The National Association of System Heads (NASH) is the association of the chief executives of the college and university systems of public higher education in the United States.

Formed in 1979 for the purpose of seeking improvement in the organization and governance of public higher education systems, NASH serves as a forum for the exchange of views and information among its members and with other higher education organizations, with special attention to the perspectives, problems, and opportunities of heads of systems as a unique category of higher education executives.

NASH systems include multiple four-year institutions, and several also include two-year institutions. Together, public university systems educate approximately three-quarters of the nation’s students in public, four-year higher education and a significant proportion of students seeking two-year degrees. How these systems are organized—that is, multiple institutions operating with a single system governing board and chief executive—makes them particularly well-positioned to tackle issues critical to the future of their states.

Public university systems are critical social and economic drivers that leverage the collective capacity of their campuses in myriad ways, particularly during times of rampant change. Systemwide coordination efforts offer many benefits to member campuses, including: greater efficiencies, coordination and quality, academic integrity, differentiation, insulation from competition, and a sharp and collective focus on the needs of students and communities.

Due to their ability to serve as laboratories for innovation, hubs for analysis and gatherers of organizational and environmental intelligence, systems are able to create economies of scale and scope that are essential to meeting that shared responsibility, as well as current and future demands. To that end, systems are evolving to meet contemporary demands in key areas that serve as NASH’s strategic initiatives.

NASH mobilizes expertise within participating systems and partners with other organizations. In recent years, cross-system collaboration has focused on targeted, evidence-based student success intervention strategies to magnify the impact on student outcomes across many institutions.  These approaches have emphasized increasing student access and success in college, especially for low-income students and students of color.  Issues of quality and equity have been paramount.