Your strategic plan might be polished, inspiring, and endorsed by everyone, and still be doing almost nothing. We start with a simple challenge: if most colleges list the same priorities, can any of them honestly call that strategy? From student success and belonging to online growth, graduate expansion, technology upgrades, and the obligatory AI mention, the familiar template can feel responsible while quietly avoiding the hardest work: making consequential choices.

We dig into why higher education defaults to process. Committees, listening tours, and 18-month timelines reduce anxiety because they focus on what we can control. But enrollment decline, tuition pressure, employer expectations, alternative credentials, and public trust do not pause for a planning cycle. Drawing on ideas associated with Roger Martin, Henry Mintzberg, and Michael Porter, we separate planning from strategy and name the uncomfortable truth: strategy demands trade-offs, clarity, and the willingness to say no.

Then we get practical. We walk through Richard Rumelt’s signs of bad strategy and explain how “fluff” shows up on campuses when real values like innovation, student success, and belonging get promoted into vague strategic priorities. Finally, we lay out what real higher education strategy can look like: a one-page strategy that forces specificity, decision rules that govern resource decisions, and the simplest test of all, the budget. If you want strategy that changes outcomes, follow the money, the choices, and the accountability.

If this sparked disagreement, that is a good sign. Subscribe for more, share this with a colleague who lives in strategic planning meetings, and leave a review with the hardest trade-off you think your institution should make.

The most dangerous assumption in higher education right now is that demand is gone. A better question is whether demand is hidden, suppressed by friction, and made invisible by how we package, explain, and deliver learning.

We pull leadership lessons from the loudest strategy laboratory on earth: professional sports. Starting with the NFL, we break down the shift from inevitability to intentionality as streaming forces fans to actively choose, pay, and stay. That change pushes the league to rethink distribution, redesign incentives, and invest in teaching new audiences how to understand the product before selling the premium version. Then we translate those moves into higher education strategy, enrollment growth, and market positioning without drifting into empty branding.

Next, we use the explosive economics of women’s sports to explain latent demand and infrastructure gaps. We talk through the Caitlin Clark phenomenon as a possible “demand shock” that raises the floor for an entire category, not just a temporary spike around one star. The parallel for colleges is clear: working adults, transfer students, alumni, and employers may already want what we offer, but they cannot see a path through the maze, the schedule, the pricing, or the outcomes story.

We close with the unglamorous work that makes growth real: internal talent development, rule-aware sequencing, culture change, and the hard truth of deselection. And we end on a warning from legalized sports gambling about misaligned incentives, integrity, and what happens when a new revenue stream starts shaping the institution in return. If you care about sustainable revenue, learner outcomes, and protecting the institutional soul, this one is for you. Subscribe, share with a colleague, and leave a review with the growth question you’re wrestling with right now.

A 19-year-old with a camera and a comment section can shape how students think about money, careers, and even identity faster than a world-class faculty. That idea sounds outrageous until you look at where Gen Z actually goes for guidance: TikTok, YouTube, Threads, Discord, Reddit, podcasts, and increasingly conversational AI that never sleeps. We follow the attention math behind that shift and unpack why “authority” now behaves less like a credential and more like daily trust plus distribution.

I talk through parasocial trust and why it routinely outperforms expertise in the marketplace, even when the expert is genuinely brilliant. Then we get into the unbundling of education: generative AI can create syllabi, summaries, and study plans in seconds, so information is no longer what learners pay for. If the content is free, what remains uniquely valuable about college and graduate school? I argue it’s the human layer: cohort friction, mentorship, feedback that changes how you see your field, and the kind of community that makes you slow down instead of sprinting to the credential.

We also zoom out to the trust collapse in higher education and the growing role of employers that offer upskilling as a job benefit, effectively sitting between institutions and learners. The closing challenge is simple: where does your institution show up in the places prospective students already live, learn, and decide who they trust? Subscribe for more, share this with a higher ed leader, and leave a review with your answer: where do you go first when you need to learn something that matters?