What happened
In a University Business op-ed, Dr. Brian Bridges, a former state secretary of higher education and former vice provost of Ohio University, cited NCFDD’s 2026 State of Faculty Development Survey. More than two-thirds of faculty said professional development became more important over the past year, while more than 70% reported reduced institutional funding. About one in 10 reported strong investment in well-being and mentoring.
Why it matters
For educators and learning leaders, the reported pattern points to a capacity issue, not just a budget line. The op-ed says nearly two-thirds of faculty respondents reported worsened well-being, with sharper declines among early-career and adjunct faculty. It also cites research linking faculty development programs with improved student learning outcomes, first-year retention, and D, F, and withdrawal rates.
What to do next
Review faculty development cuts against current teaching, mentoring, research, and AI-related demands. Prioritize supports the op-ed identifies as faculty priorities, including writing and publishing support, well-being, mentoring, cohorts, and faculty choice in development pathways. Because the evidence here is an op-ed summary of survey findings, seek survey methodology and local faculty data before making institution-wide commitments.
About this briefing
Reviewed by TutorFlow Editorial. We link the primary source, preserve its publication date, and distinguish reported claims from TutorFlow analysis. Our commentary focuses on practical decisions for educators and training teams.
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