Media outlets and postsecondary leaders need to adapt how they assess postsecondary institutions to better consider the changing postsecondary student population, including “post-traditional” learners, argues Becky Takeda-Tinkerv (Colorado State University Global). The author writes that the metrics used for rankings typically do not capture metrics related to post-traditional students, who may attend part-time studies or begin their studies at different times of year. Takeda-Tinkerv notes that this puts some institutions at a disadvantage in “best of” rankings while also making it more difficult for future students to find the institution that fits them best. The author concludes by encouraging leaders and media outlets to ensure that all students are represented in rankings, “[b]ecause without comprehensive information and data from all types of students, are they actually the Best?”
