Doug Lederman is a co-editor and co-founder of Inside Higher Ed. He focuses on themes related to education and higher education, covering topics such as lawsuits, campus life, college and university dynamics, and university research. Doug has been featured in RealClear Education, Inside Higher Ed, NewsBreak, and Marist College.
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Doug Lederman's coverage spans a variety of topics, including academic research, higher education, government and politics, human resources & employment. His focus on expert commentary suggests he is likely to be interested in pitches from academics and experts who can provide insightful perspectives on the latest developments in these areas. Pitches regarding academic research breakthroughs or insights into important issues within higher education are likely to resonate with him.
Given his coverage of shootings and immigration as well as announcements and press releases related to government activities (such as investigations), he may also be receptive to sources that can offer informed commentary on these subjects. If you have expertise in any of these fields or if your organization has made significant announcements relevant to government policies, educational advancements or HR practices, it might interest Doug Lederman.
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The history of two universities that (e)merged in the 1960s shows that parochialism and acquisitiveness have always driven institutional marriages more than logic.
How well colleges and universities adapt to serve what a recent report from Texas calls “potential completers” could help determine the industry's fate.
How might we build more cross-institutional infrastructure in our nonsystem to create a more integrated, student-focused network of colleges and universities?
By: Doug Lederman
There's much more agreement on what America needs from colleges, universities and other providers than politicians seem able to admit. Convening a group of national leaders would point a way forward.
When colleges close, they leave sprawling facilities behind. Some are acquired by other colleges or converted into housing, K–12 schools or businesses. Others fall into disrepair.
Could we create metro-area councils to better organize the work that postsecondary providers do for their communities’ learners, employers and citizens?
Improving credit transfer and learning mobility will make it easier for people to game the system. But that risk is outweighed by the far larger number of students it will help.
Defining programs solely by graduates' earnings isn't ideal, but it's where we are. A new report shows that it can be done, and how.
Congress may intervene to prop up an enterprise that has long since lost its way. It would be better to let the market work and force colleges to make hard choices about values and money.
The public doubts the value of what colleges are providing. That could change if institutions proved that students actually develop the capabilities and skills we promise them.
