The decision to discontinue humanities programs was reportedly called “surgical and sorrowful” by Dr. Greg Summers. The admission that universities must increasingly function with economic precision due to pressure from political scrutiny and financial deficits was the result of pragmatism rather than dogma. In order to maintain the institution’s financial stability, he suggested doing away with courses like English, history, and philosophy.
The justification for eliminating liberal arts programs is illogical. Administrators observe students pursuing degrees that seem more employable, dwindling enrollment, and a lack of finance. A computer science degree appears to be more advantageous financially than a philosophy degree. Austerity-stricken colleges see this as a formula rather than a moral argument: finance high-return programs, monitor student demand, and cut the rest.
This logic’s proponents assert that it’s about alignment, or matching the input of the labor market with the product of higher education. The emergence of technology-driven economies has shifted focus to STEM and business domains with quantifiable rewards. In an effort to close “skills gaps,” policymakers support financial incentives for degrees that guarantee instant employability. This approach runs the risk of reducing education’s larger goal to a ledger entry, despite being incredibly successful in workforce training.
| Information Type | Details |
|---|---|
| Name | Dr. Greg Summers |
| Profession | Provost and Historian, University of Wisconsin–Stevens Point |
| Education | Ph.D. in Environmental History, University of Wisconsin–Madison |
| Field of Expertise | Higher Education Policy, History, Environmental Studies |
| Institutional Role | Former advocate for academic restructuring amid budget cuts |
| Notable Action | Proposed elimination of low-enrollment humanities majors |
| Publications | Essays on academic reform and institutional sustainability |
| Location | Wisconsin, United States |
| Affiliation | University of Wisconsin System |
| Reference | PBS NewsHour – How Colleges Are Adapting to the Decline in Liberal Arts Majors |
Governor Matt Bevin of Kentucky echoed a rising bipartisan agreement when he said that state funds should not be given to students majoring in French literature: education must be economically justified. His views were remarkably similar to those of other politicians who favor universities that produce engineers above those that produce anthropologists. According to them, liberal arts have devolved into a low-yield asset in the investment portfolio that is higher education.
However, this change exposes a cultural paradox. Although liberal arts programs are eliminated because they seem “impractical,” many businesses continue to maintain that soft skills like communication, creativity, and adaptability are still essential. The hypocrisy is especially stark: the same corporate leaders who insist on technical graduates also lament that new hires find it difficult to think critically or write coherently. Despite the fact that they are particularly challenging to measure in financing formulas, liberal arts disciplines have historically fostered such very qualities.
Georgetown University’s Dr. Anthony Carnevale contends that this narrow focus ignores the wider picture. He clarifies that education should create knowledgeable citizens who comprehend context and consequences in addition to productive workers. He points out that the humanities serve as the glue that holds innovation together, enabling leaders to challenge systems rather than merely maximize them. In terms of the economy, reducing them might result in short-term savings, but it might be very expensive for societal resilience.
There is no denying the complexity of the financial constraints driving universities toward this tendency. Over the past 20 years, public financing for higher education has drastically decreased, forcing schools to rely on tuition income. The outcome seems predictable when enrollments decline, as they have in the humanities. Programs that don’t have business relationships or outside grants end up being financial liabilities. Due to need, administrators frequently reinterpret these removals as modernization rather than desertion.
Another layer is added by the growth of performance-based funding. Education budgets in states like Tennessee are increasingly directly linked to quantifiable results like average incomes, job placement rates, and graduation rates. Under such scrutiny, liberal arts programs—which rarely result in clearly defined vocational paths—struggle. This system turns universities into job factories by rewarding technical proficiency while discouraging intellectual inquiry.
Greg Summers’ personal experience provides a remarkably vivid illustration of this conflict. Even as he was about to eliminate the humanities, he defended them, claiming that the action was “not ideological but existential.” His candor exposed the conundrum that many administrators face: maintaining institutional existence by eliminating the same fields that provide academia with its moral foundation.
Teachers on campuses characterize these cuts as heartbreaking and pragmatic. A story of displaced professors and students whose academic homes disappear is hidden behind every spreadsheet, despite the decision being frequently framed as data-driven. Although less quantifiable, the emotional toll is incredibly human. Summers acknowledged that no formula can adequately describe the loss that occurs when a student is unable to pursue a major in literature or history.
Other models are subtly appearing in the interim. As evidenced by organizations such as Dallas’ Paul Quinn College, liberal arts education may be incredibly flexible. Writing, ethics, and communication are incorporated into career-based programs to help close the gap between employability and values. Intellectual depth and vocational preparedness are not mutually exclusive, as evidenced by the approach’s notable improvements in graduation rates and employment results.
What happens to a society that evaluates education only in terms of immediate financial gain is the bigger question that remains unanswered. Although data may indicate that STEM graduates initially earn more, long-term research indicates that liberal arts graduates frequently catch up because of their transferable skills, which allow them to work in a variety of industries. The humanities generate thinkers with the ability to change course, which is especially creative given how industries are continuously evolving.
Inequality is exacerbated when these initiatives are discontinued. Access to comprehensive education is increasingly concentrated in prestigious private universities as state universities reduce their liberal arts programs. This change runs the risk of making broad-based education a luxury good that only the wealthy can buy. One of the most democratic promises of higher education is undermined by this subtle stratification: the freedom of thought.
This bias is also evident in philanthropic donations. More and more donors are funding technological centers and labs instead of literature departments. It’s a financial trend that prioritizes “valuable” things like code, data, and measurements over reflection, context, and originality. However, some of the most creative CEOs, such as Satya Nadella and Steve Jobs, have attributed their success to their liberal arts perspectives. Seldom is this irony brought up during budget hearings.
The temptation to treat education like an enterprise intensifies as colleges deal with economic challenges. Efficiency models lack emotional nuance, yet they create visually appealing spreadsheets. The underlying economic logic of education might not be to reduce expenses but to foster flexibility, which is something that the liberal arts have excelled at for millennia.
