Higher education is at a critical juncture. As the New Majority Learner (NML) becomes the defining demographic, institutions are increasingly challenged to evolve beyond outdated approaches.
We've previously discussed the diverse needs of time poor, underprepared, and learners with barriers. What connects these distinct groups, and indeed, what will define institutional success moving forward, is a fundamental shift in philosophy: the adoption of a "success-first" model.
A success first model in higher education is not merely a passing phase but a crucial strategy. It is essential for attracting and retaining a diverse student body and providing them with adequate support.
The limitations of the traditional, compliance driven model
For too long, student support in higher education has operated primarily through a model focused on individual interventions and regulatory compliance. This often leads to a narrow scope of assistance, constrained by a 'ticking boxes' mentality rather than a broader commitment to help student's thrive.
Despite compliance ensuring that those who need support recessive individualized support plans and implementation, many students pass under the radar.
For instance, students with registered disabilities must actively seek accommodations through frameworks like the Americans with Disabilities Act (ADA), even if the very same accommodations would benefit their peers.
This emphasis on regulation can unintentionally restrict services to simply meeting minimum requirements for participation, overlooking the overarching goal of enabling all students to achieve their full potential.
Perhaps the most problematic facet of this compliance driven approach is its reliance on student self-advocacy. For many learners entering higher education, this is a new and challenging reality, starkly different from the mandated support they might have received in high school or last time they were in education.
The NML report reveals a concerning statistic: among students who reported having a disability while attending college, only one-third actually informed their institution. This means a staggering 65% of disabled students in higher education are not receiving the accommodations they would benefit from.
Reasons for this include a lack of belief in the effectiveness of college resources, long waiting times, or fear of being treated differently by faculty. This lack of advocacy and support, likely extending to other New Majority traits due to intersectionality, is clearly unsustainable.
What is a success first model?
A success first model fundamentally pivots the focus from a transactional delivery of services to centering on the student's holistic development. It recognizes that students possess individual and varied needs and aspirations, and that true success encompasses more than just academic achievement.
As April Belback, Associate Vice Provost for Student Success and Advising at the University of Pittsburgh, puts it, "Student success goes beyond academic performance and other historical metrics. Now we're prioritizing the overall wellbeing of our students and looking to address their mental, emotional, and social health alongside their academic growth".
This approach is built on three key components:
- Equip: Institutions equip students by providing the right tools and technology to support their personal learning process, thereby making learning more accessible for everyone.
- Empower: Empowerment comes from early, proactive engagement and personalized support plans. Institutions can directly help learners develop crucial study skills, giving them the agency to take control of their learning.
- Encourage: By fostering collaboration across departments, institutions can encourage students to learn from each other, building a stronger, more collaborative campus environment.
The benefits of embracing a success first model
Adopting a success first model yields profound benefits for both students and the institution:
- Improved student outcomes: Expanding access through this model directly leads to increased retention rates, higher graduation rates, and overall academic achievement for New Majority students.
- Enhanced student wellbeing: When students are prioritized, their self esteem, self efficacy, and sense of belonging are significantly strengthened, creating a more supportive environment.
- Enhanced institutional reputation: Institutions gain recognition as leaders in providing high quality student services and producing more successful graduates, thereby enhancing their reputation.
- Positive societal impact: Ultimately, these efforts contribute to a more dynamic and skilled workforce, paving the way for a more prosperous future for each and every learner.
The New Majority Learner is here to stay. Their diverse needs highlight the limitations of past approaches and the urgent necessity for real, practical change. By moving to a success first model, which prioritizes equipping, empowering, and encouraging every learner, higher education institutions can avoid the pitfalls of disengagement and ensure their long term viability.
This paradigm shift is an investment not only in the future of our institutions but in the collective future of society, unlocking education for a group of students historically left as an afterthought. It's time to build a truly inclusive learning experience where every student thrives.
