using tech to
connect with students.
Seems like text messaging is thenew frontier in student
engagement.
Jill (04:31):
It's really remarkable how fast texting has become like a
core communication tool inhigher ed.
You know, colleges are using itfor everything.
Sending personalized reminders,nudging students about
deadlines, even running supportgroups through text.
Jack (04:45):
It seems like a pretty effective way to reach students
directly.
You know, cut through all theclutter of email and social
media?
Jill (04:51):
Absolutely.
Younger people are used toinstant communication, so
texting fits right in with howthey communicate, but there is a
balance to strike here.
Jack (04:58):
How so?
Jill (04:58):
Well, you know, some students might love those timely
reminders and support, butothers might find constant texts
from their college a bitintrusive or overwhelming.
Jack (05:07):
So where do we draw the line, then, between being
supportive and being overbearingdigitally?
How can colleges make surethey're using texting in a way
That helps students withoutadding to all the digital stress
they're already dealing with.
Jill (05:19):
That's a really important question.
Transparency and choice are keyhere.
You know, colleges need to beupfront about why they're using
texting and explain to studentswhat kind of messages they can
expect to get.
And they got to offer an easyway to opt out for students who
don't want to be contacted thatway.
Jack (05:34):
Makes sense.
You got to respect individualpreferences and avoid that
digital burnout, right?
Jill (05:38):
Exactly.
It's about finding that sweetspot and making sure technology
improves the student experience,not makes it worse.
Jack (05:44):
No, we can't ignore the big one here.
Social media, you know,platforms like Facebook,
Instagram, TikTok, even LinkedInare facing more and more
pressure to protect young users.
And many of those users areprospective college students.
Jill (05:55):
Yeah, it's a complicated issue.
On the one hand, social media isincredibly valuable for
universities to reach.
You know, it's a direct line toyoung people to share info about
programs and, you know, buildtheir brand.
Jack (06:07):
But on the other hand, these platforms have been
criticized for exposing youngpeople to harmful content,
promoting unrealistic beautystandards, and even, you know,
facilitating cyberbullying.
Jill (06:16):
Yeah, that's a legitimate concern and it's forcing
universities to really thinkhard about their social media
strategies.
They need to strike thatbalance, you know, between
reaching their audienceeffectively and protecting young
people from potential harm.
Jack (06:29):
It sounds like they're walking a tightrope.
How can universities navigatethese ethical issues and still
use social media successfully?
Jill (06:36):
It takes a multi pronged approach.
You know, first and foremost,they've got to be careful about
what they're creating, andsharing it needs to be age
appropriate, informative, andengaging, but without resorting
to, you know, sensationalism oranything that could be harmful.
Jack (06:50):
So it's about being responsible with their content.
Jill (06:53):
Exactly.
And it's not just about thecontent itself, it's about how
they're using the platform'sfeatures.
You know, being aware of privacysettings, content filtering
options, reporting mechanisms,making sure they're creating a
safe and positive onlineenvironment.
Jack (07:06):
Sounds like transparency is really important here too.
Universities should be up frontwith prospective students and
their families about how they'reusing social media, what they're
doing to protect minors.
Jill (07:15):
Absolutely.
Transparency builds trust.
You know, they need to clearlycommunicate their policies on
social media, including data,privacy and community standards,
and they need to be responsiveto concerns and questions, you
know, show that they'recommitted to open and honest
communication.
Jack (07:31):
So it seems like managing a university's social media
presence these days.
It comes with a lot ofresponsibility.
Jill (07:36):
Oh, for sure.
It's not just about posting funstuff and getting likes anymore.
It's about using these platformsethically and responsibly, you
know, realizing the impact theyhave on young people.
Jack (07:46):
Well said.
It's a good reminder that socialmedia, for all its good points,
can also be a double edgedsword.
You know, universities need toapproach it carefully and with a
strong sense of responsibility.
Jill (07:56):
I agree.
Jack (07:57):
Well, we've covered a lot of ground here, but I think it's
time to go a bit deeper into thedetails of these topics.
You ready to continue our deepdive?
Jill (08:02):
Absolutely.
Let's unpack these issuesfurther and see what we can
discover together.
You know, it's interesting howall these things we've been
talking about are kind ofconnected, like the focus on
online reputation and the riseof vocational schools.
They both seem tied to thisuncertainty about the value of a
traditional college degree.
Jack (08:18):
That's a great point.
I mean, college costs have gonethrough the roof, and so many
students graduate with tons ofdebt.
It's no surprise that parentsand students are wondering if
that four year degree is stillthe golden ticket it used to be.
Jill (08:31):
Especially when you have vocational schools saying, hey,
we can get you job ready fasterand cheaper.
You know, they're tapping intothat anxiety and promising a
quicker return on investment.
Jack (08:40):
And then you add in online reviews.
Social media shaping studentdecisions.
It creates this reallycomplicated landscape for
universities to navigate.
They're being judged on so manylevels, not just academics, but
their online presence, theircommitment to sustainability,
whether they're actuallyteaching skills employers want.
Jill (08:58):
It's a lot to handle, but I think the scrutiny is
ultimately a good thing.
It's pushing universities tostep up their game, you know, be
more accountable to students andthe job market.
Jack (09:06):
I agree.
It's definitely forcing them toinnovate and adapt.
Speaking of innovation, let's goback to Tennessee State
University.
and their plan to go all solar.
What are the big takeaways fromtheir story?
Jill (09:16):
Well, symbolically, it shows that higher education is
starting to take sustainabilityseriously.
You know, TSU is making astatement saying we care about
the environment, and that'slikely to inspire other schools
to follow suit.
Jack (09:27):
So it sets a precedent, which is huge, but it also
highlights the costs involved,right?
Switching to solar power is abig investment, and universities
need to weigh the long termcosts and benefits.
Jill (09:38):
Absolutely.
And there are technicalchallenges, too.
You know, integrating solarenergy into their existing
infrastructure isn't simple.
It's not just about stickingpanels on rooftops.
Jack (09:47):
So it's not just the upfront cost of the panels.
There's a whole infrastructureoverhaul to consider.
Jill (09:52):
Exactly.
But despite those challenges,the potential payoff is big.
Yeah,
Jack (10:05):
it's a reminder that universities can be leaders in
driving change, not just ineducation and research, but in
tackling global issues likeclimate change.
Jill (10:13):
Right on.
Now let's dig a bit deeper intothis whole texting thing.
It's pretty new, but it'scatching on fast.
Jack (10:18):
It makes sense why colleges are using it, right?
Texting is a direct and instantway to reach students.
Cut through all the noise ofemail and social media.
It's how young peoplecommunicate these days.
They're always on their phones.
Jill (10:29):
Exactly.
So it's smart for colleges touse that channel to share
important info reminders supportservices.
You know, it allows for morepersonalized and accessible
communication.
Jack (10:38):
But like we said earlier, there's a fine line between
being helpful and being toomuch.
How can universities make surethey're texting in a way that
benefits students without addingto their already busy digital
lives?
Jill (10:49):
You're right, they need to be careful about how often they
text and what they're sending,finding that balance is crucial.
They also need to be upfrontabout why they're texting and
give students the option to optout if they want.
Jack (10:59):
So transparency and choice are essential when it comes to
any kind of communication,especially something as personal
as texting.
This does raise some interestingquestions about how student
university relationships arechanging.
Jill (11:10):
Definitely on the one hand, you have this increased
accessibility andpersonalization, which can build
stronger connections.
Jack (11:17):
But on the other hand, there's the risk of being too
intrusive, you know, blurringthe lines.
Jill (11:21):
Exactly.
It's a tricky balance thatuniversities need to figure out.
Jack (11:24):
Makes you wonder how these communication patterns will
evolve as technology keepschanging.
What new ways of communicatingwill we see, and how will they
shape the future of highereducation?
Jill (11:34):
It's an exciting and unknown territory.
Who knows what's coming next?
Jack (11:37):
Speaking of uncharted territory, let's shift back to
the job market, and thosechallenges students are facing,
particularly this internshipcrisis we talked about with all
the hiring freezes.
A lot of students are graduatingwithout that essential work
experience they need to starttheir careers.
Jill (11:51):
It's tough.
It really highlights howimportant it is for these grads
to be adaptable and resourceful.
They need to think outside thebox and find other ways to gain
skills and build their resumes.
Jack (12:01):
Absolutely.
What are some strategies you'drecommend for students in this
situation?
Jill (12:05):
Well, volunteering with organizations in their field is
a great way to go.
It gives them practicalexperience, lets them develop
skills and make connection.
Jack (12:13):
So it's a way to show they're committed and proactive
even without a formalinternship.
Jill (12:18):
Exactly.
Another option is freelancing.
You know, there are platformsthat connect freelancers with
clients looking for specificskills.
It's a good way to get realworld experience, build a
portfolio, and even make somemoney while they're looking for
a full time job.
Jack (12:31):
Those are great tips.
It's about taking charge oftheir career development, not
just waiting for something tocome along.
Jill (12:37):
Exactly.
And they shouldn't underestimatenetworking, going to industry
events, connecting with peopleon LinkedIn, reaching out to
alumni from their school.
All of that can lead tounexpected opportunities.
Jack (12:47):
So it's about building relationships and showing off
their skills and passion.
It's a tough job market.
But it's not impossible.
Jill (12:54):
Not at all.
With the right attitude and aproactive approach, these
graduates can turn a toughsituation into a valuable
learning experience.
Now let's get back to socialmedia and how universities are
dealing with this whole issue ofprotecting minors online.
Jack (13:07):
It's a real balancing act, right?
On one hand, social media iscrucial for reaching potential
students, many of whom areunderage.
But on the other hand, theseplatforms are under fire for
exposing young people to harmfulstuff and, you know, those
addictive algorithms.
Jill (13:21):
Yeah, it's a valid concern.
And it's making universitiesrethink.
Think their approach to socialmedia, they have to find a way
to have a presence online toattract students, but also
protect minors from potentialharm.
It's a tricky situation.
Jack (13:33):
So what concrete steps can universities take to handle this
challenge effectively?
Jill (13:39):
Well, they have to be really careful about what they
post and share.
You know, making sure it's ageappropriate, informative, and
engaging, but without.
Using any tactics that could beseen as exploitative or harmful.
Jack (13:49):
So being responsible content creators.
Jill (13:51):
Exactly.
And it's not just about thecontent itself, it's about how
they're using the platform'sfeatures too.
You know, being aware of privacysettings, content filtering,
options, reporting mechanisms,all of that to create a safe and
positive environment.
Jack (14:04):
And transparency is key here too, right?
Universities need to be up frontwith prospective students and
their families.
about their social mediapractices and how they're
protecting minors.
Jill (14:12):
Absolutely.
Transparency builds trust.
They need to clearly communicatetheir social media policies, you
know, data privacy guidelines,community standards, and they
need to be responsive to anyconcerns or questions showing
that they're committed to opencommunication.
Jack (14:27):
So it seems like managing a university's social media
presence is a pretty big dealthese days.
Jill (14:32):
Oh, definitely.
It's not just about posting funstuff and getting likes anymore.
It's about using these platformsethically and responsibly, you
know, realizing the impact theycan have on young people.
Jack (14:41):
Well said.
It's a good reminder that socialmedia can be a double edged
sword.
You know, universities need tobe careful and take it
seriously.
You know, it's kind ofinteresting how the lines are
getting blurred betweentraditional college and
vocational training.
We've talked about how popularvocational schools are becoming,
but it seems like universitiesare also changing what they
offer to meet this demand forjob ready skills.
Jill (15:01):
Yeah, you're right.
It's not an either or thinganymore.
Lots of universities have Adamelements of vocational training
to their degree programs.
You know, they're offeringspecialized certifications,
partnering with companies togive students hands on
experience and designing coursesthat are more aligned with what
employers are looking for.
Jack (15:17):
So it seems like universities are realizing they
need to evolve to stay relevantand prepare students for this
rapidly changing job market.
Jill (15:24):
Exactly.
They're seeing that studentstoday want a more personalized
and flexible education.
You know, one that gives themboth a broad knowledge base and
those practical skills they needto succeed in their careers.
Jack (15:34):
Which brings us back to the huge role technology is
playing in shaping the future ofeducation.
You know, online learningplatforms, personalized texting,
all that.
It's changing how studentslearn, connect, and just
navigate their whole academicjourney.
Jill (15:48):
It's creating some amazing opportunities for accessibility,
flexibility, and customization.
You know, students can learn attheir own pace, take courses
from anywhere in the world,tailor their education to their
specific interests and goals.
Jack (16:01):
It's pretty incredible how technology is breaking down
those traditional barriers toeducation, but it also presents
some challenges, right?
Jill (16:07):
Definitely, there are concerns about digital equity.
You know, not all students haveequal access to technology and
reliable internet, which cancreate a digital divide.
Jack (16:16):
That's a really important point.
And what about data privacy?
With universities collecting somuch data on student behavior
and performance, how can we besure that information is being
used ethically and responsibly?
Jill (16:28):
Those are valid concerns.
And then there's the potentialfor technology to make education
more fragmented and isolating.
You know, how do we make sureonline learning encourages
collaboration and communityinstead of just having students
stuck behind their screens?
These are all things educatorsand policymakers are wrestling
with as technology becomes moreand more integrated into higher
education.
Jack (16:47):
Sounds like finding that balance is key.
We need to embrace the potentialof technology to improve
education, but also be aware ofthe potential downsides and, you
know, take steps to addressthose.
Jill (16:58):
I agree.
Universities need to bethoughtful about how they use
technology, always putting theneeds of student first.
It's not just about using thenewest gadgets or software.
It's about using technology tosupport real learning
experiences and create a vibrantand inclusive community.
Jack (17:13):
So as we wrap up this deep dive into the world of higher
education, what are some keytakeaways you hope our listeners
will walk away with?
Jill (17:19):
Well, I think it's pretty clear that higher education is
at a turning point technology,the economy changing, student
expectations, social andenvironmental issues, it's all
coming together to reshape thelandscape in big ways.
It's a time of great challenges,but also exciting and exciting.
Possibilities.
Jack (17:35):
It definitely feels that way.
What advice would you give tostudents, parents, educators who
are trying to navigate thiscomplex and constantly changing
world?
Jill (17:44):
I'd say be adaptable, be open to learning new skills,
exploring different paths andchallenging the way things have
always been done.
You know, being innovative andwilling to embrace change is
crucial for success in this newera of higher education.
Jack (17:59):
And don't be afraid to ask questions, challenge
assumptions, and speak up forwhat you believe in the future
of higher education isn't set instone, it's being shaped by the
decisions we make every day.
Jill (18:08):
Well said.
And remember, this deep dive isjust the start of the
conversation.
You know, we encourage you, ourlistener, to keep exploring,
keep asking questions, and keeptalking about how we can shape
education in a way that benefitseveryone.
Jack (18:19):
Thanks for joining us on this journey.
We hope this deep dive has givenyou some valuable insights and a
new perspective on education.
The involving world of highereducation.
Right.
So, uh, we've got a prettyinteresting collection of
articles here.
It looks like we're going deepinto the world of higher
education today.
Jill (00:05):
Yeah, it seems that way.
Jack (00:07):
But not the usual like college ranking stuff, right?
Jill (00:10):
Right.
Yeah.
We're going a bit deeper thanthat.
It looks like, I mean, thisseems to be more about like the
forces shaping education, youknow, not just for students, but
for parents and universitiesthemselves.
Jack (00:18):
Exactly.
Yeah.
So we're talking about how.
Colleges are fighting for theirreputation online.
The rise of vocational schoolsis a real alternative Tennessee
State University's plan to gocompletely solar.
Plus, there's this fascinatinglook at how colleges are now
using texting to connect withstudents.
Jill (00:35):
Huh.
It really is amazing to see howtechnology is changing higher
education.
You know, impacting everythingfrom how students choose a
college to how they're supportedonce they're there.
Jack (00:45):
Yeah, no, absolutely.
And here's a trend I'm kind ofcurious to unpack.
There's this generational dividewhen it comes to vocational
training.
Guess who's more into it thesedays?
Jill (00:53):
Well, judging by the articles you've gathered, I'd
have to say it's the parents.
Jack (00:56):
You got it right on the money.
It seems parents are pushingvocational schools way more than
their kids are.
In fact, the data suggests thattwice as many parents are
considering vocational schoolfor their kids.
Compared to the kids themselves.
Jill (01:08):
Wow, that's a pretty big difference.
It seems like this parental pushis coming from, you know,
worries about job security andwanting to protect their
children from those huge studentloans, which makes sense given,
you know, how the economy isright now.
Jack (01:20):
Yeah, for sure it reflects the financial pressures families
are under these days.
But before we get too deep intothe whole vocational school
debate, I think it's worthlooking at this obsession
colleges seem to have with theirimage online.
Jill (01:31):
It really is interesting, isn't it?
It's like every university wantsthat five star rating, just like
restaurants on those reviewapps, you know, like Yelp.
Yeah, exactly.
Like Yelp and perspectivestudents.
They're pouring over reviews andsocial media posts, you know,
looking at everything they canonline before they even think
about applying.
Jack (01:47):
Makes you wonder if the traditional college rankings are
becoming a thing of the pastwith all these real time reviews
and opinions floating around outthere.
Jill (01:55):
It's a good question, for sure.
The power dynamic is definitelyshifting, you know.
Prospective students are takingcontrol.
They're relying on peer reviewsand online communities to form
their opinions.
Jack (02:05):
And speaking of online narratives Tennessee State
University is making a prettybold move with their
sustainability plan.
They're aiming to run theirentire campus on solar power by
2030, which is a massiveundertaking.
Do you think it's a genuinecommitment to the environment,
or is there some savvy PR playgoing on here?
Jill (02:22):
Probably a bit of both.
To be honest, there's no denyingthe good PR that comes with
going green like that.
But, you know, let's not be toocynical.
The costs and logistics ofswitching to solar power are
huge.
It requires a serious investmentof resources and planning.
So this move does suggest thatTSU is serious about reducing
their environmental impact.
Jack (02:40):
So you think this could become the norm for universities
in the future?
Are we going to see more andmore schools putting
sustainability front and center?
Jill (02:47):
You know, it's definitely a trend worth watching.
Today's students are very awareof environmental issues and they
expect institutions to take realaction.
So universities that don't adaptto this shift risk losing
potential applicants.
Jack (02:59):
Yeah, that makes sense.
It's not just about academicreputation anymore.
It's about aligning with thevalues of future students.
Now let's switch gears a bit andtalk about a problem a lot of
students are facing right now.
The internship crisis, theeconomy's led to all these
hiring freezes, which means manystudents are graduating without
any real world work experience.
Jill (03:16):
Yeah, it's a tough spot for those grads, for sure.
Going into such a competitivejob market without that
experience puts them at a realdisadvantage.
Jack (03:23):
So what advice would you give to students who are having
trouble finding internships andgetting that work experience?
How can they stand out andovercome this hurdle?
Jill (03:30):
Well, first off, it's important to not get
discouraged.
It's easy to feel defeated whenyou get rejected, you know, but
you gotta stay resilient andproactive.
Instead of dwelling on what theydon't have, they need to focus
on their transferable skills.
Jack (03:42):
Transferable skills, yeah, those are often overlooked, but
super valuable.
Jill (03:45):
Absolutely, things like communication, problem solving,
teamwork, adaptability.
These are skills that can beused in any industry, any job,
really.
Jack (03:53):
So you're saying instead of just focusing on getting a
traditional internship, maybestudents could look at Other
ways to build their resume andget experience.
Jill (04:00):
Exactly.
Volunteering with organizationsin their field, taking on
freelance projects.
Heck, even starting their ownlittle ventures.
These can all show initiative,develop practical skills, and
help them build a network.
Jack (04:11):
Those are great suggestions.
It's all about showing theirpassion and drive for their
future.
field, you know, even if theusual paths are blocked right
now,
Jill (04:17):
right?
And while the job market'stough, there's also an
opportunity here, you know, forstudents to get creative and
resourceful.
Jack (04:23):
Now let's talk about how colleges are using tech to
connect with students.
Seems like text messaging is thenew frontier in student
engagement.
Jill (04:31):
It's really remarkable how fast texting has become like a
core communication tool inhigher ed.
You know, colleges are using itfor everything.
Sending personalized reminders,nudging students about
deadlines, even running supportgroups through text.
Jack (04:45):
It seems like a pretty effective way to reach students
directly.
You know, cut through all theclutter of email and social
media?
Jill (04:51):
Absolutely.
Younger people are used toinstant communication, so
texting fits right in with howthey communicate, but there is a
balance to strike here.
Jack (04:58):
How so?
Jill (04:58):
Well, you know, some students might love those timely
reminders and support, butothers might find constant texts
from their college a bitintrusive or overwhelming.
Jack (05:07):
So where do we draw the line, then, between being
supportive and being overbearingdigitally?
How can colleges make surethey're using texting in a way
That helps students withoutadding to all the digital stress
they're already dealing with.
Jill (05:19):
That's a really important question.
Transparency and choice are keyhere.
You know, colleges need to beupfront about why they're using
texting and explain to studentswhat kind of messages they can
expect to get.
And they got to offer an easyway to opt out for students who
don't want to be contacted thatway.
Jack (05:34):
Makes sense.
You got to respect individualpreferences and avoid that
digital burnout, right?
Jill (05:38):
Exactly.
It's about finding that sweetspot and making sure technology
improves the student experience,not makes it worse.
Jack (05:44):
No, we can't ignore the big one here.
Social media, you know,platforms like Facebook,
Instagram, TikTok, even LinkedInare facing more and more
pressure to protect young users.
And many of those users areprospective college students.
Jill (05:55):
Yeah, it's a complicated issue.
On the one hand, social media isincredibly valuable for
universities to reach.
You know, it's a direct line toyoung people to share info about
programs and, you know, buildtheir brand.
Jack (06:07):
But on the other hand, these platforms have been
criticized for exposing youngpeople to harmful content,
promoting unrealistic beautystandards, and even, you know,
facilitating cyberbullying.
Jill (06:16):
Yeah, that's a legitimate concern and it's forcing
universities to really thinkhard about their social media
strategies.
They need to strike thatbalance, you know, between
reaching their audienceeffectively and protecting young
people from potential harm.
Jack (06:29):
It sounds like they're walking a tightrope.
How can universities navigatethese ethical issues and still
use social media successfully?
Jill (06:36):
It takes a multi pronged approach.
You know, first and foremost,they've got to be careful about
what they're creating, andsharing it needs to be age
appropriate, informative, andengaging, but without resorting
to, you know, sensationalism oranything that could be harmful.
Jack (06:50):
So it's about being responsible with their content.
Jill (06:53):
Exactly.
And it's not just about thecontent itself, it's about how
they're using the platform'sfeatures.
You know, being aware of privacysettings, content filtering
options, reporting mechanisms,making sure they're creating a
safe and positive onlineenvironment.
Jack (07:06):
Sounds like transparency is really important here too.
Universities should be up frontwith prospective students and
their families about how they'reusing social media, what they're
doing to protect minors.
Jill (07:15):
Absolutely.
Transparency builds trust.
You know, they need to clearlycommunicate their policies on
social media, including data,privacy and community standards,
and they need to be responsiveto concerns and questions, you
know, show that they'recommitted to open and honest
communication.
Jack (07:31):
So it seems like managing a university's social media
presence these days.
It comes with a lot ofresponsibility.
Jill (07:36):
Oh, for sure.
It's not just about posting funstuff and getting likes anymore.
It's about using these platformsethically and responsibly, you
know, realizing the impact theyhave on young people.
Jack (07:46):
Well said.
It's a good reminder that socialmedia, for all its good points,
can also be a double edgedsword.
You know, universities need toapproach it carefully and with a
strong sense of responsibility.
Jill (07:56):
I agree.
Jack (07:57):
Well, we've covered a lot of ground here, but I think it's
time to go a bit deeper into thedetails of these topics.
You ready to continue our deepdive?
Jill (08:02):
Absolutely.
Let's unpack these issuesfurther and see what we can
discover together.
You know, it's interesting howall these things we've been
talking about are kind ofconnected, like the focus on
online reputation and the riseof vocational schools.
They both seem tied to thisuncertainty about the value of a
traditional college degree.
Jack (08:18):
That's a great point.
I mean, college costs have gonethrough the roof, and so many
students graduate with tons ofdebt.
It's no surprise that parentsand students are wondering if
that four year degree is stillthe golden ticket it used to be.
Jill (08:31):
Especially when you have vocational schools saying, hey,
we can get you job ready fasterand cheaper.
You know, they're tapping intothat anxiety and promising a
quicker return on investment.
Jack (08:40):
And then you add in online reviews.
Social media shaping studentdecisions.
It creates this reallycomplicated landscape for
universities to navigate.
They're being judged on so manylevels, not just academics, but
their online presence, theircommitment to sustainability,
whether they're actuallyteaching skills employers want.
Jill (08:58):
It's a lot to handle, but I think the scrutiny is
ultimately a good thing.
It's pushing universities tostep up their game, you know, be
more accountable to students andthe job market.
Jack (09:06):
I agree.
It's definitely forcing them toinnovate and adapt.
Speaking of innovation, let's goback to Tennessee State
University.
and their plan to go all solar.
What are the big takeaways fromtheir story?
Jill (09:16):
Well, symbolically, it shows that higher education is
starting to take sustainabilityseriously.
You know, TSU is making astatement saying we care about
the environment, and that'slikely to inspire other schools
to follow suit.
Jack (09:27):
So it sets a precedent, which is huge, but it also
highlights the costs involved,right?
Switching to solar power is abig investment, and universities
need to weigh the long termcosts and benefits.
Jill (09:38):
Absolutely.
And there are technicalchallenges, too.
You know, integrating solarenergy into their existing
infrastructure isn't simple.
It's not just about stickingpanels on rooftops.
Jack (09:47):
So it's not just the upfront cost of the panels.
There's a whole infrastructureoverhaul to consider.
Jill (09:52):
Exactly.
But despite those challenges,the potential payoff is big.
Yeah,
Jack (10:05):
it's a reminder that universities can be leaders in
driving change, not just ineducation and research, but in
tackling global issues likeclimate change.
Jill (10:13):
Right on.
Now let's dig a bit deeper intothis whole texting thing.
It's pretty new, but it'scatching on fast.
Jack (10:18):
It makes sense why colleges are using it, right?
Texting is a direct and instantway to reach students.
Cut through all the noise ofemail and social media.
It's how young peoplecommunicate these days.
They're always on their phones.
Jill (10:29):
Exactly.
So it's smart for colleges touse that channel to share
important info reminders supportservices.
You know, it allows for morepersonalized and accessible
communication.
Jack (10:38):
But like we said earlier, there's a fine line between
being helpful and being toomuch.
How can universities make surethey're texting in a way that
benefits students without addingto their already busy digital
lives?
Jill (10:49):
You're right, they need to be careful about how often they
text and what they're sending,finding that balance is crucial.
They also need to be upfrontabout why they're texting and
give students the option to optout if they want.
Jack (10:59):
So transparency and choice are essential when it comes to
any kind of communication,especially something as personal
as texting.
This does raise some interestingquestions about how student
university relationships arechanging.
Jill (11:10):
Definitely on the one hand, you have this increased
accessibility andpersonalization, which can build
stronger connections.
Jack (11:17):
But on the other hand, there's the risk of being too
intrusive, you know, blurringthe lines.
Jill (11:21):
Exactly.
It's a tricky balance thatuniversities need to figure out.
Jack (11:24):
Makes you wonder how these communication patterns will
evolve as technology keepschanging.
What new ways of communicatingwill we see, and how will they
shape the future of highereducation?
Jill (11:34):
It's an exciting and unknown territory.
Who knows what's coming next?
Jack (11:37):
Speaking of uncharted territory, let's shift back to
the job market, and thosechallenges students are facing,
particularly this internshipcrisis we talked about with all
the hiring freezes.
A lot of students are graduatingwithout that essential work
experience they need to starttheir careers.
Jill (11:51):
It's tough.
It really highlights howimportant it is for these grads
to be adaptable and resourceful.
They need to think outside thebox and find other ways to gain
skills and build their resumes.
Jack (12:01):
Absolutely.
What are some strategies you'drecommend for students in this
situation?
Jill (12:05):
Well, volunteering with organizations in their field is
a great way to go.
It gives them practicalexperience, lets them develop
skills and make connection.
Jack (12:13):
So it's a way to show they're committed and proactive
even without a formalinternship.
Jill (12:18):
Exactly.
Another option is freelancing.
You know, there are platformsthat connect freelancers with
clients looking for specificskills.
It's a good way to get realworld experience, build a
portfolio, and even make somemoney while they're looking for
a full time job.
Jack (12:31):
Those are great tips.
It's about taking charge oftheir career development, not
just waiting for something tocome along.
Jill (12:37):
Exactly.
And they shouldn't underestimatenetworking, going to industry
events, connecting with peopleon LinkedIn, reaching out to
alumni from their school.
All of that can lead tounexpected opportunities.
Jack (12:47):
So it's about building relationships and showing off
their skills and passion.
It's a tough job market.
But it's not impossible.
Jill (12:54):
Not at all.
With the right attitude and aproactive approach, these
graduates can turn a toughsituation into a valuable
learning experience.
Now let's get back to socialmedia and how universities are
dealing with this whole issue ofprotecting minors online.
Jack (13:07):
It's a real balancing act, right?
On one hand, social media iscrucial for reaching potential
students, many of whom areunderage.
But on the other hand, theseplatforms are under fire for
exposing young people to harmfulstuff and, you know, those
addictive algorithms.
Jill (13:21):
Yeah, it's a valid concern.
And it's making universitiesrethink.
Think their approach to socialmedia, they have to find a way
to have a presence online toattract students, but also
protect minors from potentialharm.
It's a tricky situation.
Jack (13:33):
So what concrete steps can universities take to handle this
challenge effectively?
Jill (13:39):
Well, they have to be really careful about what they
post and share.
You know, making sure it's ageappropriate, informative, and
engaging, but without.
Using any tactics that could beseen as exploitative or harmful.
Jack (13:49):
So being responsible content creators.
Jill (13:51):
Exactly.
And it's not just about thecontent itself, it's about how
they're using the platform'sfeatures too.
You know, being aware of privacysettings, content filtering,
options, reporting mechanisms,all of that to create a safe and
positive environment.
Jack (14:04):
And transparency is key here too, right?
Universities need to be up frontwith prospective students and
their families.
about their social mediapractices and how they're
protecting minors.
Jill (14:12):
Absolutely.
Transparency builds trust.
They need to clearly communicatetheir social media policies, you
know, data privacy guidelines,community standards, and they
need to be responsive to anyconcerns or questions showing
that they're committed to opencommunication.
Jack (14:27):
So it seems like managing a university's social media
presence is a pretty big dealthese days.
Jill (14:32):
Oh, definitely.
It's not just about posting funstuff and getting likes anymore.
It's about using these platformsethically and responsibly, you
know, realizing the impact theycan have on young people.
Jack (14:41):
Well said.
It's a good reminder that socialmedia can be a double edged
sword.
You know, universities need tobe careful and take it
seriously.
You know, it's kind ofinteresting how the lines are
getting blurred betweentraditional college and
vocational training.
We've talked about how popularvocational schools are becoming,
but it seems like universitiesare also changing what they
offer to meet this demand forjob ready skills.
Jill (15:01):
Yeah, you're right.
It's not an either or thinganymore.
Lots of universities have Adamelements of vocational training
to their degree programs.
You know, they're offeringspecialized certifications,
partnering with companies togive students hands on
experience and designing coursesthat are more aligned with what
employers are looking for.
Jack (15:17):
So it seems like universities are realizing they
need to evolve to stay relevantand prepare students for this
rapidly changing job market.
Jill (15:24):
Exactly.
They're seeing that studentstoday want a more personalized
and flexible education.
You know, one that gives themboth a broad knowledge base and
those practical skills they needto succeed in their careers.
Jack (15:34):
Which brings us back to the huge role technology is
playing in shaping the future ofeducation.
You know, online learningplatforms, personalized texting,
all that.
It's changing how studentslearn, connect, and just
navigate their whole academicjourney.
Jill (15:48):
It's creating some amazing opportunities for accessibility,
flexibility, and customization.
You know, students can learn attheir own pace, take courses
from anywhere in the world,tailor their education to their
specific interests and goals.
Jack (16:01):
It's pretty incredible how technology is breaking down
those traditional barriers toeducation, but it also presents
some challenges, right?
Jill (16:07):
Definitely, there are concerns about digital equity.
You know, not all students haveequal access to technology and
reliable internet, which cancreate a digital divide.
Jack (16:16):
That's a really important point.
And what about data privacy?
With universities collecting somuch data on student behavior
and performance, how can we besure that information is being
used ethically and responsibly?
Jill (16:28):
Those are valid concerns.
And then there's the potentialfor technology to make education
more fragmented and isolating.
You know, how do we make sureonline learning encourages
collaboration and communityinstead of just having students
stuck behind their screens?
These are all things educatorsand policymakers are wrestling
with as technology becomes moreand more integrated into higher
education.
Jack (16:47):
Sounds like finding that balance is key.
We need to embrace the potentialof technology to improve
education, but also be aware ofthe potential downsides and, you
know, take steps to addressthose.
Jill (16:58):
I agree.
Universities need to bethoughtful about how they use
technology, always putting theneeds of student first.
It's not just about using thenewest gadgets or software.
It's about using technology tosupport real learning
experiences and create a vibrantand inclusive community.
Jack (17:13):
So as we wrap up this deep dive into the world of higher
education, what are some keytakeaways you hope our listeners
will walk away with?
Jill (17:19):
Well, I think it's pretty clear that higher education is
at a turning point technology,the economy changing, student
expectations, social andenvironmental issues, it's all
coming together to reshape thelandscape in big ways.
It's a time of great challenges,but also exciting and exciting.
Possibilities.
Jack (17:35):
It definitely feels that way.
What advice would you give tostudents, parents, educators who
are trying to navigate thiscomplex and constantly changing
world?
Jill (17:44):
I'd say be adaptable, be open to learning new skills,
exploring different paths andchallenging the way things have
always been done.
You know, being innovative andwilling to embrace change is
crucial for success in this newera of higher education.
Jack (17:59):
And don't be afraid to ask questions, challenge
assumptions, and speak up forwhat you believe in the future
of higher education isn't set instone, it's being shaped by the
decisions we make every day.
Jill (18:08):
Well said.
And remember, this deep dive isjust the start of the
conversation.
You know, we encourage you, ourlistener, to keep exploring,
keep asking questions, and keeptalking about how we can shape
education in a way that benefitseveryone.
Jack (18:19):
Thanks for joining us on this journey.
We hope this deep dive has givenyou some valuable insights and a
new perspective on education.
The involving world of highereducation.
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