Bridging Gaps: How P3s are Shaping the Next Era of Higher Education

In Denver this fall, university leaders, thought leaders and key figures from government, associations, and corporations gathered for P3 EDU—a conference known for fostering dialogue around the future of higher education through public-private partnerships.

This invitation-only event serves as a unique space for sharing best practices and exploring bold new ideas, offering attendees the chance to network and collaborate on some of the most pressing challenges facing higher education today.

As the higher education landscape continues to shift, the central theme of the conference became clear: universities are under increasing pressure to leverage partnerships that can help them adapt to a rapidly evolving world.  

From technological innovations to meeting the demands of students for more personalized and flexible learning options, the discussions ranged widely, but all focused on the need to create sustainable, adaptable models of education.

Meeting Student Expectations for Customization and Flexibility

Among the recurring themes of the conference was the growing expectation from students for more customization and individualization in their educational experiences.  

The Chloe 9 Report, referenced multiple times throughout the event, underscored this shift, which highlights institutional strategies and priorities to meet the growing demand for online courses.

Whether it’s the ability to learn remotely, pursue hybrid education, or fast-track their careers, the demand for flexibility is transforming the way universities must think about education delivery.

"Students today expect more options," one attendee noted during a breakout session. "They want to shape their education to fit their lives, not the other way around."

Public-private partnerships, especially those with a focus on technology and online learning, were positioned as a key solution to this challenge. Through collaboration with corporations, associations, and even governments, universities are finding new ways to offer programs that meet students where they are, both geographically and in terms of their educational needs.

Health Care Education as a Microcosm of Change

While the demand for customization spans multiple fields, health care education emerged as one of the most pressing examples of the need for innovation.  

Adriaan Louw, Executive Vice President for Academic Innovations at Evidence In Motion (EIM), spoke about how his organization has partnered with universities to address the growing health care workforce crisis by reshaping how health care education is delivered.

"Health care is expanding rapidly, but our educational models haven’t kept pace,"  Louw explained during his presentation. "We realized that while we were increasing tuition and student debt, wages weren’t rising. There was a clear need for a faster, more efficient way to educate health care professionals."

EIM’s solution has been to develop hybrid, accelerated programs that allow students to complete their studies in less time while still meeting the rigorous standards of health care education. For example, EIM’s Doctor of Physical Therapy (DPT) program, traditionally a three-year degree, has been condensed into a two-year format, with students completing much of the coursework online before attending campus immersions for hands-on training.

"We got it down to two years," Louw noted. "That means students enter the workforce quicker, start earning faster, and—crucially—help fill the gaps in a sector desperate for skilled professionals."

Faculty Flexibility and the Future of Teaching

The demand for flexibility isn’t limited to students. Stephanie Herseth Sandlin, president of Augustana University in Sioux Falls, South Dakota, spoke about how her institution, an EIM partner in Physical Therapy, Occupational Therapy, and Speech Language Pathology, has embraced hybrid models not only for students but for faculty as well.

"We've seen a significant shift where faculty say, ‘I want to live where I live and teach at the university,’" Herseth Sandlin said. "The hybrid model gave them the opportunity to do just that. A professor can live in Colorado but teach full-time at Augustana. For many faculty, that flexibility is a key selling point."

This shift is a critical part of how institutions are adapting to a changing workforce—not just for students but for educators as well. Hybrid and remote teaching models are offering faculty new levels of freedom, while still maintaining the academic rigor and campus connection that universities prize.  

Herseth Sandlin emphasized that fostering internal champions—faculty advocates who bridge the gap between leadership and other faculty members—was crucial to making these new models work.

"For existing faculty, you need a champion," she explained. "We had professors who became internal advocates and helped bring the rest of the faculty along. That kind of buy-in is essential."

Public-Private Partnerships: A Path to the Future

At the core of the discussions during P3 EDU was a recognition that universities cannot navigate these challenges alone. Public-private partnerships, which bring together the resources and expertise of corporations, associations, and educational institutions, offer a powerful way forward.  

From health care to technology, universities are finding that these partnerships allow them to expand their academic capacity, improve student outcomes, and stay competitive in an increasingly crowded landscape.

For EIM and Augustana University, the future lies in embracing these collaborations, both to meet the immediate demands of their fields and to create flexible, innovative models that will serve students and faculty for years to come.

As universities across the country grapple with the demands of a fast-changing world, it’s clear that the conversations taking place at P3 EDU will continue to shape the way higher education evolves—whether in health care or beyond.