By Melissa Morriss-Olson
The views and opinions expressed in this post are my own and do not necessarily reflect those of any institution with which I am or have been affiliated.
There’s no denying it—higher education is in a tough spot right now. The drumbeat of political interference keeps getting louder, with growing efforts to dictate what can be taught, what programs are allowed to exist, and even what students should believe. And at the heart of all this, I keep coming back to one question:
What is a university really for?
That question isn’t just academic for me. It’s personal. Neither of my parents went to college, so when my brothers and I set off to earn our degrees, we were stepping into completely unfamiliar territory. I still remember how it felt to walk onto a campus for the first time—it was exciting, overwhelming, and full of promise.
Higher education changed everything for me. It didn’t just give me credentials or career opportunities—it gave me a way to think about the world, a sense of possibility, and the confidence to believe I had something to offer. It opened my eyes, and, in many ways, it opened my future.
Which is exactly why I’m so concerned about what’s happening now. Because if we lose sight of the true purpose of the university, we risk closing that same door of opportunity for countless others.
Why Universities Matter—Now More Than Ever
For generations, colleges and universities have been places where people go to explore ideas, challenge assumptions, ask hard questions, and grow—not just academically, but as human beings. The very best ones are grounded in a simple but powerful idea: that knowledge and learning matter, not just for individuals, but for the common good.
Of course, universities aren’t perfect. They have their blind spots. But historically, they’ve served as one of the few places in our society where deep, honest inquiry is not only encouraged but expected. Where students can discover their voice. Where research can push boundaries. Where society can wrestle with its hardest questions in a space that values freedom of thought.
But when that freedom is threatened—when lawmakers start deciding what can or can’t be said in a classroom, what disciplines are worthy of funding, or who gets to be part of the conversation—we’re in dangerous territory.
Accountability or Control?
Let me be clear: I believe in accountability. I’ve spent my career leading and working within universities, and I know how important it is to be responsible stewards of public trust and funding.
But what we’re seeing in some places goes way beyond accountability. It’s about control. It’s about ideology. And it’s about power.
When politicians try to turn education into a tool for their own agenda—whether that means censoring ideas, restricting faculty rights, or gutting programs they don’t agree with—it undermines everything higher education stands for. And it sends a chilling message: that the university is no longer a place for inquiry and growth, but for conformity and compliance.
That’s not just an issue for campuses. That’s a threat to education for the common good that benefits all – and to a democracy that commits to promote the general welfare of the people.
More Than a Job Factory
There’s also a growing belief that the main purpose of college is simply to get people jobs. And yes—education should lead to opportunity. I’ve always believed that students deserve a return on their investment, especially as the cost of college continues to climb. But the return needed is not merely a job.
The university is not a job factory. The common good demands that the university be more.
It’s a place where minds are shaped, values are tested, and futures are imagined. It’s where students learn to think critically, communicate clearly, collaborate with others, and make sense of a complicated world. These aren’t just nice-to-have skills—they’re essential in any career lasting longer than a couple of years, and in any life.
I’ve seen firsthand how this happens. In my work as a doctoral educator, I’ve had the honor of mentoring students who are preparing to lead change in their institutions, communities, and beyond. They don’t just want to move up in their careers—they want to make a difference. They want to contribute meaningfully and measurably to the common good. They’re hungry for the kind of learning that helps them do just that.
And I’m inspired every day by the leaders I’ve interviewed for the IngenioUs podcast—people like Stephanie Herseth Sandlin, Cynthia Teniente-Matson, Tuajuanda Jordan, Pam Eddinger and so many more. These leaders are standing strong in the face of enormous pressure. They are holding fast to the deeper mission of higher ed—equity, access, innovation, courage. They remind me what’s possible when we lead with purpose.
My Own Story
In my own journey—from a first-generation college student to university provost, doctoral educator, podcast host, and author—I’ve seen the power of higher education from many angles. And now, as I teach and mentor future educational leaders, I get to witness that same power at work every day.
But no matter how far I’ve come, I never forget where it started: a young woman from a modest background, taking a leap into a world she didn’t yet understand, but instinctively believed could change her life. And contribute meaningfully to the larger good.
It did. And I want that kind of life-changing possibility to remain open for every student, no matter who they are or where they come from.
That’s why I’m speaking up now.
Reclaiming the Social Compact
The relationship between the university and the public is shifting. Trust is shaky. Expectations are changing. And let’s be honest—some of that is on us. Higher ed hasn’t always been great at listening, adapting, or communicating our value.
But now’s the time to do better, grounded by what a university is for. We need to be more transparent, more student-centered, and more committed to equity. But we also need to be more courageous. For the common good.
We need to defend what matters: freedom of thought, diverse perspectives, critical inquiry, and the idea that education should serve the public good—not political agendas.
That means telling our stories more boldly. Celebrating the impact we’ve had. And standing up—together—for what we believe a university should be.
Let’s Hold the Line
We’re in a defining moment. What we choose to do now will shape the future of higher education for decades to come.
Will we let others reduce the university to something strictly transactional, a job factory? Or will we reclaim it as a place of possibility?
I know where I stand. I believe in the transformative power of education. I’ve lived it. I see it every day in my students. And I see it in the leaders who are working hard—often behind the scenes—to keep that transformative power alive.
So, let’s hold the line. Let’s speak up. Let’s remind the world why the university matters—and who and what it’s for.
Because when we protect that idea, we’re not just preserving an institution.
We’re investing in the future of our society and its general welfare.
Your Turn
How has higher education shaped your story? What do you think we need to protect—or maybe reimagine—about the role of the university today? Whether you’re an educator, a student, a parent, or someone who simply believes in the power of learning, your voice matters. Let’s start a conversation about what’s at stake—and what’s possible.
About the Author
Dr. Melissa Morriss-Olson is a distinguished leader in higher education with over 35 years of experience shaping innovation and fostering institutional excellence. Currently leading the launch of The American University of Greece Global Campus, she is also Distinguished Professor of Higher Education Leadership at Bay Path University. During her tenure as Provost, she launched over 40 academic programs and secured over $6 million in grant funding. She is the author of several influential works, including IngenioUs Leadership: Creating Solutions to Wicked Problems in Higher Education.
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