There’s no question that higher education is at a pivotal moment. We hear it every day — from students, families, employers, and policy leaders: “Is college still worth it?”

As someone who has spent over two decades in higher education — both inside the academy and in the wider education ecosystem — I understand where that concern comes from. Rising costs, uncertain outcomes, and a disconnect between what students learn and what they need for life and work have left many questioning the value of a degree.

But I believe this is also a time of opportunity — a chance to reflect, reset, and lead with purpose.

If we want to rebuild trust in higher education, we have to look at the entire journey: who gets in, what they learn, and how that learning prepares them to contribute to the world. That’s where the real transformation begins.

Admissions: A Matter of Mission and Equity

Admissions has always been a point of tension in higher education. And understandably so — it’s often seen as a gatekeeping process that determines who belongs and who doesn’t.

But if we want to serve society well, we need to move beyond just measures like test scores and GPAs. These may say something about a student’s past — but not necessarily about their potential.

Holistic admissions isn’t just a buzzword — it’s an opportunity to align our selection processes with our institutional values. That means looking at the whole person: their experiences, challenges, motivations, and capacity to grow.

Today, we have tools that can support that mission: structured interviews, situational judgment assessments, digital portfolios, and values-based frameworks. These approaches help us identify the students who will thrive, contribute, and make the most of the education we offer.

It’s not about lowering standards. It’s about broadening our lens.

What We Teach: Making Learning Count — and Visible

Earning a degree should mean something. But in many cases, we haven’t done a great job of showing what our graduates actually know and can do.

In a rapidly changing world shaped by technology, uncertainty, and evolving labor markets, we must focus on durable skills — often called transferable, human, or 21st-century skills. These are the enduring abilities that remain relevant across roles, industries, and life stages. They don’t expire with new technologies or shifting job titles. Instead, they form the foundation for adaptability, growth, and meaningful contribution — no matter where the future leads.

We also need to help students translate those skills into something visible and transferable — not just for employers, but for themselves. That means issuing valid, verified and secure digital credentials, designing better skills-based assessments, and integrating real-world learning across programs.

When we connect learning to purpose — and make it visible — we’re not just giving students a degree. We’re giving them a foundation.

Outcomes That Matter: It’s Not Just About Getting a Job

Of course, students want to find meaningful work. But trust in higher education depends on more than job placement statistics.

We need to ask: Are our graduates ready to lead, adapt, and contribute? Are they prepared to solve problems we haven’t even imagined yet?

To answer those questions, we must strengthen the connection between education and life. That means:

• Creating space for career exploration and experiential learning

• Building stronger partnerships with employers, research centers, and policy networks

• Supporting graduates not only at the point of exit — but as they transition and grow

This is how we move from a model of completion to a model of contribution.

A Call for a New Compact

Ultimately, rebuilding trust is about reconnecting higher education to its deeper purpose.

Students want to be seen — not just recruited. Families want transparency — not just marketing. And the world wants graduates who are thoughtful, capable, and committed to something larger than themselves.

We can’t solve all of this with new technology or policy alone. We need a renewed social and educational compact — one that links access, learning, and outcomes into a coherent and meaningful experience.

This compact must be grounded in mission, equity, and accountability — not just to institutional goals, but to the lives and futures of our students.

Final Reflections

I came to the U.S. as a first-generation graduate student. I’ve had the privilege of working with university leaders, policymakers, and global education businesses and platforms. Through all those experiences, one thing has remained constant: my belief that education is still one of the most powerful forces for transformation.

But we must be honest: transformation requires action. And it requires humility.

Now is the time for us — as educators, leaders, and communities — to ask hard questions, listen more closely, and design systems that truly serve.

Not just to bring students in, but to prepare them to go out into the world with purpose, confidence, and hope.

That’s how we rebuild trust.
And that’s how we move higher education forward.