Photo illustration by Justin Morrison/Inside Higher Ed | Johns Hopkins University Press, Ohio State University Press
Let’s be honest: Higher education isn’t exactly winning the popularity contest these days. From rising tuition costs and student debt increases to debates over campus speech and workforce readiness, colleges and universities have been facing wave upon wave of public skepticism for what seems like forever now. And while many of these concerns are complex and nuanced, one thing is clear: Higher ed leaders cannot afford to ignore what the public is saying any longer.
All too often, we in higher education only talk to each other and do not have contact with the public at large. We hold conferences, publish white papers and circulate strategic plans that rarely leave our campus bubble. Meanwhile, the broader public—those students, families, taxpayers, legislators and policymakers who are our primary stakeholders—are left to form their own opinions from different sources, often basing their opinions on headlines, sound bites, personal experiences or social media narratives. And when those opinions go unacknowledged, however limited and unfair they are, trust erodes.
This isn’t just a PR problem. It’s a leadership challenge.
And now we have new data showing the dynamic nature of public opinion over time. In a longitudinal study I recently completed with colleagues across the nation, we surveyed public opinion on higher education across two key moments: the early months of the Biden administration in 2021 and the early days of the second Trump administration in 2025. Nearly 400 individuals from the eight most populous states in the nation (California, Florida, Georgia, Illinois, New York, Ohio, Pennsylvania and Texas) and West Virginia participated in both waves, giving us a rare look at how attitudes have shifted over that four-year period. Here’s what we found:
- Teaching matters most. Across political affiliations, respondents wanted more taxpayer dollars directed toward teaching—and less toward community service activities. Republicans were the most vocal, but the trend was bipartisan. In a zero-sum funding environment, the message is clear: The public wants faculty in the classroom. In the words of one survey participant from Texas, “Spend more money on education and teaching and make sure to focus on practical knowledge and critical thinking.” At the same time, support for research funding stayed steady across the four years. Said a survey participant from Ohio, “Put more money toward research that directly impacts our lives,” underlining an appreciation of applied scholarship.
- “Balance” is the new buzzword. Whether it’s rural versus urban issues, need-based versus merit-based aid, or global versus local engagement, respondents increasingly favored a balanced approach. These shifts weren’t partisan—they were widespread. People want universities to serve all communities, support all students and think both globally and locally. Regarding the issue of need-based versus merit-based aid, for example, a survey participant from New York said, “Taxpayer dollars should be spread as evenly as possible between students who need it and students who have earned it.”
- Rankings? Meh. Despite all the energy institutions pour into climbing the U.S. News & World Report ladder, public opinion on rankings remained stable—and lukewarm. They matter, but they’re not driving public concern.
- Political identity is fluid—and influential. Nearly one in five respondents changed their political affiliation over the four-year period. And those shifts mattered. For example, individuals who became Democrats by 2025 were even more supportive of increased teaching expenditures than stable Democrats. In some cases, these converts held stronger views than long-time partisans. And so, even in the political group that has displayed the greatest support for higher education across countless surveys (including this one), there is no monolithic Democratic opinion about, well, anything.
So, what does this mean for higher ed leaders? It means we need to stop assuming we know what the public thinks—and start asking. It means we need to be transparent about how we allocate resources, and why. And it means we need to recognize that public opinion isn’t static. It evolves. And if we’re not paying attention, we’ll miss the signals.
Higher education has always played a vital role in shaping society. But that role isn’t guaranteed. It has to be earned, again and again, through trust, accountability and relevance. If we want the public to believe in the value of higher education, we have to show that we believe in the value of their voices.
