The Great Upheaval, Higher Education’s Past, Present, and Uncertain Future
by Arthur Levine and Scott Van Pelt
The Great Upheaval: Higher Education’s Past, Present, and Uncertain Future by Arthur Levine and Scott Van Pelt is a nonfiction, 309-page book written specifically within the sub-genres of educational reform, social commentary, and futurism. It was published by Johns Hopkins University Press, Baltimore, Maryland 21218. The ISBN for the hardcover is 9781421442570. The ISBN for the eBook is 9781421442587. The book has a list price of $29.95.
Introduction
The Great Upheaval focuses on the transformation of higher education in the face of technological, demographic, and economic changes. Book themes are aimed at policymakers, educators, industry leaders, and those interested in the future of education. The chapters combine historical analysis, policy recommendations, and future-oriented thinking, with a strong focus on societal shifts and institutional change (Levine & Van Pelt, 2021). The book emphasizes two questions: Does today’s knowledge economy demand new approaches to education? Is it time to reshape the educational landscape?
Levine and Van Pelt (2021) focus on four themes reshaping higher education:
- Shifting from an industrial economy to a knowledge economy
- Leveraging technological advancement
- Online education
- Learning from industry
These themes not only offer a snapshot of the book’s major arguments, but they also provide the foundation for policy discussion and actionable insights at the enterprise level. I offer my own recommendations within the field of enterprise-level talent management and human resources as noted by the headings of Enterprise-level recommended policy action and Human Resource Management (HRM) policy action within each section.
Shifting from an industrial to a knowledge economy:
The authors posit that a shift from an industrial economy (where learning is process-focused) to a knowledge economy (where learning is outcome-based) cannot be achieved using outdated industrial processes currently employed in education (Levine & Van Pelt, 2021).
Enterprise-level recommended policy action: Move away from rigid, time-bound programs to more flexible, outcome-focused learning environments such as competency-based models.
Human Resource Management (HRM) policy action: Develop comprehensive talent management programs that emphasize lifelong learning and continuous reskilling and upskilling. How? Offer employees access to online learning platforms and certifications. Offer financial incentives or reimbursement for employees to pursue further education with a focus on skills that align with organizational goals and the organization’s strategic plan (The Mediating Role, 2023).
Leveraging technological advancement
The authors discuss five key technological drivers that will significantly influence the future of higher education. The five drivers are: the internet, mobile devices, big data, artificial intelligence and virtual reality (Levine & Van Pelt, 2021).
Enterprise-level recommended policy action: Invest in digital infrastructure to support online education platforms, artificial intelligence adaptive learning, and big data analytics. Learning institutions should offer more personalized learning experiences and increase access for nontraditional learners. For example, create a task force to explore the integration of artificial intelligence and virtual reality technologies into the curriculum (Jacques, et. al, 2024; Levine & Van Pelt, 2021).
Human Resource Management (HRM) policy action: Use workforce analytics and data to inform decisions. Just as adaptive learning tools use data to improve student outcomes, my department can use data to optimize employee performance, engagement, and retention strategies. How? We can use data to identify skill gaps, design targeted training programs, and offer personalized career development plans (For example: Enhancing Career Decision-Making Through Self-Awareness: A Qualitative Study Using the Strong Interest Inventory and Emotional Intelligence Inventory: A pilot study). (Murray, 2024)
Online Education
The authors highlight the benefits and potential for Massive Open Online Courses (MOOCs) to dominate higher education. Platforms, such as Coursera, are reshaping the educational landscape, especially in the areas of reskilling and upskilling (Levine & Van Pelt, 2021).
Enterprise-level recommended policy action: Expand support for online education through partnerships with established MOOC platforms. Develop internal capabilities for scaling online programs (Berardi, et. al, 2023). Accreditation bodies should work on policies that standardize online credentialing to ensure the quality of education offered by digital platforms.
Human Resource Management (HRM) policy action: Create a culture of lifelong learning by offering employees opportunities for upskilling and reskilling through online courses and certifications (RACI, 2022). Implement recognition and reward systems for employees who complete online courses and earn certifications relevant to their role. Use HR analytics to track employee learning preferences and needs, providing personalized learning recommendations. How? Partner with MOOC platforms like Coursera, Udemy, or edX to provide employees with access to diverse educational content. Offer tuition reimbursement or stipends for professional development courses. Incorporate learning outcomes into performance reviews, offering promotions or bonuses based on newly acquired skills through online education. Adopt AI-driven learning management systems (LMS) that suggest courses based on employees’ career trajectories and current skill gaps (Katsamakas, et. al., 2024).
Learning from industry
The authors examine how industries like music, film, and newspapers have adapted to technological disruptions. The authors make a case that higher education must adopt digital transformations or risk becoming obsolete. Higher education must evolve its business models to become more consumer-centered and tech-integrated (Levine & Van Pelt, 2021).
Enterprise-level recommended policy action: Learn and adapt lessons from the music, film, and newspaper industry on how to shift to digital-first models without losing credibility. Colleges/universities should introduce flexible subscription-based learning models when students can enroll in on-demand courses. Policies should promote micro-credentialling as an alternative to traditional degrees (Orman, et. al, 2024).
Human Resource Management (HRM) policy action: Develop subscription-based learning models (Unlocking, 2024) where employees can access on-demand training tailored to their career development needs. Additionally, we can also embrace micro-credentialing, allowing employees to earn certifications for specific skills and competencies. How? We can establish a learning management system and personalized learning pathways; implement subscription models with tiered access (junior, mid-level, and senior); partner with educational platforms, and implement a recognition and reward system (Berardi, et. al, 2023).
Conclusion
The Great Upheaval is a must-read for anyone in the field of education or institutional planning because it provides a forward-looking analysis of the challenges and opportunities facing higher education in an era of unrelenting transformation. The book not only diagnoses problems, but it also provides a clear agenda for action (Levine & Van Pelt, 2021).
In the new model of higher education, the key actor in education is the consumer and no longer the institution that provides it. As an institution, we can no longer operate under a ‘business as usual’ mindset. We must recognize that we are in the business of education and anticipate that tomorrow will not look like yesterday. We must remain centered in the reality of education while focusing on our brand. Finally, we should strive to highlight specifically what distinguishes our institution from others.
As policymakers, we must ensure educational equity, manage the speed of any transition, and review/study current industrial era higher education regulations in order to establish a clear direction in the relationship between future responsibilities of government and institutions. Ultimately, we must foster shared bonds to remain resilient and adaptable in the face of significant societal and technological changes. (Levine & Van Pelt, 2021)
References
Berardi, V., Kaur, V., Thacker, D., & Blundell, G. (2023). Towards a citizen development andragogy: Low-code platforms, design thinking and knowledge-based dynamic capabilities. International Journal of Higher Education Management, 9(2). https://doi.ogr/10.24052/IJHEM/V09N02/ART-1.
Jacques, P. H., Moss, H. K., & Garger, J. (2024). A Synthesis of AI in higher education: Shaping the future. Journal of Behavioral & Applied Management, 24(2), 103–111. https://doi.org/10.21818/001c.122146
Katsamakas, E., Pavlov, O. V., & Saklad, R. (2024). Artificial intelligence and the transformation of higher education institutions: A systems approach. Sustainability, 16(14), 6118. https://doi.org/10.3390/su6146118.
Levine, A., & VanPelt, S. (2021). The Great Upheaval: Higher Education’s Past, Present, and Uncertain Future (1st ed.). John Hopkins University Press.
Murray. B. (2024). Enhancing career decision-making through self-awareness: A Qualitative study using the strong interest inventory and emotional intelligence inventory: A pilot study. Working paper.
Orman, R., Simsek, E., & Cakir, M.A.K. (2023). Micro-credentials and reflections on higher education. Higher Education Evaluation and Development, 17(2), 96-112. https://doi.org/10.1108/HEED-08-2022-0028.
RACI careers development volunteering opportunities. (2022). Chemistry in Australia, 29.
The mediating role of lifelong learning in the structural relationship between workplace environment and staff engagement in higher education. (2023). Cogent Social Sciences, 9(2). https://doi.ord/10.1080/23311886.2023.2272373.
Unlocking AI: Machine learning a service (2024), CIO, N.PAG
