In this week’s issue, we look inside the Deloitte crystal ball at their predicted 2025 higher education trends with a particular focus on the expectations of students, parents, and donors. What happens to the traditional model of higher education when everyone is laser focused on the outcomes? After that, we spend some time with The Hechinger Report which offers some positive news about a growing segment of high school students who are often underserved by higher education, before closing with a look at increases in undergraduate credential attainment.  

After reading today’s issue, share in the comments your thoughts about the 2025 Higher Education Trends from Deloitte. 

2025 Trends 

From 2025 Higher Education Trends | Deloitte  

Based upon conversations with college and university presidents, Deloitte discusses five trends that are shaping higher education this year.   

Our Thoughts 

It would be challenging to unpack everything contained within this Deloitte report, so I encourage you to spend some time with it yourself. While I’m not sure I agree with the five trends in totality (“systemness” feels very public institution specific), I still believe they are worth considering, especially as they relate to the strategic plans of your institution.  

The one trend I want to focus on is Trend no. 3: The future of the four-year degree. I reported on the three-year degree trend back in Issue 16 because I thought it was something that would continue to gain traction in higher education. As I read the piece from Deloitte, I kept returning to this sentence: “To thrive in a world in which students, parents, and funders are relentlessly outcomes-focused [emphasis added], successful educational institutions must prioritize enhancing the flexibility of their degree programs.”   

“Relentlessly outcomes-focused” is a powerful narrative. When I hear the word relentless, I think of something unforgiving and persistent, like the hot sun in the desert or a strong thunderstorm pounding rain against the windows. That phrasing signals a fundamental shift in the landscape of higher education. It’s not that outcomes haven’t always mattered, but the intensity and visibility of that focus have escalated. Our stakeholders are no longer just hoping for good outcomes; they are expecting them, demanding them, and, in many cases, using them as the primary lens through which they evaluate the value of an institution.  

For institutions, this means that the traditional models of curriculum design, program delivery, and even the structure of the four-year degree are all up for reexamination. This is where the conversation around three-year degrees and stackable credentials becomes especially relevant. Adding flexibility to your degree programs is important to be responsive to the needs of today’s diverse learners, and institutions that adapt their academic programs will be better positioned to thrive in this increasingly outcomes-driven environment.   

What Deloitte is ultimately pointing to, and what we should all be paying attention to, is a broader transformation in how higher education is being perceived and evaluated. It’s no longer just about the degree itself. It’s about what that degree enables students to do, and how efficiently and effectively institutions can deliver on those outcomes. That may be uncomfortable for some, but it also presents a powerful opportunity to realign our systems in ways that better serve students and demonstrate our commitment to the public good.  

One Population with Enrollment Growth Potential 

From As colleges lose enrollment, some turn to one market that’s growing: Hispanic students | The Hechinger Report  

As the number of Hispanic high school graduates is expected to grow over the next decade, higher education institutions are increasing their enrollment efforts for this group.    

Our Thoughts 

While this article primarily uses Dominican University as its example, it offers valuable lessons that are broadly applicable across higher education. Enrollment challenges are widespread, and the article draws attention to an often-underserved group of students who could play a key role in addressing them. However, it also underscores the critical importance of genuinely supporting Hispanic students and not merely viewing them as a demographic to boost enrollment. Institutions must invest in the success of Hispanic students as a community whose educational attainment is vital to the future economic and social health of the nation.  

Fortunately, through compelling narratives of real student experiences, the article provides examples of intentional strategies institutions can adopt to  increase Hispanic student enrollment and foster a true sense of belonging and community for those students. As demographic shifts continue to reshape the higher education landscape, meaningfully engaging Hispanic students should be a central component of sustainable enrollment management strategies for many institutions. Failing to proactively and authentically engage this growing population not only limits opportunities for institutional growth but also continually erodes public confidence in higher education’s ability to serve all communities fairly and effectively. 

An Increase in Certificates 

From Certificate Completion Drives Undergraduate Attainment Rates | Inside Higher Ed  

A new report from the National Student Clearinghouse (NSC) shows undergraduate credential attainment has risen for the first time in three years, primarily driven by increases in certificates.  

Our Thoughts  

In the first article, I focused on the shifting landscape of four-year degrees and what it means when all of our stakeholders are focused on degree outcomes. Now, new data from the NSC sheds further light on how student behaviors and preferences around credential attainment are evolving. The rising popularity of certificates, particularly among younger learners, points to an evolving perception of higher education’s value, affordability, and alignment with workforce needs. It’s crucial for institutions to recognize that students today are more actively evaluating the return on investment of traditional degrees, making shorter-term, career-focused credentials increasingly attractive.  

The NSC report also states that the double-digit growth in certificates is what propelled the overall growth in undergraduate credential attainment as both associate and bachelor completion declined by roughly one percentage point each. Although adapting to this shift will be challenging, institutions that develop or expand stackable certificate and degree pathways will be well-positioned to support both traditional students and lifelong learners, particularly those from underserved backgrounds (see article two above).   

Again, while this evolution may feel uncomfortable for some, institutions are increasingly being asked to meet labor market demands and provide opportunities for economic mobility. Those who can meet these expectations while remaining true to their educational mission will be best positioned for long-term success in the changing higher education market.