Ten Of The Best Higher Education Books Of 2025 – Forbes

Report on Higher Education Literature and its Alignment with Sustainable Development Goals (SDGs)

Analysis of Key Publications for 2025

A review of selected 2025 publications on higher education reveals a significant focus on themes that directly correspond with the United Nations Sustainable Development Goals (SDGs). The literature covers student guidance, institutional leadership, academic research, and policy, offering critical insights into advancing quality education and sustainable institutional practices.

1. Hacking College: Why the Major Doesn’t Matter — and What Really Does

   This guide by Ned Scott Laff and Scott Carlson advocates for students to adopt a proactive, personalized approach to their education. It encourages combining personal interests with vocational purpose to address complex societal challenges. This methodology directly supports SDG 4 (Quality Education) by promoting effective and personalized learning outcomes. By empowering students to find their calling and tackle “wicked problems,” it also aligns with SDG 8 (Decent Work and Economic Growth), preparing a workforce capable of innovative problem-solving.

2. What Can I Get Out Of This? Teaching and Learning in a Classroom Full of Skeptics

   Carlo Rotella’s work examines pedagogical strategies for engaging students in a required literature course. The focus on discussion-based learning and understanding how meaning is constructed through text contributes to the core tenets of SDG 4 (Quality Education), specifically by enhancing teaching quality and fostering critical thinking skills for inclusive and equitable learning environments.

3. Policing Higher Education: The Antidemocratic Attack on Scholars and Why It Matters

   Eve Darian-Smith addresses global threats to academic freedom, including censorship and governmental intrusion. The book’s central argument for protecting scholarship and scientific expertise is crucial for SDG 16 (Peace, Justice and Strong Institutions), which calls for accountable and inclusive institutions. It also underscores the importance of safeguarding the integrity of higher education as a pillar of SDG 4 (Quality Education).

4. Doctored: Fraud, Arrogance, and Tragedy in the Quest to Cure Alzheimer’s

   Charles Piller’s investigative report exposes research fraud in Alzheimer’s studies. This work highlights critical issues of accountability and integrity in scientific research, directly impacting SDG 3 (Good Health and Well-being). By calling for greater scrutiny of biomedical research and funding, the book also addresses the need for responsible innovation under SDG 9 (Industry, Innovation and Infrastructure) and institutional accountability under SDG 16 (Peace, Justice and Strong Institutions).

5. The War on Tenure

   Deepa Das Acevedo reframes faculty tenure as a vital employment protection. The analysis of tenure’s role in safeguarding academic work and providing job security connects directly to SDG 8 (Decent Work and Economic Growth). Furthermore, by ensuring faculty stability and academic freedom, tenure supports the institutional strength necessary to deliver SDG 4 (Quality Education).

6. The Connected College: Leadership Strategies for Student Success

   Elliot Felix presents a playbook for institutional leaders to innovate campus operations with a focus on student success. The strategies for coordinating and improving student learning experiences are a direct contribution to achieving the targets of SDG 4 (Quality Education). The emphasis on creative change and infrastructure improvement also relates to SDG 9 (Industry, Innovation and Infrastructure).

7. Dream School: Finding the College That’s Right For You

   Jeff Selingo provides guidance for students and families on the college selection process, urging them to look beyond elite rankings. This approach promotes more equitable access to higher education, aligning with SDG 10 (Reduced Inequalities) and supporting the goal of inclusive and equitable SDG 4 (Quality Education) for all.

8. The Caring University: Reimagining the Higher Education Workplace after the Great Resignation

   Kevin McClure advocates for fundamental changes to improve the well-being of university employees. The book’s focus on creating supportive work environments and fair labor practices is a significant contribution to SDG 3 (Good Health and Well-being) and SDG 8 (Decent Work and Economic Growth). By promoting policies like converting part-time to full-time jobs, it also addresses targets within SDG 10 (Reduced Inequalities).

9. Peril and Promise

   Beverly Tatum examines the financial, political, and social challenges facing higher education leaders. The book’s optimistic call for value-based leadership to maintain education as a force for public good reinforces the mission of SDG 4 (Quality Education). Its focus on moral leadership and serving the public good is also central to SDG 16 (Peace, Justice and Strong Institutions).

10. Lead and Succeed

    Scott Cowen offers leadership advice for recent graduates. The book aims to cultivate effective and moral leaders, which is essential for sustainable development. This aligns with SDG 8 (Decent Work and Economic Growth) by preparing young professionals for impactful careers and with SDG 16 (Peace, Justice and Strong Institutions) by promoting ethical leadership.

Other Notable Publications

• Terms of Respect: How Colleges Get Free Speech Right

  Christopher L. Eisgruber’s perspective on free speech on campus contributes to the discourse on SDG 16 (Peace, Justice and Strong Institutions), which includes fundamental freedoms, and its intersection with maintaining an inclusive environment for SDG 4 (Quality Education).

• Religion and the American University

  James W. Fraser’s historical analysis of religion’s role in higher education provides context for understanding diversity and inclusion on campuses, a key aspect of SDG 10 (Reduced Inequalities) and SDG 4 (Quality Education).

• Who Needs College Anymore? Imagining a Future Where Degrees Won’t Matter

  Kathleen deLaski explores alternative postsecondary pathways, such as skills-based learning and apprenticeships. This directly supports targets within SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by advocating for diverse and accessible routes to employment and lifelong learning.

• The Gilded Butterfly Effect

  Heather Colley’s campus novel offers a fictional exploration of academic environments, which can provide cultural insights into the social dynamics that influence educational institutions.

Analysis of SDGs, Targets, and Indicators in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being

  The article discusses the book “Doctored: Fraud, Arrogance, and Tragedy in the Quest to Cure Alzheimer’s,” which exposes fraudulent science and research misrepresentation in the medical field. This directly relates to public health, the integrity of medical research, and the development of effective treatments, which are central to ensuring healthy lives.

• SDG 4: Quality Education

  This is the primary SDG addressed throughout the article. Nearly every book reviewed touches upon an aspect of higher education’s quality, accessibility, and purpose. Books like “Hacking College,” “The Connected College,” and “Who Needs College Anymore?” explore how to improve student experiences, learning opportunities, and pathways to success, ensuring that education is relevant and effective.

• SDG 8: Decent Work and Economic Growth

  The article highlights issues of employment within the higher education sector. The books “The War on Tenure” and “The Caring University” focus on employment protection, workplace conditions, employee well-being, and converting part-time jobs to full-time positions. These topics are directly linked to promoting decent work and secure employment environments.

• SDG 16: Peace, Justice and Strong Institutions

  The article touches upon the integrity, freedom, and governance of higher education institutions. “Policing Higher Education” discusses threats to academic freedom and the rise of antidemocratic forces, while “Doctored” critiques the lack of accountability in academic and scientific institutions. These themes relate to building effective, accountable, and inclusive institutions and protecting fundamental freedoms.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 3: Good Health and Well-being

  • Target 3.b: “Support the research and development of vaccines and medicines for the communicable and non-communicable diseases that primarily affect developing countries…” The discussion in “Doctored” about fraudulent research in the quest to cure Alzheimer’s underscores the critical importance of ethical and accurate scientific research, which is the foundation of this target. The failure to retract fraudulent research wastes resources and hinders progress toward effective treatments.

• SDG 4: Quality Education

  • Target 4.3: “By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.” The book “Dream School” guides students on finding the right college beyond elite ratings, promoting broader access. Furthermore, “Who Needs College Anymore?” discusses alternative pathways like apprenticeships and skills-based learning, aligning with the goal of diverse and accessible postsecondary education.
  • Target 4.4: “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.” The advice in “Hacking College” for students to find their “vocational purpose” and the focus in “Who Needs College Anymore?” on “skills-based learning” and “practical training” directly address the need for education to provide relevant skills for the workforce.

• SDG 8: Decent Work and Economic Growth

  • Target 8.5: “By 2030, achieve full and productive employment and decent work for all women and men…” The book “The Caring University” explicitly addresses this by advocating for policies that support employee success, such as “converting part-time jobs to full-time positions,” which aims to create more stable and decent employment.
  • Target 8.8: “Protect labour rights and promote safe and secure working environments for all workers…” “The War on Tenure” frames tenure as an important “employment protection” against the norm of at-will employment. “The Caring University” also calls for fundamental changes to create more supportive and humane workplace norms and organizational structures.

• SDG 16: Peace, Justice and Strong Institutions

  • Target 16.6: “Develop effective, accountable and transparent institutions at all levels.” The exposé in “Doctored” criticizes academia, funding agencies, and scientific journals for their reluctance to “examine and retract fraudulent research,” highlighting a severe lack of accountability and transparency within these institutions.
  • Target 16.7: “Ensure responsive, inclusive, participatory and representative decision-making at all levels.” “The Caring University” advocates for empowering employee rights through mechanisms like “committing to genuine shared governance,” which directly relates to making institutional decision-making more participatory.
  • Target 16.10: “Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements.” The book “Policing Higher Education” is centered on the threats to academic freedom, such as “censored speech, governmental intrusion, and increased campus surveillance,” arguing for the protection of this fundamental freedom within universities.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• SDG 3: Good Health and Well-being

  • Implied Indicator: The article implies the need for indicators measuring institutional integrity in research. This could include the rate of retraction for fraudulent scientific publications or the existence of effective whistleblower protection and accountability mechanisms within research institutions, as highlighted by the work of Matthew Schrag in “Doctored.”

• SDG 4: Quality Education

  • Implied Indicator: The article suggests qualitative indicators of educational success. For instance, progress could be measured by the proportion of students who successfully combine personal interests with a “vocational purpose” (*Hacking College*) or the adoption rate of alternative educational pathways like skills-based learning and apprenticeships (*Who Needs College Anymore?*).

• SDG 8: Decent Work and Economic Growth

  • Implied Indicator: Progress towards decent work in academia could be measured by the ratio of full-time to part-time academic staff and the percentage of employees on longer-term contracts, as suggested in “The Caring University.” Another indicator could be the prevalence of tenure or equivalent job security mechanisms for academic staff, as discussed in “The War on Tenure.”

• SDG 16: Peace, Justice and Strong Institutions

  • Implied Indicator: The article implies indicators related to academic freedom and institutional governance. Progress could be tracked by the number of documented incidents of attacks on academic freedom, censored speech, or governmental intrusion in universities (*Policing Higher Education*). Additionally, the level of faculty and staff participation in institutional governance bodies could measure progress towards “genuine shared governance” (*The Caring University*).

4. Table of SDGs, Targets, and Indicators

Source: forbes.com