challenges of university education in nigeria

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Nigeria’s Educational Challenges

• First Online: 29 April 2020

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• Jacob Udo-Udo Jacob 3 &
• Margee Ensign 3  

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Education is the foundation upon which any society is built. In our globalized and technological world, national wealth and global survival is increasingly based on knowledge, innovation, and entrepreneurship. This economic prosperity is especially true when women become educated: societies are transformed. When women are educated, families are smaller and healthier.

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Jacob, JU., Ensign, M. (2020). Nigeria’s Educational Challenges. In: Transactional Radio Instruction. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-32369-1_2

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Funding of University Education in Nigeria: Challenges and Prospects

2017, European journal of social sciences

Higher education is the instrument par excellence for development and there is the ultimate need to make it relevant and responsive to the needs of the society. A reliable and sufficient funding platform is a necessity for achieving access to and excellence in university education in Africa. Sources and systems of funding for Nigerian Universities have proven inadequate and innovative or alternative funding mechanisms have become very important more than ever before. This paper examines the funding debacle in Public and Private Universities in Nigeria. It presents the case study of Nigeria Higher Education Foundation (NHEF). Using the secondary data research methodology, it finds that private higher education is the fastest growing segment of higher education worldwide and African universities can as well be more active in getting funds from local institutions and global philanthropic support sources. It recommends, amongst others, the putting in place of a National University educa...

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Sani Y A U T A Ahmed

In Nigeria, the demand for higher education is so high because education has been considered as not only an investment in human capital, but also a pre-requisite for economic development. The major source of fund to universities in Nigeria is the government proving about 90% of the total expenditure. Universities in Nigeria require a significant amount of funds to achieve their goals and objective, however, funds allocated to university education in Nigeria continue to be inadequate with the attendant effects of negative influences on the university system. The objective of the paper is to examine the present financial status of the universities to establish whether there is adequacy or inadequacy of funds to universities in Nigerian. The analysis is based on a secondary data and covers 2010-2011academic session and both descriptive and inferential statistic was used. The result reveals that university education is still not adequately funded to meet up with the international benchmark and best practice. The paper concludes that both private and public universities should intensify effort in revenue generation and also they should efficiently utilize the little resources available to them.

Bulgarian Journal of Science and Education Policy

Omobola Gambo

Most of the challenges facing Nigerian universities are traceable to inadequate funding. The sector often blames the government for inadequate funding of public universities while the government complains of scarce resources. The incessant closure of universities as a result of unresolved issues between labour/student unions and management, as well as the government is usually as a result of funding such as unpaid outstanding allowances and dilapidated facilities among others. This paper explored other alternatives to funding university education in Nigeria as the beneficiaries of university education were identified because every rational individual will contribute to a project because of the benefit they will get from it. The paper recommended that all beneficiaries of university education should be informed through approprite medium to contribute their quotas to the funding process. Managements of universities are also challenged to judiciously use available resources.

Bala B Kwashabawa

ABSTRACT Higher education particularly university education in Nigeria plays a crucial role in the supply of highly skilled manpower to manned different sectors of the nation’s economy. The gross under-funding of the education sector in the country has been rendering the university system incapacitated. This paper examined issues such as, description of the Nigerian higher education system, financing higher education in Nigeria, problems of funding and utilization in Tertiary institutions in Nigeria, and finally Tertiary Education Trust Fund (TETFund). This paper concluded that management of higher education in general and university in particular has been bedeviled by inadequate funding. The Paper recommend that universities should be adequately funded and finally good management and accountability in the universities should be ensured.

Ng Kim-Soon

Higher Education is viewed in Nigeria, as in many other developing nations, as a critical contributor to national development. This is because of the belief that economic and social developments are driven more by the advancement and the application of knowledge. This belief has therefore made the Federal Government in Nigeria to keep playing a prominent role in the development of education in terms of funding and even governance. A National policy on education was therefore designed to chart the course of educational development in the country and has been a major reference point to both the public and private education providers. Higher Education funding has been described as the process of procuring and disbursing financial resources to tertiary institutions, for the provision of education of a given standard. Authors: Abd Rahman Ahmad, Kofar-Sauri Bello Garba, Ng Kim Soon and Abubakar Sadiq Bappah

Journal of International Education Research (JIER)

Christiana Ogbogu

This paper examined the modes of funding Nigerian universities with a view to assessing their adequacy and effectiveness. The implications of the mechanisms of funding on university performance were investigated. The history of university funding in Nigeria was explored in order to determine the causes of shift in financing the system since 1948 when the first university was established. The paper revealed that the costs of financing universities including: costs of teaching, research and administration, cost of accommodating increased enrollments, expenses of student maintenance, payment of staff entitlement/salaries and maintenance of facilities are increasing in excess of the corresponding rates of available revenues. The divergence in the trajectories of total university educational cost, the total available revenue and government subvention has led to capacity constraints of universities. This is evident in poor quality of teaching and research, poor conditions of work and insu...

Louis Omolayo Adekola

This paper focuses on one of the most prominent problems facing education in Nigeria - poor financing - with a view to proffering some possible solution. Education is the bedrock of every nation and if Nigeria would achieve its goals as a nation as well as favourably compete with other nations of the world, the education system needs to be adequately funded and very well managed. With a concentration of public higher education in Nigeria, this paper examines the need to go beyond making Nigerians literate and numerically sound but to make them future-ready and globally competitive through quality higher education which can only be achieved through proper funding from government and support from the other educational stakeholder from within and outside the country. For meaningful development to take place in the educational sector, generally, the government needs to address the issue of funding for higher institutions so that educational resources can be adequately available and for quality higher education to be made affordable for all citizens. Individual philanthropists and corporate organizations must also play their parts in supporting higher education funding in the country. Government and the organized private sector must as well fund research programs, inventions and mass production of invented products for both national development and global relevance.

International Journal of Innovative Research & Development

michael paul , Martin Ogharandukun , Dike, Monalisa Chizoma

Education is often considered the key to a successful life. In Nigeria, the demand for higher education has been on the rise in recent years. However, the available public universities cannot cater for the increasing number of university admission-seeking candidates. There is also the problem of frequent strikes by the Academic Staff Union of Universities (ASUU). As a result of these, students are turning towards private institutions of higher learning to fulfill their academic aspirations. Consequently, private universities in Nigeria have also seen a significant surge in their numbers over the past few years. These institutions require a significant amount of funds to sustain themselves and provide the desired quality education to their students. This, too, has left private universities with no choice but to demand high tuition fees from their students. The question then arises: Can there be complementary funding for private universities in Nigeria? This article is built on the understanding that the Tertiary Education Trust Fund (TETFund) is not meant to play a role in financing private universities; the fund was established by the federal government to provide supplementary funding for critical infrastructure and academic development projects in public tertiary institutions. Its mandate and jurisdiction are limited to public tertiary institutions, including universities, polytechnics, and colleges of education. Thus, private universities are not eligible for the funds as of now as they are privately owned and operated establishments that do not receive government funding.) However, private universities can explore other financing options, such as loans, grants, donations, and partnerships with corporate organizations. This article explores these various financing options available to private universities, highlights the financing challenges faced by private universities in Nigeria and suggests

Olayemi J Abiodun-Oyebanji

Effective Tackling of the Perennial Problem of Poor Funding of Nigerian universities, especially in this period of economic recession the nation, Nigeria is passing through cannot be over-flogged. This is very key in the light of the critical roles a university plays in national development. The existing funding mechanism for Nigerian universities, whereby universities have to wait for the partly monthly government subvention which hardly can take care of the re-current expenditures let alone of the capital expenditure must be done away with. The problem of poor funding of universities is one of the major challenges impeding the potential of the Nigerian university Education system to act as a catalyst to growth and development. To therefore address this problem, the university management must adopt aggressive and more effective strategies for proper funding of the university system. Apart from the conventional sources of funding such as government subvention, donations, endowment fund and levies among others, universities can explore alternative strategies such as taking more aggressive posture in commercializing innovation, research funding and, re-introduction of tuition fees could be considered, especially in the federally owned universities. The avenue of parents/teachers forum could equally be explored and host community contributions among others could be effectively and efficiently considered so as to boost the revenue base of Nigerian universities.

Journal of Economics and Sustainable Development

Ebehikhalu Nicholas

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Challenges of university education in Nigeria

The quest for higher education in Nigeria is ever on the increase. Earlier on in the life of the Nigerian republic, university education was thought fit only for men while ladies were considered to be equipped only with housekeeping skills. The primary six school leaving certificate was considered the most appropriate for women and was considered a feat for a woman to attain secondary school education. Today, the number of candidates aspiring to gain admission into Nigerian Universities regardless of sex is greatly on the rise by many fold. However, attaining a University Education in Nigeria comes with significant huddles that need to be surmounted to achieve the ambition of obtaining a good university degree. Nigerian Universities are well capable of producing sound and reputable graduates. But there are myriad and convoluted challenges faced by prospective candidates of Nigerian universities that need to be seriously addressed.

One of such huddles presents itself in the form of the S.S.C.E or G.C.E as the case may be. Around 1990 to about 2008 or there about, examination malpractice was at its peak. Some schools turned a blind eye to cheating by their students. Candidate impersonation was not uncommon coupled with leaking of examination materials beforeh and popularly referred to as “Expo”. In some instances, surprise swoops by external security operatives arrive resulted in a mad dash to mad dash out of the examination halls by the impersonators as they ran “helter-skelter” to the nearest bushes to hide. Stiff sentences where handed down to those apprehended by the authorities. In some instances, results from the whole examination centers were canceled, as well as those from other innocent schools caught up in the mix. On the plus side, constant surveillance and intervention by the government has greatly ameliorated this problem. The next huddle facing potential university candidates is JAMB. Candidates fortunate to be among the lucky few who having burned the midnight oil, achieved the necessary score to be admitted to the course of their choice where fortunate. However, significant number of candidates having studied very hard too failed to achieve the necessary score for admission to their chosen courses. Some of these candidates having failed to achieve the necessary Jamb scores resulted to fraud in the hope of changing their fortune. Some of these candidates paid to be impersonated by someone else to write their exam during their next Jamb examination or even worse with the right connection have their result changed directly at Jamb headquarters.

Although the penalty if a candidate is caught engaging in fraudulent practices are severe with serious and life changing consequences, this did not appear to deter those candidates who were desperate for a university education but could not scale the Jamb hurdle. Candidates getting away with these kinds of malpractice, has a knock-on effect on those who wanted to work hard to gain admission on their merit, to their preferred university. The computerized system used today by Jamb, is a welcomed change but not without its own drawbacks. Indeed, during the just conducted Jamb exams, candidates were beset by a myriad of problems including malfunctioning computers and power failure. These issues left those who did not make it with a bitter taste in their mouth, blaming their failure not on their own shortcomings but on the avoidable problems that arose whilst they were taking the exams. Given the situation, one wonders how reliable some of these results are.

Having succeeded in overcoming the Jamb barrier, candidates are now faced with Post Jamb selection in their chosen universities i.e. exams conducted by universities to place students who met the required cut off mark. If all goes well the candidate becomes an undergraduate in a Nigerian Universities. To be a mature undergraduate, who understands the pros and cons of studying in a Nigerian University is one thing but to be a naïve exuberant and idealistic undergraduate, with a lots of big dreams but with no real worldly idea on how to face the challenges ahead is another encumbrance in the way of wading through university life seamlessly. One of the first major problems is hostel accommodation because most Universities only provide hostel accommodation for first year and final year students. But as almost every student at university require some form of accommodation the hostels become overcrowded with squatters i.e. illegal occupants. Students who are neither freshers nor final year students are interested in the school hostels and are ready to pay exorbitant prices to get a space. This situation leaves some of the “freshers” in a very bad situation, as their inability to secure a space, makes them squatters within and outside the campus. For those who are not so lucky and do not have enough money to secure their own place, end up either losing the admission or squatting with a member of the opposite sex which is very bad.

There have been numerous cases were“freshers” have been introduced into bad gangs, prostitution and cultism because they had no choice, as those they have been forced to squat with apply undue pressure on them to comply or find themselves without somewhere to lay their heads.

We must also take into consideration that most of these freshers have never left the comfort of their homes or the watchful eyes of their parents or guardians. Undergraduates are usually deceived and hold that joining a cult would give them high connection and they would make waves within and outside the campus. Unfortunately they would have to find out themselves that joining a cult leaves one completely exhausted and dehydrated if still alive to tell the story. Often time’s undergraduates hide under the cover of religion to avoid detection. Even at that some are still detected and forced to join these nefarious activities. They thereby become a problem and give their religious sects a bad reputation. Drug and substance abuse is increasingly becoming popular among our undergraduate, the free flow of Shisha, India hemp and other narcotics, are readily available in the numerous beer parlors, clubs, hotels etc.

Sexual harassment has been and still is an issue in our Universities. It is no news that undergraduates, have had to part with large sums of money or give their bodies freely to lecturers. In order to obtain good grades whether or not they deserve them. Poor and inadequate infrastructure still remains a problem that is yet to be tackled successfully. We must understand that these problems are not part and parcel of Nigerian University Education. Government and private industries still have a lot to do, to make our universities a safe fair healthy and friendly environment.

Amina wrote from United Estate, Ojodu, Berger, Lagos State.

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Samuel O. Faboyede PhD, Department of Accounting, College of Business and Social Sciences, Covenant University, Canaanland, Ota, Ogun State, Nigeria

Adekemi O. Faboyede PhD, Department of Biological Sciences, College of Natural and Applied Sciences, Crawford University, Faith City, Igbesa, Nigeria

Samuel A. Fakile PhD, Department of Accounting, College of Business and Social Sciences, Covenant University, Canaanland, Ota, Ogun State, Nigeria

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FUNDING OF UNIVERSITY EDUCATION IN NIGERIA: CHALLENGES AND PROSPECTS

Higher education is the instrument par excellence for development and there is the ultimate need to make it relevant and responsive to the needs of the society. A reliable and sufficient funding platform is a necessity for achieving access to and excellence in university education in Africa. Sources and systems of funding for Nigerian Universities have proven inadequate and innovative or alternative funding mechanisms have become very important more than ever before. This paper examines the funding debacle in Public and Private Universities in Nigeria. It presents the case study of Nigeria Higher Education Foundation (NHEF). Using the secondary data research methodology, it finds that private higher education is the fastest growing segment of higher education worldwide and African universities can as well be more active in getting funds from local institutions and global philanthropic support sources. It recommends, amongst others, the putting in place of a National University educational budget reform which gives unflinching priority to allocation of more funds and that actualizing the realization of suggested intensified creative financing strategies should be the responsibility of all major stakeholders of University education in Nigeria.

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University Education in Nigeria: Challenges and Way Forward

• Ajape Temitope Solomon University of Abuja
• Ogunode Niyi Jacob University of Abuja
• Deborah Jegede University of Abuja

University education in Nigeria is the education that prepares the youths for future. University education is the key to the realization of the social, economic and technological advancement of a country. The Nigerian university education faces many problems. The researchers employed the used of secondary data to discuss the points raised in the article. This article identified poor planning, weak administration, inadequate funding, inadequate academic staff, inadequate infrastructural facilities, poor supervision, brain-drain, strike actions, corruption and poor research programme as the problems facing the university education in Nigeria. To address these challenges, the article recommendations include government should effective planning of universities education, appoint capable administrators, increase the funding of university education, provision of adequate infrastructural facilities, motivate the academic staff, implement agreement, fight the corruption in the university system and increase the funding of research programme.

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Ogunode, N. J., Jegede, D., Adah, S., Audu, E. I., & Ajape, T. S. (2021) Administration of Research Programme in Nigerian Public Universities: Problems and Way Forward. Educational Journal of History and Humanities, 3(2), 21-32

Okon, E. J. (2006). Educational Management: Thoughts and Practice (Ed.) Ibadan: Codat Publications Ltd.

Ogunode, N. J., Yiolokun, I. B., & Akeredolu, B. J. (2019). Nigerian Universities and their Sustainability: Challenges and Way Forward Electronic Research Journal of Behavioural Sciences, 2.

Odetunde, C. (2004). The State of Higher Education in Nigeria. retrieved (4/2/2004) http://www.Nigeria-deltacongress.com/sarticle/state-of higher education.

Ogbondah, L. (2010). Adequate Funding of Public Universities in Nigeria for Sustainable Development, African journal of historical sciences in education, 6(2), 322-323.

Okoli, N. J, Ogbondah, L and Ewor, R. N. (2016). The History and Development of Public Universities in Nigeria Since 1914. International Journal of Education and Evaluation, 2, 61-63

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Top 10 universities in Nigeria 2024

University of Lagos

Tertiary education in Nigeria is an important component of the nation’s educational system, offering advanced learning opportunities beyond secondary schooling.

It encompasses universities, polytechnics, colleges of education, and other specialised institutions. Tertiary education plays a vital role in shaping the country’s human capital, fostering innovation, and driving socioeconomic development.

Nigeria boasts a diverse array of tertiary institutions, ranging from public universities to private colleges, each with its unique focus and strengths.

Public universities, funded by the government, often cater to a large student population and offer a broad spectrum of academic programs. Private universities, on the other hand, provide alternative options for students seeking specialised education or smaller class sizes.

Challenges persist within Nigeria’s tertiary education sector, including inadequate funding, infrastructure deficiencies, and issues with quality assurance. These challenges can hinder the sector’s ability to meet the demands of a rapidly growing population and evolving job market.

Recommended reading: NUC grants UK university license to operate in Nigeria

Methodology.

Nairametrics has utilised the Times Higher Education (THE) Rankings for the year 2024 in ranking top universities in the country. THE World University Rankings stand as the premier global benchmarks, evaluating research-intensive universities across key pillars: teaching, research environment, research quality, knowledge transfer, and international outlook.

Nairametrics presents the compilation of Nigeria’s top 10 universities for the year 2024.

Federal University of Agriculture, Abeokuta

The Federal University of Agriculture, Abeokuta accommodates 17,433 students, maintaining a student-to-staff ratio of 26:5. It has a gender ratio of 52:48, with a 0% foreign student population. Interdisciplinary science research constitutes 30% of its academic endeavours.

University of Benin

The University of Benin hosts over 47,837 students, with a student-to-staff ratio of 25.8, while the female to male students’ gender ratio stands at 49:51. Interdisciplinary science research contributes to 25% of its academic output.

Afe Babalola University

Afe Babalola University enrols approximately 9,660 students, ensuring a close-knit learning environment with a student-to-faculty ratio of 10.7. The institution accommodates a 1% foreign student body, with a female-to-male ratio of 57:43. Interdisciplinary science research constitutes 30% of its academic pursuits.

University of Nigeria Nsukka

The University of Nigeria, Nsukka, caters to about 43,108 students, with a gender distribution of 46% female and 54% male. Each staff member attends to 11.7 students, and 1% of the student body comprises foreigners. Interdisciplinary science research contributes to 25% of its academic portfolio.

University of Ilorin

With a student body of 52,921, the University of Ilorin maintains a gender balance of 51% female and 49% male students. Its interdisciplinary science research efforts amount to 28%, while the student-to-staff ratio stands at 39.2.

Bayero University

Located in Kano state, Bayero University accommodates over 43,027 students, with a gender distribution of 35% female and 65% male. The institution does not have foreign students, and 27% of its academic endeavours involve interdisciplinary science research.

The University of Lagos, a public research institution, has a student body of 41,048 students, with a gender ratio of 51% female and 49% male. Each staff member serves 27.5 students, and interdisciplinary science research accounts for 25% of its academic activities.

Federal University of Technology, Akure

With over 19,711 students, the Federal University of Technology, Akure, maintains a gender distribution of 26% female and 74% male students. Interdisciplinary science research constitutes 35% of its academic pursuits, with a student-to-staff ratio of 24.5.

University of Ibadan

The University of Ibadan boasts a student body of 41,269 students, evenly split between genders. Each staff member caters to 19.7 students, and interdisciplinary science research makes up 19% of its academic portfolio.

Covenant University

Ranked as the top university in Nigeria, Covenant University accommodates 8,940 students, maintaining a gender ratio of 37:63. Interdisciplinary science research constitutes 37% of its academic endeavours, with a student-to-staff ratio of 17.5

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The Future of Education — Challenges and Opportunities for Integrating the SDGs and Global Citizenship into High School Education

TOKYO: On 22 April 2024, UNU will host a conversation with Malcolm McKenzie, Head of School at United World Colleges ISAK Japan.

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On 22 April 2024, UNU will host “ The Future of Education — Challenges and Opportunities for Integrating the SDGs and Global Citizenship into High School Education ”, a conversation with Malcolm McKenzie , the Head of School at United World Colleges ISAK Japan. This event will start at 18:30 in the 2F Reception Hall at UNU Headquarters in Tokyo.   In an era where global challenges demand innovative and unified responses, education stands at the forefront of change, holding the key to a sustainable future. The integration of the Sustainable Development Goals and the concept of global citizenship into high school education represents a significant shift towards preparing students to tackle complex challenges in the future. This approach not only enriches the curriculum with new pedagogical methods and technologies, but also cultivates a generation of informed, empathetic and proactive global citizens.  UWC ISAK Japan, Japan’s first full-boarding international high school, embodies this transformative vision. Founded in 2014, ISAK became part of the United World Colleges movement in 2017. UWC ISAK Japan is dedicated to making education a means to unite people, nations and cultures for peace and a sustainable future.  Mr. Malcolm McKenzie will join UNU Rector Tshilidzi Marwala for a conversation exploring the hurdles and prospects of embedding peace and sustainability in high school education by drawing on examples of UWC ISAK Japan's pioneering efforts to empower its students to be transformational future leaders. What role can high schools play in promoting peace and sustainability? What effect will emerging technologies like generative AI have on the future of education? How do we cultivate the next generation of leaders to have an empathetic and positive impact on the world?  The UNU Conversation Series aims to foster audience participation; you are encouraged to engage with the speakers during the conversation and at the reception that will follow, where all event attendees are invited to enjoy hors d’oeuvres and drinks while exchanging ideas and making new contacts.  Please note that this event will be in English. Advance registration (by 21 April) is required. Please click on the REGISTER button above to access the online registration page.  Please be prepared to present identification at check-in. 

About the speaker

Malcolm McKenzie has over 20 years of experience as an educational leader dedicated to fostering international understanding and peace through education. Mr. McKenzie, originally from South Africa, considers himself a citizen of many countries by inclination and through lived experience.   His career is marked by leading several boarding schools in Botswana, the US, the UK and China, where he has developed innovative programmes that emphasize inclusivity, global citizenship, and leadership skills. His educational philosophy focuses on the transformative power of education, aiming to prepare young students to navigate and address global challenges with empathy, innovation and cultural sensitivity.   Currently serving as the Head of School at UWC ISAK Japan, Mr. McKenzie leads the School with a vision that aligns closely with the United World Colleges' mission to unite people, nations and cultures for a sustainable future. Through his work, he has become a prominent figure in the international education community, advocating for critical thinking, social responsibility and the importance of understanding cultural differences. 

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La Salle University’s enrollment dropped 28% since 2019. What is the school doing to cope?

Full-time undergraduate enrollment is down 46.5% and core operating losses have mounted.

La Salle University’s enrollment has dropped 28% since 2019 in overall headcount.

And the loss of full-time undergraduate enrollment is even worse, plummeting by 46.5%, to 1,705 in 2023-24.

In that same time period, applications also have fallen, and only one in every 10 students accepted enrolls. And La Salle’s core operating loss ballooned from $1.4 million in 2019 to $11.3 million last year, while its operating revenue fell to $92 million from $115 million over the same period.

» READ MORE: New La Salle president has made much of his career as a university fundraiser

That’s the picture recent financial statements and records paint of the 161-year-old Catholic university in Philadelphia’s Logan section, which has graduated such local notables as Mayor Jim Kenney, state Rep. Dwight Evans and U.S. Rep. Madeleine Dean.

Daniel J. Allen, La Salle’s president, said he’s not naive about the challenges facing La Salle, and the last thing he would want is to sound pollyannaish.

“I’m realistic about our situation,” Allen, who has been La Salle’s president for two years, said last week. “La Salle has had a tough go of it... It’s a tough time in higher education right now. At the same time, I couldn’t be more confident about this university. And I couldn’t be more confident in the plan that we have articulated for its future.”

Allen, formerly senior vice president for university advancement at DePaul University in Chicago, said La Salle will embrace its smaller size and build a realistic budget around it.

The university will evaluate the academic structure within its three schools — nursing and health sciences, business and arts and sciences — with an eye toward combining academic departments and administrative oversight positions. There are no plans for layoffs or program cuts, Allen said.

» READ MORE: About 100 employees at La Salle University face layoffs or salary cuts

The university will also bring back baseball , add new sports for women, beef up its cheer and dance clubs, and start a band — all designed to improve student life and school spirit. That accompanies a contract extension for its iconic basketball coach, Fran Dunphy, who will return next year, and renovations already underway in its sports arena.

» READ MORE: La Salle has a plan to attract more students: Revive baseball, add several women’s sports, start a band

Closing or merging the university are not on the table, he emphasized.

“I’ve not entertained any serious conversations about selling the university,” he said. “We have a plan to get to a place where we are generating a net positive operating margin through better operations.”

He thinks the university can do that over the next five years.

» READ MORE: La Salle is cutting seven sports to better align with comparable athletic programs

La Salle’s plan will be carried out by a relatively new team of administrators in enrollment, finance, athletics, advancement, academic affairs and the school of arts and sciences, all of whom started since Allen arrived.

Mounting challenges

Founded in 1863, La Salle counts among its graduates William J. Burns, director of the Central Intelligence Agency; Matthew Quick, author of Silver Linings Playbook; and Cheryl Reeve, head basketball coach of the U.S. women’s team, to name a few.

But over the last decade, La Salle has faced increasing financial challenges. In 2015, under Colleen Hanycz, the university’s first woman leader, La Salle laid off 23 employees and launched a review that led to cutting 19 academic programs. The university also instituted a “tuition reset,” slashing its then-$40,400 tuition price by 29% for fall 2017. Like with other tuition resets, the university also cut institutional aid, so students didn’t save near that amount but officials hoped the lower price would lure more middle-class families.

In 2018, it announced that it was selling 46 pieces of art from its museum to help fund teaching and learning initiatives in its strategic plan. Then hit hard by the coronavirus, like other colleges, the university in 2020 laid off 53 employees — nearly 7% of the full-time workforce — and cut salaries or hours for 48 others and eliminated 51 vacant staff positions.

» READ MORE: A 29 percent tuition cut caps renaissance at La Salle

Still, enrollment has continued to decline, from 4,933 (including undergraduate, graduate and doctoral students) in 2019-20 to 3,556 in 2023-24, with a record-low freshman class last fall.

Its student acceptance rate rose from 75% in 2019-20 to 82% in 2023-24, indicating a decline in selectivity, and its yield — the percentage of students admitted who enroll — fell from 15% to 10%.

Allen attributed the drop to fewer high school students nationally and questions mounting nationally about the value of higher education. He acknowledged that La Salle, like other city universities, also is impacted by perceptions of safety issues.

The current admissions cycle is showing more promising numbers, he said. La Salle is nearly 10% ahead in applications from first-time students over the same time last year, and deposits from students enrolling at La Salle are up 27%, to 159, the school said. That’s significant, Allen said, considering La Salle hasn’t made financial aid offers yet, given ongoing problems with the federal education department’s new FAFSA form.

» READ MORE: La Salle plan to sell museum masterpieces stuns art community

Applications and deposits from international students and graduate students are up by higher percentages, he said.

A ‘tight’ financial plan

The fiscal year ending May 31, 2017, was the last time the school operated in the black, a spokesperson said. Since then, it has run deficits.

The school’s $93.7 million operating budget for the current fiscal year included an $11.5 million loss that was lowered to $6.5 million through bond restructuring and draws from reserves, according to a recent bond offering statement.

In fiscal years 2023 and 2022, the university experienced “significant losses as well as negative cash flows” largely because of its decline in undergraduates and the end of federal COVID-19 relief funding, according to financial statements.

“These recurring financial results, as well as the industry-wide and regional trends in declining undergraduate enrollment raised substantial doubt about the University’s ability to continue [to meet financial obligations] as a going concern...,” the report said.

However, given the plans La Salle outlined for fiscal year 2024, including a voluntary retirement program and planned sale of real estate, that concern was alleviated in October, the report said.

Allen said the university will not mount “extraordinary measures” to close the deficit, but aim to improve over time.

“The reality is we can’t make those kinds of changes that quickly without compromising the quality of education we are providing to our students,” he said.

The school recently sold two student apartment buildings on the campus perimeter that were no longer needed, generating about $8 million, he said. About 800 students live on campus, down from 1,509 in 2019.

Over the next five to six years, the university anticipates selling more property it deems expendable to generate another $10 million, he said. The entire campus was appraised at $300 million, according to Standard & Poor’s Ratings Services.

In support of turnaround efforts, La Salle recently undertook a debt restructuring that will save it $24 million by allowing it to only pay interest on municipal bonds through fiscal 2028, La Salle said. After that, its debt service will jump over two years to a projected $13.8 million from $7.2 million, according to the bond offering statement.

“We feel we put together a very, very tight plan that takes that into account,” Allen said.

A smaller La Salle

It’s not realistic to try to rebuild La Salle’s enrollment to what it once was, Allen said, given the marketplace.

“As we think about the future of the university, we think about a lesser better concept,” he said. “Perhaps fewer students, perhaps fewer programs, perhaps a different type of infrastructure to serve those students... but always about quality.”

A total enrollment of just under 4,000 “seems right to us,” he said.

The university also over time will lower its discount rate — that’s the average percentage of institutional aid a student receives — from 66%, to about 60%, he said. That will help boost net tuition revenue, he said.

Expect tuition increases over time, but nothing dramatic in one year, he said, and the school to increase institutional aid to help students who can’t afford the higher price. La Salle’s current tuition and room and board stands at $51,510.

“I think we provide a better value and better experience than what we have our price at,” Allen said.

What Schools Can Do about the Special Education Teacher Shortage

What Schools Can Do about the Special Ed Teacher Shortage

Elizabeth bettini and zachary rossetti talk about the barriers teachers face, finn gardiner.

Students with disabilities need kind, empathic teachers to guide them throughout their educational career, but many school districts are struggling to recruit and retrain special education teachers. Inaccessible buildings, a lack of resources, isolation from other teachers, an unmanageable workload, and other inequities are all barriers that face special ed teachers who may be enthusiastic but are burdened by burnout and attrition.

In this Conversations with the Dean webinar, Dean David Chard joins associate professors Elizabeth Bettini and Zachary Rossetti of the Special Education program to discuss ways to mitigate the special ed teacher shortage, create more inclusive classrooms, and emphasize how rewarding a career in special education can be.

Highlights from the Conversation

Challenges of teaching special education.

What makes it challenging is . . .  that the school isn’t designed around the needs of those students. And so then, as a special ed teacher, you’re constantly having to fight against the structure of the workplace that you’re in. Elizabeth Bettini

The rewards of being a special ed teacher

I got into this because I found that my favorite students were the ones a lot of other teachers complained about and didn’t want in their class. One third-grade girl that stands out didn’t speak up in class, acted out in class. I found out that she liked frogs. I had a little toy frog. I started out letting her play with the frog, and she counted [the frog’s toes]. And we started skip counting. As she skip-counted, she was clapping and moving her body. During the course of the year, growing from that entry point, we got her back in class. It may seem unconventional, [but it’s] based on trust and relationship-building. Zachary Rossetti

Classroom inclusion helps teachers, too

This day and age, any teacher is going to have students with disabilities in their classroom. When I talk about more inclusive ed, it’s usually about about students with extensive support needs, who are students with intellectual disabilities, multiple disabilities, autism. The more that we can prepare all teachers to teach all students, to know what to do, to support behaviors, they’ll feel more likely to stay. They’ll have a more successful time with students. Zachary Rossetti

Conversations with the Dean are a series of webinars hosted by Dean Chard that explore some of the most pressing topics in education. Learn more about Conversations with the Dean .

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Turkey as a Popular Hub for Higher Education Learning Among Muslim Countries Challenges and Opportunities for International Students

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Education plays a pivotal role in fostering human capital across various domains such as science, politics, and the economy, thereby significantly affecting economic growth. Türkiye stands as a prominent destination for international students seeking continued higher education, yet it faces challenges and opportunities, according to prior research. Responding to these dynamics, this study constructs a research model by integrating social identity theory and contingency theory. With a deductive approach and quantitative techniques for data analysis, our research aims to explore the antecedents of institutional reputation in the Turkish higher education landscape. The population of the study is international students (N = 200,000 and n = 250) who are studying at different public higher education institutions in Türkiye. The data have been analyzed using the Smart PLS 4 program. This investigation hypothesizes that informational influence, online learning quality, perceived value, perceived service quality, and an institution’s image exert positive and significant effects on institution reputation. However, our empirical findings challenge one of these assumptions, revealing insufficient evidence to support the assertion that online learning quality significantly influences institution image. Consequently, our study adds to the scholarly discourse by contributing empirical insights into the phenomenon within the context of Turkish higher education institutions.

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