The relationship between the federal government and American universities is tense and often misunderstood. The gap between the purposes and priorities of government, on one side, and the missions and functions of universities, on the other, is alarming.

Historically, the United States has relied on its colleges and universities for several things critical to national defense. First, higher education produces a more educated work force for a globally competitive marketplace. Second, advanced learning fills federal, state, and local government positions that citizens rely on for necessary services. Third, the military and civilian defense establishments require leaders who understand the science and engineering behind modern weapons. Future defense and national security leaders must also understand the American military experience and the relationship between the armed forces and society.

The current and prospective international system is one that poses a wide variety of threats to world peace and international order. U.S. armed forces will be tasked for deterrence and war fighting missions across the entire spectrum of conflict,  from nuclear weapons spread and the possibility of war in space, to the nuances of urban terrorism and counterinsurgency. Officers who rise to senior command will need the perspective of innovators and adaptors, sometimes improvising in combat when exigent conditions override old rules of engagement.

As technology advances and the geostrategic environment grows more complicated, the United States will need a stronger educational establishment to compete with China and other rising powers. Nowhere in Europe or among major Asian military powers is national education under such crossfire as it is in the United States today. How did we get here, and what is to be done?

A primary cause of the war against American education is the perception among politicians, activists, and journalists that higher education has been colonized by radicals who hate America, misrepresent its history, and aim to produce dissidents who attack traditional culture and values, including patriotism and military service. This narrative has spread through misleading political campaigns, indifferent media coverage, and, unfortunately, some missteps by educators themselves.

At the center of this narrative is conflict between the Trump administration and Ivy League universities where demonstrations included violence and charges of antisemitism. Coverage of episodes at Harvard, the University of Pennsylvania, and Columbia has emphasized the behavior of a small percentage of students, sometimes supported by nonstudents and outside money, and overlooked the far larger share of students and faculty who avoid political violence and intimidation.

Admittedly, some leaders in higher education were slow to confront agitators who crossed the line between permissible speech and harassment. On July 24, 2025, Columbia University announced a settlement with the Trump administration: $220 million in fines in exchange for an end to attacks on Columbia’s federally funded research program. Some commentators and observers saw a dangerous precedent; others preferred Harvard’s decision to litigate. Acting Columbia President Claire Shipman argued the agreement was needed to prevent further disruption, and possible destruction, of the broader research enterprise. Whatever the outcome, we are far from the day President John F. Kennedy, at Yale’s 1962 commencement, joked that he enjoyed the best of both worlds: a Harvard education and a Yale degree.

Attacks on higher education also suggest that students, faculty, and administrators are elitists out of touch with Middle America. In fact, most students that attend public institutions come from middle class families, and do not learn their basic values from professors. Values are learned years before college through family and other primary groups. Professors rarely convert diehard conservatives into liberals, or vice versa. Radicals who break the law and violate campus codes are seldom motivated by instructors and more often they are encouraged and funded by activists who move from campus to campus. For example, antisemitism at some universities has been fueled by provocateurs exploiting student concern for non-terrorist Palestinians in Gaza while mischaracterizing Israel’s response to the October 7, 2023, attacks.

Administrators can also be faulted for negligence in defending First Amendment rights and for suppressing speech on spurious grounds. Unlike high school students, most college students are legal adults. They have the right to use confrontational rhetoric and provocative discourse protected by the First Amendment, however infuriating it may be. Too many universities have come to see themselves as providers of reassurance and guarantors of good feeling, backing that impulse with coercive training and sanctions against so-called offensive remarks inside and outside the classroom. The result is an atmosphere in which conversation is reduced to clichés and the celebration of the obvious instead of the clash of ideas from which great minds are molded.

It is an irony that more cut-and-thrust classroom testing of ideas can be found in some U.S. military war colleges and service academies than in many civilian institutions. Even there, however, trends toward government micro-management of curricula and textbook selection are troubling. Ukraine’s resistance to Russia since the February 2022 invasion is lesson to be learned in this debate: Ukraine turned a failed coup de main into a war of attrition through determination, drones, better intelligence, and a faster OODA loop (observe, orient, decide, act) than Russia.

Going forward, educators, politicians, warriors and voters will have to decide: do we want rigorous and results-oriented learning experiences for our future generations of leaders, or, instead, do we prefer ritualized feelgood rites of passage that will produce generations of intellectual bobbleheads majoring in conspicuous consumption?

Stephen J. Cimbala is Distinguished Professor of Political Science at Penn State Brandywine and the author of numerous works on nuclear deterrence, arms control, and military strategy. He is a senior fellow at NIDS and a recent contributor to the Routledge Handbook of Soviet and Russian Military Studies edited by Dr. Alexander Hill (Routledge: 2025). The views of the author are his own.

The Halls of Ivy and National Defense was originally published on Global Security Review.

The United Kingdom’s Defense Issues

The United Kingdom’s military spent several decades downsizing its military. Still, the UK took part in major conflicts in Afghanistan, Iraq, Libya, and Syria, showing that Britain continues to have some force projection capability.

Nevertheless, British Ministry of Defence (MoD) data shows recruitment shortfalls over the past five years. Recent data published by the UK Defence Journal show the biggest recruitment shortfalls are found in the army, where manpower gaps in land forces are most pronounced.

A major factor in recruiting failure was a several-year attempt to draw down spending, that included the army’s closure of half of its recruiting offices, according to the Royal United Services Institute (RUSI). A lack of recruiting offices only erodes the interaction between recruiters and the community. This lack of interaction dissuades civilians, who may not fully understand the benefits of military service, from joining.

Furthermore, an aging population, a rise in health risks, and an extremely long pipeline from recruitment to basic training can dissuade young men and women from choosing service. While Britain’s Air Force and elite Royal Marines remain formidable, further emphasis on naval power and regrowing the land forces is much needed.

Canada’s Rearmament Crisis

The Canadian Armed Forces are currently facing a readiness crisis. According to an internal overview by the Department of National Defence, only 58 percent of the military is ready to handle any situation. Canada’s lack of readiness is increasingly causing concern among the general public. War in Eastern Europe and Africa and brewing conflicts in Asia show the need for North Atlantic Treaty Organization (NATO) member-states to bolster each region. Canada’s military is unready to face a crisis.

A major challenge is stagnation in the Air Force and Navy, where much equipment is neglected and degraded. Because logistics win wars, Canada needs to recruit and train support personnel such as technicians, maintenance, supply, and communications personnel.

Australia’s Defense Issues

Australia, a rising regional power in the Indo-Pacific, also faces challenges for the Australian Defence Forces. Being a member of the trilateral security partnership between Australia, the UK, and the US (AUKUS), Australia is currently awaiting the construction and transfer of three to five Virginia-class submarines from the United States, which may not come in time for Pillar II of the AUKUS agreement, due to stagnant American naval production rates.

Only 80 percent of the 69,000 recruits needed to enhance the Australian Defence Forces have either signed up or met recruiting requirements. Simultaneously, younger Australians feel they have better economic and social opportunities in the private sector than in the military, drawing potential recruits away.

Continuously growing defense spending over several decades will be critical in maintaining readiness. Decades of neglecting defense forced the Australian military into a position where it must catch up to other mid-sized powers like Japan and South Korea. Furthermore, as the Australian Strategic Policy Institute noted, confidence in the military remains low. Thus, efforts to change this view are needed in the information sphere if public institutions are to effectively remilitarize, in lieu of rising threats.

Recommendations for Each Country

The United Kingdom, Canada, and Australia face major recruitment and militarization woes. However, steps can be taken for all three countries to push towards modernization and expansion. This is particularly important if these Anglo nations are to remain a close alliance.

British recruitment woes correlate with the lack of recruitment offices. The British Ministry of Defence must grow and lobby for more offices and events where promising youth can learn and gather information about military service. Furthermore, efforts are needed in the more neglected Royal Navy and Army.

The British have an opportunity to take a leadership position on the continent. Growing the British military will also support defense exports and further enhance and expand the military—albeit with an effort to increase the MOD’s budget.

Canada’s efforts must include broader government support for the military as Canadians question the credibility of a government that drew down the military to ineffectiveness. The Canadian Defence Ministry can also take lessons from NATO partners, such as Poland, Romania, Finland, and others, who are modernizing successfully.

Australia’s expansion of the military must take a two-pronged approach. First, show potential recruits the benefits of military service. Second, the government must instill a sense of patriotism and respect for the Armed Forces. The government can focus on brewing threats in the Indo-Pacific, which will eventually reach Australia, while explaining the benefits of military service.

The Commonwealth countries of the United Kingdom, Australia, and Canada all have capable yet stagnant militaries. Addressing problems with recruitment, logistics, and maintenance can reduce stagnation and help restore these nations’ military strength. As close allies of the United States, their success matters.

Julian McBride is a former US Marine. He is a forensic anthropologist and independent journalist.

Commonwealth Defense and Recruitment Hurdles was originally published on Global Security Review.