Editor’s note: This article is adapted from a conversation with Mark Milliron on the Illumination Podcast. To hear the full discussion, listen to the episode here.
In the ever-evolving landscape of higher education, one truth remains paramount: institutions must first see their students before they can serve them. That’s not just a philosophical stance—it’s a design principle for the future of student support.
For decades, the image of a “typical” college student has been frozen in time: an 18-year-old fresh out of high school, backpack slung over one shoulder, strolling a leafy campus quad. But that image reflects a mere sliver of today’s learners. In fact, fewer than 20% of students fit that mold. Even more misleading is the cultural shorthand that equates “higher education” with elite institutions like Harvard or Stanford—schools that represent less than 1% of the educational ecosystem.
The reality is far more diverse and dynamic. Today’s students are working adults, military service members, caregivers, and parents. They are ambitious, determined, and often managing multiple roles. To meet their needs, institutions must let go of one-size-fits-all approaches and embrace a mindset rooted in empathy and design thinking.
Introducing “Anders”—The Multi-Role Student
At one forward-thinking university, these multifaceted students have been dubbed “Anders.” They are students and parents, and employees, and caregivers. Recognizing the complexity of their lives is the first step toward building more relevant and impactful support systems.
Supporting Anders means going beyond academic advising and tutoring. It’s about delivering whole human support—wraparound services that address logistical, financial, psychosocial, and even housing needs. In many cases, the most powerful form of support is simply removing bureaucratic barriers so driven students can move forward unimpeded.
Reimagining Value: From Completion to Transformation
Modern learners aren’t just chasing credentials. They’re seeking transformation. And while degrees remain important, institutions must offer value in more flexible, stackable, and career-aligned ways.
This vision is encapsulated in a concept called value-rich education—a holistic approach that includes:
- Credential-rich learning: Curating families of credentials that include certifications, badges, and degrees to build career momentum.
- Connection-rich experiences: Facilitating relationships between students, faculty, peers, and professionals through mentoring networks and co-curricular programming.
- Experience-rich opportunities: Embedding real-world learning such as internships, apprenticeships, and service projects into the academic journey.
One of the most powerful predictors of persistence isn’t GPA—it’s momentum. Students who earn credentials early in their journey are twice as likely to finish their degree. That’s not just theory; it’s strategy.
Lifelong Learning: Not Just a Buzzword
Lifelong learning is no longer optional—it’s a core component of the modern student lifecycle. Institutions must build infrastructures that support continual learning, re-skilling, and up-skilling across decades.
Strategic planning, leadership development, and professional growth initiatives within institutions must mirror the expectations set for students. That includes reading, reflecting, and re-evaluating what leadership looks like in a higher ed landscape that’s increasingly complex and interconnected.
At the heart of it all is a bold but simple idea: students come to higher education not for the degree, but for the life it enables. It’s up to institutions to ensure they leave not just with credentials—but with clarity, confidence, and a sense of connection.
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