Running Head: STATEMENT PAPER

Jennifer Centner

Statement Paper

Northern Arizona University

STATEMENT PAPER

The issues facing Arizona State University (ASU) have become more amplified in the wake of

the pandemic. Simon Barker summed this up well; “everything that the schools are facing in COVID

were the exact same set of things they identified pre-COVID, except they’re on steroids (Whitman,

2020).” The COVID-19 pandemic has exacerbated and elevated many issues within higher education.

The three most pressing issues within the institution at this time include Neoliberalism, identifying

solutions to the new realities in higher education stemming from COVID-19, and student wellness and

mental health.

Neoliberalism is a “socio-economic theory that rejects government intervention in domestic

economy and promulgates materialism, consumerism, and the commodification of many public goods”

(Saunders, 2007, p. 2). Higher education is now a commodity that can be bought and sold, with students

paying the price. Cannella and Koro-Ljungberg (2017) write that the “appreciation for knowledge,

diverse ways of being, and human ‘betterment’ and education for all that are not connected to the

generation of funds no longer exists….higher education focuses, almost exclusively, on money”.

COVID-19 only added to the financial challenges institutions were facing, further framing education and

students as a commodity and leaving universities with more budget concerns. When tax revenues

decrease, “it’s difficult to allocate funding to higher education over another budget area even if you

understand that higher education is essential to future economic development” (Whitford, 2020).

Neoliberalism impacts all aspects of higher education. “Universities see students as clients whose

purpose is to study and graduate” (Cannella & Koro-Ljungberg, 2017). Lucal (2014) writes about

students succeeding despite their institution. She provides examples of students choosing between gas

money or going to class, a student whose credit hours didn’t transfer from a for-profit school, and the

push for students to graduate “on time” in a four year time period. These examples are not unique. They

demonstrate a system that disregards the humanity of students as more than simply learners.

Additionally, she writes that studies within education that cannot easily be commodified are further

marginalized, including history, philosophy, and chicano studies (Leal, 2019). This only leads to a

further dive into neoliberalism. Rafudeen echoes this concern of a loss of humanities within higher
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education and the push for the humanities to prove it’s worth. He writes, “the humanities should

challenge the implicity neoliberal ethos of the current academy” (2016, p.189). Institutions must reflect

on the metrics they use to determine value within studies.

Faculty must take an active role in decision making as well. Brabazon writes “in neoliberal

thought, education is merely pursued by individuals who want to invest in skills and credentials that will

increase their value in the labor market” (2020). This type of thinking removes the human component.

Brabazon explores that the idea that all faculty can move classes online is focused on content delivery and

not individual student needs or even faculty development and training. If institutions make rushed

decisions without considering the outcome, they risk further embracing neoliberalism.

There is a bright light in the turmoil of the pandemic in arguments that the pandemic may be the

cross road that was needed to push changes in neoliberalism. Teras, Suoranta, Teras, & Curcher, write

that the pandemic has created an opportunity for creative exploration and learning within open platforms

and that this could be the end to capitalism within higher education. The key is to envision the possible

futures within higher education and make decisions with the end result in mind (2020). COVID-19 has

exposed neoliberalism in daily lives, including education, Isakovic (2020) writes. She cites changes in

markets such as theater or yoga classes that once were sold as a commodity now being provided for free.

She recognizes this as a launching point for creating new systems that “foster the solidarity beyond this

crisis and place it at the very center of our economy, our political system, and our interaction with each

other”. ASU administration has made thoughtful decisions in response to the pandemic and has

continued to innovate new ways of engaging with students. The ASU Innovation Quarter during winter

break does just this. Events are free to students and fit within the mission of the ASU charter with

opportunities for inclusivity and connection (Health Services, 2020).

The second issue is the need to rapidly rethink ways in which teaching, learning, student services,

recruitment, and retention have occurred for decades due to the pandemic. Universities were forced to

shift processes that had been in effect for years almost overnight in all aspects of institutions. This shift

in education impacted institutions worldwide and institutions are still testing the waters in various
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approaches. Colleges quickly adjusted plans to accommodate a variety of learning platforms. Shortly

before the fall semester began, 60% of higher education institutions planned for some in-person learning,

24% planned for a completely hybrid model, and 9% planned for a completely online approach (Smalley,

2020). This adaptation to the way education was delivered impacted all aspects from teaching, to student

engagement, to recruitment practices.

As the way classes were delivered changed, aspects of programs that may have been used to

recruit students may no longer be competitive as many programs moved to remote learning. What made

programs unique may be a characteristic that is now a standard expectation. A survey found that 36% of

campuses are experiencing a decline in campus visits for admissions purposes (Smalley, 2020). A report

issued in October by the National Student Clearinghouse shows a decline in undergraduate enrollment by

4%, the largest declines for colleges in first-year students. There are many factors; financial, health, and

changing priorities to name a few. Students may no longer be able to pursue higher education as they

grapple with unemployment, furlough, or a lack of funds. However, Dr. Manseur Khamitov noted a

documented tendency for enrollment to go up in recessions as students work towards degrees to be used

once the economy stabilizes (DePietro, 2020). The university must find ways to tap into this group of

individuals.

The shift from an immersion culture to a hybrid or online culture within higher education impacts

all aspects of the university. Fewer students living on campus means less in housing fees, parking, and

greek life fees. Student services that were once offered in person, such as advising, tutoring, and

counseling, must now be offered remotely while still maintaining a high level of service and student

connection. Faculty who were hesitant to embrace technology now have no choice, while faculty skilled

at using different platforms may be thriving. These changes included financial implications including

refunds or loss of funding. One example of this is University of Wisconsin, which estimated that they

would issue $78 million in student refunds between their 13 campuses. Similar situations around the

nation have led to hiring freezes, pay cuts, and furloughs at various institutions nationally (Smalley,

2020), impacting every constituent within the university.

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While national trends show a downward projection, Arizona State University has promising data.

The data for ASU for Fall 2020 reflects strong numbers overall with the largest student population in

ASU history as well as the second largest freshman class for full-immersion students and the largest fall

enrollment for online students (Office of the President, 2020). ASU quickly moved to three platform

options which allowed students options and arguably helped to retain students for Fall 2021.

While abrupt, there may also be a silver lining within the pandemic in how higher education has

been impacted. The Dean of African Leadership University shed a positive light, stating, “an unintended

consequence of this pandemic is that higher education will become significantly more accessible as

universities think about how to move all of their programming online, including counseling, student life,

career development, etc.” (DePietro, 2020).

The third major issue is the need for mental health and wellness service for students, which has

only increased within the pandemic. Peter McPherson, president of the Association of Public and Land-

grant Universities (APLU), cited the combination of “turmoil in society, with diversity issues and the

pandemic, which is scary for some people” as a “storm impacting mental health” (Whitford, 2020). A

recent survey conducted by the APLU and others found that “68% of respondents identified student

health as a big challenge, made worse by the added stress of the pandemic and shifts in learning methods

(Whitford, 2020).”

A survey of ASU students in 2019 reported over a 12 month period that 48.5% of students felt so

depressed that it was difficult to function and another 15.4% seriously considered suicide. Over 85% of

students reported that they noticed a distressed student that they helped (ASU, 2019). This coincides with

concerns at institutions nationwide. A survey of counseling center directors within higher education

identified an increase of students with psychological concerns…”anxiety is the top presenting concern

(41.6%) followed by depression (36.5%) and relationship problems (35.8%) (APA, 2013).” These figures

demonstrate that mental health concerns directly impact almost half of the university’s student population.

This is a national trend and one that universities are addressing with creativity. Davidson College

had cancelled Fall Break, like many other universities, but gave students a surprise with a day off from
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classes and practice to “relax and catch their breath” (Whitford, 2020). There is a push to focus on

holistic well-being, including spiritual, physical, mental, and social health as well as intellectual

development (Travia et al, 2020).

There were many programs within ASU focused on health and wellness before the pandemic

including “Inside ASU”, a podcast, health and wellness trainers for students, counseling, fitness

opportunities, and a community of care course required for all students (ASU, n.d.). In 2017, ASU

created the Center for Mindfulness, Compassion, and Resilence to serve students, staff, and faculty out of

a direct response from students to focus on a holistic wellbeing for students and staff (Arizona PBS,

2017). In response to the pandemic, five research teams through the College of Health Solutions received

$100,000 to research how the pandemic is impacting community issues. One of the five research teams is

focusing on mobile health tools for mindfulness and another is researching the impacts of the pandemic

on food insecurity and food access in Arizona (Greguska, 2020). The numbers demonstrate a significant

amount of work to be done, but ASU is continuously focused on creating a community of wellness and

has demonstrated this commitment to students, staff, and faculty.

During these unprecedented times, ASU has continued making significant strides to work against

neoliberalism, to support students holistically, and to innovate solutions for dynamic learning

opportunities for twenty-first century learners. To be successful in combating these issues, leadership

must continue to create an open dialogue for students, staff, and faculty to work towards a common goal

of connection, support, and a student-centered focus.

References

American Psychological Association. (2013). College students’ mental health is a growing

concern, survey finds. 44 (6). Retrieved from: https://www.apa.org/monitor/2013/06/college-

students
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Amour, M. (2020). Report: Enrollment continues to trend downward. Inside Higher Ed.

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Brabazon, H. (2020). The academy’s neoliberal response to COVID-19: why faculty should be

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Cannella, G. & Koro-Ljungberg, M. (2017). Neoliberalism in higher education: Can we

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DePietro, A. (2020). Here’s a look at the impact of Coronavirus (COVID-19) on Colleges and

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matters, and what we can do. Ashe Grads. Retrieved from:

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https://ashegrads.wordpress.com/2019/05/31/the-colonizing-condition-of-neoliberalism-in-

higher-education-what-it-is-why-it-matters-and-what-we-can-do/

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prevention

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(23) pp.188-211

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