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In this episode of Navigating Education Governance in These Political Times, we examine the growing influence of accountability policies on higher education and how changing definitions of institutional success are reshaping academic programs across the United States. As policymakers increasingly evaluate colleges and universities based on graduates' employment outcomes, debt-to-earnings ratios, and workforce alignment, institutions face mounting pressure to demonstrate the economic value of their degree programs. These national conversations have intensified amid recent federal policy changes under the Trump administration, budget reductions, and heightened political scrutiny surrounding the cost and purpose of higher education.

Using the recent closure of an anthropology program at the University of Texas at Arlington as a case study, this episode explores the impact of these accountability-driven decisions through an interview with a faculty member directly affected by the program review process. In a conversation with Dr. Adam Johnson, we discuss how administrators balance financial realities with educational mission, what is gained and lost when graduate earnings become a primary measure of academic value, and how faculty experience the uncertainty surrounding program closures.

About the Guest:

Dr. Adam Johnson is an assistant professor in the Sociology and Anthropology department at the University of Texas at Arlington. He is an environmental anthropologist specializing in the biocultural feedback loops between human systems and biological ecosystems.

He can be reached for email at [email protected]

About the Host:

Andrea Jenkins is an Educational Leadership and Policy Studies doctoral student at the University of Texas at Arlington. Her research focuses on Higher Education accountability measurements, Gainful Employment policies, and Academic Capitalism.

She can be reached for email at [email protected]

Sources cited in the Episode and Additional Resources are available: https://bit.ly/educgovpod

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In this episode, we examine the increasing politicization of college president searches through the firsthand experience of a sitting university president. Dr. Ken Kitts reflects on his journey from candidacy to selection and shares his perspective of dynamics that influenced his own path to the presidency. We also explore the political dynamics that impact long-standing norms of confidential recruitment, shared governance, and heightened scrutiny in shifting expectations that are reshaping the landscape of higher education leadership.

About the Guest:

Dr. Kenneth Kitts currently serves as the 20th president of the University of North Alabama (UNA). A political scientist by training, Dr. Kitts has shown commitment to shared governance, student-centered leadership, and strategic innovation in his tenure as president.

Dr. Kitts can be contacted at [email protected].

About the Host:

Quinton Lane is a current Ph.D. student in the Educational Leadership and Policy Studies program at the University of Texas at Arlington. Professionally, Quinton has almost a decade of service as a Student Affairs professional in Housing and Residence Life at multiple institutions in Arkansas and Texas.

Quinton can be contacted at [email protected].

Sources cited in the Episode and Additional Resources are available: https://bit.ly/educgovpod

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This podcast examines how leaders in higher education manage the tension between their personal values, professional duties, and what their institutions expect from them, all within a complex political and organizational environment. In a conversation with a mid-level administrator, the episode discusses how leadership shows up in everyday work and how choices made can impact students, staff, and those in senior positions. The discussion addresses the difficulties of staying true to oneself while carrying out assigned tasks, responding to different stakeholder demands, and operating within the limits set by the institution. The episode provides a look into the reflective, relational, and performance of leadership.

About the Guest:

Derrick Perry serves as Director of Online Enrollment & Student Success at the University of Texas at Arlington, where he has served in this inaugural role since January 2023. He now leads university-wide efforts to advance online enrollment, student success, and an integrated online student experience. His higher education career spans enrollment management, student services, and online education, with a focus on expanding access, strengthening student support, and developing strategies that enhance the educational journey. He is also a doctoral candidate in Educational Leadership and Policy Studies at UTA, further complementing his professional work in higher education leadership and student success.

Derrick can be contacted via email at [email protected]

About the Host:

Brenda Harris serves as Director of Student Services for the College of Education at the University of Texas at Arlington. With more than 30 years of experience in education, she has served as a classroom teacher, high school principal, and district director of instructional programs. She has also taught university-level teacher preparation courses in English-Language Arts and Reading. Currently a doctoral student, her research interests include spirituality and ethical leadership, the experiences of Black women in higher education, and the influence of organizational structures and institutional change on leadership practice. Drawing on her extensive experience across K–12 and higher education, she brings a practitioner-scholar perspective to conversations about leadership, education, and the evolving challenges facing educational institutions.

Brenda can be contacted via email at [email protected]

Sources cited in the Episode and Additional Resources are available: https://bit.ly/educgovpod

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Career and technical education (CTE) has undergone a remarkable transformation over the past several decades, evolving from a system often associated with vocational tracking to one that prepares students for high-skill, high-wage, and in-demand careers. In this episode, we explore how education policy, accountability, and strategic communication reshaped public perceptions of CTE and helped position it as one of the few education issues with sustained bipartisan support.

Through a conversation with Stacy Whitehouse, Associate Director of Communications at Advance CTE, and insights from current research, we examine the policies, national initiatives, and messaging strategies that have driven CTE's evolution. Together, we discuss the field's past, present, and future while considering what it will take to ensure career and technical education continues to expand opportunity for every learner.

About the Guest:

Stacy Whitehouse is the Associate Director of Communications at Advance CTE, where she leads national communications efforts and works with state leaders to strengthen career and technical education through effective recruitment, messaging, and public awareness strategies. She also supports states in expanding and improving their CTE communication systems through professional development and collaborative initiatives. Before joining Advance CTE, Stacy worked in state government, on Capitol Hill, and on federal and state political campaigns. She earned her bachelor's degree in political science from the University of Mary Washington and continues to serve on the university's College of Arts and Sciences Advisory Committee.

Stacy can be contacted via email at [email protected].

About the Host:

Cadie Allen is a doctoral student in Educational Leadership and Policy Studies at the University of Texas at Arlington. Her research focuses on education policy, accountability, and career and technical education. She currently serves as the Director of Analytics and Insights at United to Learn and previously worked in the Office of Career-Technical Education at the Ohio Department of Education, where she supported statewide initiatives related to federal accountability, career pathways, and program quality.

Cadie can be contacted via email at [email protected].

Sources cited in the Episode and Additional Resources are available: https://bit.ly/educgovpod

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Who influences education policy beyond elected officials and institutional leaders? What role do nonprofit organizations play in shaping educational governance, and whose voices are represented – or excluded – when important decisions are made?

In this episode of Navigating Education Governance in These Political Times, host Janet Oloyede sits down with Stephanie McCloud to examine how educational nonprofit organizations influence policy, build partnerships, and advocate for students, educators, families, and communities. Together, they discuss how advocacy organizations navigate increasingly complex political environments while balancing collaboration, public trust, and accountability.

Drawing on research in nonprofit advocacy and higher education governance, this conversation explores nonprofit organizations as intermediary institutions that connect communities with policymakers and educational leaders. The discussion also considers whether advocacy organizations strengthen democratic participation by expanding representation or whether existing political and organizational structures continue to privilege some voices over others.

Whether you work in education, public policy, nonprofit leadership, or simply care about the future of education, this episode offers insight into the evolving relationships among governance, advocacy, and democratic decision-making.

About the Guest

Stephanie McCloud serves as Managing Director of District Strategy and Partnerships of a local nonprofit. With nearly two decades of experience spanning classroom teaching, district leadership, and nonprofit educational leadership. Stephanie works with school districts and community partners to improve educational outcomes through collaboration. Her work focuses on aligning educational systems, strengthening partnerships, and expanding opportunities for students across Texas.

You can contact Stephanie McCloud via email: [email protected]

About the Host

Janet Oloyede is a doctoral student studying educational leadership and policy studies at the University of Texas at Arlington whose interests examines governance, education policy, democratic participation, and representation in higher education. Her research explores how students and historically marginalized communities experience governance structures and how nonprofit organizations, public policy, and institutional leadership influence educational decision-making. In this episode, Janet seeks to bridge academic research and public conversation by engaging practitioners, policymakers, and nonprofit leaders in thoughtful discussions about the future of education.

You can contact Janet Oloyede via email: [email protected]

Sources cited in the Episode and Additional Resources are available: https://bit.ly/educgovpod