Advertise on podcast: Graduate Management Education (GME) News Digest - Making Graduate Program Management Simpler

GATEKEEPER is the play for whoever receives a major research report, benchmarking survey, or institutional study on behalf of a program, the person who, whether or not anyone ever gave the role a name, is now responsible for what happens to it next. Most guidance on research reports tells you what to do with them: act on the findings, share them, use the data. This Play is the how. Play: [GATEKEEPER] https://rgalsup.com/gatekeeper/ Join me during office hours when I discuss this play and any other program topics you want. Office Hours — join the live session, third Tuesday of the month: Register on Zoom

CATALOGUE is the play that uses one skill as a working example to show how a program's constituents, faculty, marketing, placement, employers, and the students caught in the middle, can align their terminology well enough that the program's outcomes meet employer needs and support its graduates' career success. Need support? Three Ways to Engage — All Free Read the Plays — the full Graduate Program Intake Playbook, free, no registration. Office Hours — join the live session, third Tuesday of the month: Register on Zoom One-on-One — book time directly: Calendly

Every placement season, your career services team has dozens of conversations — employer feedback after an interview, the real reason behind a rejection, a student's confidence gap — that vanish the moment they end. PLAY [SCOUT], The Career Services Intelligence System is a four-stream capture method — Employer Signal, Conversion & Rejection, Readiness & Confidence, and Trajectory — for turning what your career services team already hears into intelligence a director, curriculum committee, or program team can actually use, not knowledge that walks out the door. The Play is now available at http://rgalsup.com/scout  Need support? Three Ways to Engage – All Free I built the Playbook to be useful, not to be sold. That means no paywalls, no retainers, and nothing to register for just to read the work. Read the Plays. Every Play is free at https://rgalsup.com/grad-program-intake-playbook/.  Start wherever your program needs the most help — each one stands on its own. Office Hours. I host free monthly office hours on specific Playbook topics, built around real conversations with people working on the same problems you are. One-time registration is required. The meetings occur monthly, on the third Tuesday at 11:00 AM EST. Click here to register. Talk to me directly. If something here is hitting close to home for your program — faculty enablement, hidden data in your platforms, evidence that nobody is using — I would genuinely like to hear about it. Free one-on-one conversations are available via Calendly. Click here to schedule a One-on-one with Rodney. Please book any available slot that works for you, as my schedule fills up fast. The offer is open. Let's make a difference one play at a time. Rodney G. Alsup, D.B.A., CPA, CITP Professor Emeritus

Most program directors carry a running list of questions they don't have time to answer, and tools they don't have time to build. RFP — Request for Partnership — is a one-page brief for turning those open questions into research and design partnerships with faculty, classes, and thesis students already on your own campus, in exchange for real feedback on what happened to their work. The Play is now available at http://rgalsup.com/rfp  Need support? Three Ways to Engage – All Free I built the Playbook to be useful, not to be sold. That means no paywalls, no retainers, and nothing to register for just to read the work. Read the Plays. Every Play is free at https://rgalsup.com/grad-program-intake-playbook/.  Start wherever your program needs the most help — each one stands on its own. Join a free webinar. I host free monthly webinars on specific Playbook topics, built around real conversations with people working on the same problems you are. One-time registration is required. The meetings occur monthly, on the third Tuesday at 11:00 AM EST. Click here to register. Talk to me directly. If something here is hitting close to home for your program — faculty enablement, hidden data in your platforms, evidence that nobody is using — I would genuinely like to hear about it. Free one-on-one conversations are available via Calendly. Click here to schedule a One-on-one with Rodney. Please book any available slot that works for you, as my schedule fills up fast. The offer is open. Let's make a difference one play at a time.

Making a Difference One Play at a Time. Every graduate program runs on assumptions about its learners, faculty, employers, and alumni that get treated as settled fact instead of what they are: untested claims. VALIDATE is a four-step method — state the assumption, convert it into a falsifiable hypothesis, match the method to the stakes, and assign it to the right person — for finding out which of those assumptions are load-bearing, and which ones have simply never been tested.

Most graduate programs stay in touch with their alumni. Almost none of them are actually learning anything from it. A call. A newsletter. A reunion invite. That's a relationship — not a research instrument. And it tells you nothing about whether your curriculum actually worked once your graduates were out in the world using it. There's one tool most programs already have that could answer that question. It just gets retired the moment it would start paying off. That tool is the Bridge Matrix. This episode discusses how the Matrix can be turned into a "Post-Graduation Intelligence System." RELATED CONTENT: "Do You Have a Tool That Can Show Whether Your Curriculum Still Works One, Three, Five, or Ten Years After Graduation?" LinkedIn Newsletter, August 5, 2026. Click here to view the Newsletter Episode via LinkedIn - FREE A shorter introduction to PULSE, written for a two-minute read. Read the full Play — with the cadence, the implementation plan, and a worked example — at rgalsup.com/pulse/. It's FREE. And you can download a PDF copy of the play.

Most graduate programs run three conversations that never touch: what learners need, what curriculum teaches, and what employers expect on day one. The Bridge Matrix is a single tool — built on Bloom's Taxonomy — that plots all three on one grid, so the gaps between them become visible instead of assumed. This Play walks through how to build the matrix, read it, and run it twice: once to plan a curriculum cycle, and again to prove what changed.

Your graduate program probably has a mission statement. Here's the problem: it almost certainly belongs to someone else. Most graduate program mission statements are one of two things: • The university's institutional mission with a discipline-specific phrase inserted. • Something so broadly worded it could apply to any program at any institution in the country. Neither of those is a purpose statement. And both fail the program in ways that compound. A statement that could belong to any program belongs to no program. It can't help an admissions team recognize a well-matched candidate. It can't help a faculty member design a learning experience specific to what this program is trying to produce. It can't help a staff member support a struggling student. And it can't give an alumni coordinator a reason to stay in relationship with graduates five and ten years out. The revised Play 0.1 — The Program Purpose Statement — explains the difference, walks you through building one, and gives you eight tests for knowing when what you wrote is strong enough to carry the weight the rest of the Playbook will place on it. If you have a mission statement and you're not sure it's doing the work a purpose statement needs to do, the Compass Test in Section 3 will answer that question in about four minutes. It's Free. 🔗 Play 0.1 — The Program Purpose Statement: https://rgalsup.com/play-0-1-the-program-purpose-statement/  🔗 All published Plays: https://rgalsup.com/grad-program-intake-playbook/

The Graduate Business Curriculum Roundtable just released a study of 69 graduate business schools examining whether institutions have the organizational systems to detect external change and translate it into sustained curriculum adaptation. One finding stood out: roughly a third of schools have the operational capability to adapt — but don't consistently activate it. The researchers call this "Latent Agility," and it may describe more institutions in this community than the more dramatic "high-friction" cases that usually get attention. I summarize the findings and what they mean for program-level leadership — including a discipline-neutral framework for assessing where your own program might fall, regardless of where it sits within your college or university structure. I'd be glad to hear how this framework lands for your institution. 🔗 Access Research Entry 001: https://rgalsup.com/research-entry-001-curricular-agility-in-graduate-business-education/. 🔗 To view all published plays, visit: https://rgalsup.com/grad-program-intake-playbook/. The GBCR report itself is available through the Graduate Business Curriculum Roundtable. Three Ways to Engage — All Free I built the Playbook to be useful, not to be sold. That means no paywalls, no retainers, and nothing to register for just to read the work. Read the Plays. Every Play is free at rgalsup.com. Start wherever your program needs the most help — each one stands on its own. Join a free webinar. I will be hosting free monthly or quarterly webinars on specific Playbook topics, built around real conversations with people working on the same problems you are. Registration will be required. Watch rgalsup.com and this newsletter for dates. Talk to me directly. If something here is hitting close to home for your program — faculty enablement, hidden data in your platforms, evidence that nobody is using — I would genuinely like to hear about it. Free one-on-one conversations are available via Calendly at rgalsup.com. Availability is limited on my end, so if you see a slot that works, grab it. The offer is open. The work is real. And if this research hit you the way it hit me, I would love to talk it through.

If your graduate program feels like it's stuck on a "recruitment treadmill," exhausting itself every cycle just to maintain the status quo, it may be time for a structural shift. Transitioning from survival to flourishing requires us to stop viewing the intake process as a one-time transaction and instead design it as a long-term partnership. This newsletter serves not just as a publication, but as a workshop for you to engage with. My goal is to assist you in architecting and iterating your own design-driven intake playbook. Every two weeks, I will share a modular "Play"—a specific tool, template, or strategy—that you can integrate directly into your program's playbook. By the end of our first cycle, you will have a documented, evidence-based system customized to fit your unique graduate culture. Let's start building your playbook. Listent to this episoce and then subscribe, follow, or connect with me via LinkedIn by clicking here.

A new report, the CHLOE 10 Report, was just released, and its findings are a wake-up call for our higher education institutions. The report, which is a collaboration between Quality Matters, Eduventures, and EDUCAUSE, tracks 10 years of online learning growth and reveals a boom in short-term credentials and uneven progress on AI across higher education. The top-line finding is impossible to ignore - nearly 90% of colleges and universities plan to expand their online programs in the next three years. This isn't just a reaction to a trend; it's a strategic shift driven by soaring student demand. Listen to learn more. Or click here to view a written summary and to get a link to the report.

I applaud the University of Rochester for their forward thinking, planning, and action. Navigating the chaos being created by the current administration is not going to be easy. However, I think working together as a united campus and community will make it a survivable situation.  I hope this episode of the GME News Digest podcast offers valuable insights into the adaptive strategies of one of our leading institutions in these challenging times. For more discussions like this, stay tuned. Until next time, keep seeking knowledge and visit the GME News Digest website for additional resources. This podcast incorporates key points from the University of Rochester's academic budget and planning update, ensuring listeners gain a clear understanding of the ongoing efforts and strategies in place to navigate the institution through these challenging times. These strategies provide insights into how graduate business program leaders can deal with the chaos being created by the current administration.

Welcome to the GME News Digest podcast series—your source for insights, strategies, and inspiration in graduate program management. Whether you're an experienced program leader, part of an administrative team, or a dedicated academic faculty member, this is the space where I explore pressing challenges in GME and uncover actionable solutions. I'm Rodney Alsup, and in today's episode, we'll tackle a topic that resonates deeply across Executive MBA programs and all graduate business programs: helping learners overcome their fear of finance and accounting. #BusinessEducation #Simulations #ExperientialLearning #GMENEWSDigest

Welcome back to the GME News Digest Podcast Series. Hi, I'm Rodney Alsup, your host for this episode, "Embracing Skills-Based Hiring in Graduate Programs."  Ashley Mowreader's insightful Inside Higher Ed article inspired this episode. Her title, "What Skills-Based Hiring Means for Higher Ed" caught my attention, so I thought I would explore its significance for the graduate education community. Her article was among the twelve pieces of content I included in last week's curated selection for GME News Digest subscribers.

Who is your graduate program designed to serve? Or can you describe your program's target audience? Would your answers be the same or different for each question? Should they be the same or different? Or could they be the same or different? How would the major role players that support your graduate program respond to these questions? The question "Who is your graduate program designed to serve?" isn't just critical – it is a keystone of strategic planning for a graduate program. Click here to view the blog article: Who is your graduate program designed to serve?