sophisticated cloud-based systems across enterprise resource platforms (ERP), and produce the quality data required of informed decision making. Investing in this type of technology infrastructure is, in fact, identified as one of the top five business issues confronting
higher education.”33
Moreover, it should be seen as a wise
investment – particularly given that older systems and platforms make institutions vulnerable to cyber and ransomware attacks. The latter is becoming an increasing concern. According to a principal researcher at Sophos, a
security software company, a 2020 survey conducted by their company found ransomware attacks “cost institutions an average of $112,000 in ransom payments.” But as the individual pointed out, these were not the total cost. The total cost for resolving the attack “averaged about $2.7 million per incident,” which was almost $1 million higher than what it would cost to resolve a private sector attack. This is what pushes institutions to purchase cyber insurance. But here again, the evidence suggests alone it is not enough. The same survey found that, while 84 percent of institutions of higher learning had purchased cyber insurance, only 64 percent had a policy that covered ransomware.34
But it is so much easier to kick the can down the road – just as it has been done in the past. Building new buildings can bring excitement and dollars to colleges and universities, as it is a sexy enterprise whose naming rights tap into individual and corporates egos; using existing money – or trying to raise new money – is not exciting, and more often than not raises the question of “what does past practice say about how you’re going to care for our moneys being spent on such upgrades?” Again, following in the pattern of elected officials who need to address infrastructure problems but would rather focus only on messages that deliver good news, better to let the next president and board deal with the issue.
Lack of Project Management Skills
A great deal of these problems can be attributed to no single intentional cause, but rather a general lack of attention, indifference, or budgeting (seldom do new building
construction estimates budget maintenance into the life cycle costs of construction). Teaching students was, after all, the focus of the institution, not administering programs. And with a steady supply of students providing a steady stream of revenue, there was no real pressure to pay attention to fiscal oversight. Things got done – or did not get done – when people got around to it, or not.
However, another factor may be at play. More and more administrators are coming out of the teaching profession, either because they are not qualified for posted positions (most of the administrator jobs require only a master’s degree), cannot find tenured professions, or because administrative pay is much better than what could be achieved as adjunct faculty member (the median annual wage for postsecondary education administrators was $96,910 in May 2021).35 And the number of administrative jobs is certain to grow: employment of postsecondary education administrators is projected to grow seven percent from 2021 to 2031, about as fast as the average for all occupations. In fact, about 17,600 openings for postsecondary education administrators are projected each year, on
average, over the decade. Moreover, evidence exists that employers “typically prefer to hire candidates who have experience working in a postsecondary education administrative office, especially for occupations such as registrars and academic deans.”36
While many individuals have a sincere interest in advancing higher education and believe they are facilitating student learning and well-being by taking an administrative position, there is not a lot of evidence these individuals have been trained in project management. Most of
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