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Private School Marketing: SEO Strategies for Visibility
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To stand out amidst competition, private schools must ensure their online presence is strong enough to attract prospective students and parents. While traditional marketing methods such as word-of-mouth and print advertising still hold value, digital visibility has become crucial to school enrollment. Are you wondering how to market a private school to maximize visibility? Leveraging SEO effectively is the key to being discovered by your target audience online.

Search engine optimization (SEO) is pivotal in increasing online visibility, helping private schools rank higher on search engine results pages (SERPs) and ensuring they remain top-of-mind for potential applicants. However, using SEO for private school marketing has unique challenges, requiring a strategic and well-rounded approach. Keep reading to understand your unique SEO needs as a private educational institution and how to maximize your school’s SEO performance.

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The Unique Challenges of Private School SEO

Private schools face a distinct set of Search engine optimization challenges that require tailored solutions – can you relate to any of these?
- Competition: Private institutions must differentiate themselves from public schools, charter schools, and other private institutions in their region.
- Broad Search Results: prospective students and parents may not be searching for a specific school name but rather for general terms such as “best private schools near me” or “top elementary schools in [city].” If a school’s website is not optimized for these search queries, it may struggle to appear in search results.
- Balancing local and national SEO efforts: While private schools typically serve a local audience, some institutions attract students from other regions or even internationally. This means that their SEO strategy must account for both location-based searches and broader queries related to curriculum, extracurricular offerings, and student outcomes.
- Keeping up with seasonal search trends: as interest in enrollment spikes at certain times of the year, requiring a dynamic and proactive approach to content updates and digital marketing efforts.
How can you create a strategy that offsets these unique challenges? Let’s explore the importance of SEO and how you can implement it effectively.

The Importance of SEO for Private School Marketing

SEO is crucial for private education marketing because it directly impacts discoverability. Parents and students rely on search engines to research potential educational opportunities, and a well-optimized website ensures that a school is easily found.

A strong SEO strategy also helps build credibility and trust, as higher search rankings are often associated with authority and reliability. Moreover, SEO provides a cost-effective marketing strategy compared to traditional advertising, offering long-term benefits without the recurring costs of paid campaigns.

Beyond visibility, SEO enhances the user experience. A well-structured website that loads quickly, is easy to navigate, and contains high-quality content will rank better and engage visitors more effectively. This engagement translates to longer time spent on the site, higher conversion rates, and ultimately, more inquiries from prospective students and parents.

Best Practices for Optimizing SEO for Private Schools

The first step to reinventing your private school marketing plan is to assess your digital presence and set realistic goals. Understanding where your school stands in search rankings, what competitors are doing, and which areas need improvement will guide your SEO strategy effectively.

Start by analyzing website traffic using tools like Google Analytics, identifying which pages attract the most visitors, and pinpointing gaps where SEO enhancements can improve visibility. Additionally, schools should develop a content strategy that aligns with parent concerns, frequently asked questions and key search trends. By taking these preparatory steps, private schools can ensure their SEO efforts are targeted, strategic, and effective. Now, let’s explore some specific strategies!

Example: What metrics should you evaluate before reinventing your private school SEO strategy? Take a look at the image below for some ideas. Using a tool like Google Analytics, determine how many total visits your site gets to understand your reach. Your page views will provide insight into site user engagement and what content is most popular.

Source: HEM

The bounce rate refers to the proportion of visitors who leave after viewing just one page. A high bounce rate (over 40%) can indicate a need for more relevant or compelling content. Finally, discovering which source of traffic gets you the most visits is valuable information when it comes to allocating funds. An SEO audit from a professional team is a great starting point if you’re looking for a preliminary view of your private school’s existing site performance.

1. Conduct Thorough Keyword Research

The foundation of any successful SEO strategy is understanding what prospective families are searching for. Private schools should conduct in-depth keyword research to identify high-value search terms related to education, admissions, and academic programs. Tools such as Google Keyword Planner, Ahrefs, and SEMrush can provide insights into relevant keywords and search volume.

Schools should target both short-tail and long-tail keywords. For example, while “private school in Toronto” is a valuable keyword, more specific terms like “Montessori private school in Toronto with small class sizes” can help attract highly relevant traffic. Additionally, considering intent-based keywords such as “affordable private schools near me” or “best private schools with financial aid options” can attract parents who are actively researching enrollment options.

Example: This is what keyword research could look like. In the list below, you’ll see examples of both short and long-tail keywords. You’ll want to use a combination of keywords with a high search volume to reach a broader audience (like “international school” with 6600 searches) and longer, more detailed keywords to reach a specific audience (like abroad programs for international students with 40 searches).

Source: HEM

2. Optimize On-Page SEO Elements

Once the right keywords have been identified, they should be strategically incorporated into website elements such as:
- Title Tags and Meta Descriptions: These should include primary keywords while also being compelling enough to encourage clicks.
- Header Tags (H1, H2, H3): Properly structured headers enhance readability and improve SEO rankings.
- URL Structure: Clean and descriptive URLs (e.g., “yourschool.edu/admissions-process”) make it easier for search engines to understand page content.
- Alt Text for Images: Adding descriptive alt text to images improves accessibility and helps search engines index visual content. Try to include keywords
- Internal Linking: Strategically linking to other pages within the website helps distribute page authority and improves navigation, making it easier for users and search engines to explore content.
Source: HEM

3. Create High-Quality, Engaging Content

Content marketing is an essential component of SEO. Private schools should focus on producing valuable, informative, and engaging content that answers common questions and concerns of prospective families. This includes:
- Blog posts on topics like “How to Choose the Right Private School for Your Child.”
- Parent testimonials and student success stories.
- Virtual campus tours and video interviews with faculty.
- FAQs addressing tuition, admissions, and extracurricular activities.
- In-depth guides on topics such as “How to Apply for Financial Aid at a Private School” or “What to Expect in Your Child’s First Year of Private School.”
Publishing fresh, relevant content regularly helps keep the website dynamic and signals to search engines that the site is actively maintained.

Example: This SEO- friendly video content covers a topic that many private school prospects are searching for. Don’t underestimate the value of optimizing your video content! With YouTube being the preferred video content platform as of 2024, Google is no longer the only online space where SEO matters.

Source: CTS College of Business & Computer Science

4. Implement a Local SEO Strategy

Since most private schools serve specific geographic areas, local SEO is critical. Schools should ensure their name, address, and phone number (NAP) are consistent across all online directories, including Google Business Profile, Yelp, and local education listings. Encouraging satisfied parents to leave positive reviews on Google can boost local search rankings.

Optimizing for location-based keywords, such as “best private middle school in Los Angeles,” helps schools appear in “near me” searches. Embedding a Google Map on the website’s contact page further improves local SEO. Schools should also engage in community outreach efforts that can generate local press mentions and backlinks, further strengthening their local search presence.

5. Enhance Website Performance and User Experience

Search engines prioritize websites that offer a seamless user experience. Private schools should ensure their websites are:
- Fast-loading: Page speed impacts rankings, so schools should optimize images, leverage browser caching, and minimize code.
- Mobile-friendly: With many parents researching schools via mobile devices, responsive design is essential.
- Secure: HTTPS encryption builds trust and improves rankings.
- Structured with Clear Calls-to-Action (CTAs): Encouraging prospective students and parents to schedule a visit, request information, or apply online enhances conversions.
A well-structured site with intuitive navigation reduces bounce rates and encourages visitors to explore more pages.

6. Build a Strong Backlink Profile

Backlinks, links from other reputable websites to a school’s site, signal authority to search engines. Schools can earn high-quality backlinks by:
- Partnering with local businesses and educational organizations.
- Contributing guest posts to education-related blogs.
- Issuing press releases about notable achievements or events.
- Getting listed in school directories, alumni association pages, and educational forums.
Additionally, ensuring the school is listed on authoritative education directories and accreditation bodies’ websites can further boost credibility.

7. Leverage Social Media for SEO

While social media does not directly impact search rankings, it enhances brand visibility and drives traffic to a school’s website. Are you wondering how to market your private school with social media? Maintain active profiles on platforms like Facebook, Instagram, and LinkedIn, regularly sharing engaging content and linking back to key web pages. Encouraging faculty, alumni, and students to share content can increase organic reach and generate social signals that indirectly benefit SEO.

Example: Rundle Schools does a great job of optimizing its Instagram page to drive organic traffic to its site. Consider using a tool like Linktree to make it easy for prospects to find your site and other important profiles. Rundle Schools is committed to a multi-channel SEO content strategy as you can see in the centre post where they promote their podcast.

Source: Rundle Schools | Instagram

Get Support to Elevate Your Private Schools SEO Strategy

At Higher Education Marketing (HEM), we understand the unique challenges private schools face in improving their online visibility. From keyword research and content marketing to local SEO optimization and paid advertising, our team of education marketing experts tailors strategies to the specific needs of private schools.

At HEM, we’ve helped countless private schools boost their online visibility, attract more prospective families, and exceed their enrollment goals through proven results-driven SEO strategies. Ready to elevate your school’s digital presence? Let’s craft an SEO strategy that sets you apart, connect with HEM today!

Struggling with enrollment?

Our expert digital marketing services can help you attract and enroll more students!

Frequently Asked Questions

Question: How to market a private school?

Answer: Leveraging SEO effectively is the key to being discovered by your target audience online. Search engine optimization (SEO) is pivotal in increasing online visibility, helping private schools rank higher on search engine results pages (SERPs), and ensuring they remain top-of-mind for potential applicants.

Question: How to market your private school with social media?

Answer: Maintain active profiles on platforms like Facebook, Instagram, and LinkedIn, regularly sharing engaging content and linking back to key web pages. Encouraging faculty, alumni, and students to share content can increase organic reach and generate social signals that indirectly benefit SEO.
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April 23, 2025
Six Strategies for Supporting the Non-Exempt Higher Ed Workforce

by Julie Burrell | April 23, 2025

Non-exempt staff make up more than a quarter of the higher ed workforce and provide frontline support to the campus community. They are the electricians, safety and security staff, custodians, office assistants, food service workers, and others who power higher ed’s day-to-day operations.

This vital workforce has also been shrinking. New research from CUPA-HR has shown a 9% decrease in the full-time non-exempt workforce since 2017, and an 8% decrease in the part-time non-exempt workforce during the same period.

It’s more important than ever to support your non-exempt employees by preventing burnout and bolstering work-life balance. Retention and recruitment must also remain a priority, with turnover rates for hourly non-exempt workers persistently high.

Here are six ideas for strengthening your employee value proposition for this key segment of the higher ed workforce.

Create Internal Career Pathways

Career growth is a key factor in employee satisfaction. Review your learning, development and promotion opportunities to ensure they provide pathways for all employees and are accessible to those who work outside of traditional office hours.

Upskilling non-exempt employees is also critical. Encourage managers and supervisors to identify who might step up to fill critical roles and who might need additional skills, certifications and competencies.

Don’t forget to include non-exempt employees in succession planning. Particular attention should be given to skilled craft staff, an area where the decreasing number of employees over the age of 55 might signal a potentially critical pipeline challenge.

Resource Spotlight: Hocus Pocus, Time to Focus: Innovative Career Development for Staff is an on-demand webinar detailing how the University of Tennessee Knoxville HR team built an innovative new career development unit. And learn how the University of Texas at Dallas’ BRIGHT leaders program uses a flexible model that encourages all employees to lead from where they are.

Prioritize Pay

Continue periodic pay equity reviews and work toward pay equity for all employees. Our research into the non-exempt workforce has found that women of all races/ethnicities continue to be paid less than White men who hold the same non-exempt staff positions.

Resource Spotlight: Reserve your spot in the upcoming CUPA-HR webinar Transitioning From a Broadband to a Market-Based Pay Structure to learn how University of Pittsburgh leaders replaced a 25-year-old classification system with a market-based job and compensation framework, including FLSA status adjustments. And learn about Maricopa Community College District’s strategic compensation plan in this two-part series on implementing a living wage strategy and establishing internal pay equity and market alignment.

Provide Flexibility When Possible

Many non-exempt staff need to be on campus to provide critical, in-person support to students and colleagues. But during the slower summer months, consider offering summer Fridays (either full or half-days off) and/or the option of longer shifts in exchange for fewer days per week worked.

For office employees, no-meetings Fridays set employees up for a successful Monday, ensuring they can wrap up their week and head into their weekend with less stress.

Last year, turnover was the highest among part-time hourly employees, at a rate of 25%. For this group, provide — and advertise — hours that support working parents and caregivers.

Tout Your Benefits

For both potential and current employees, benefits can be a key difference in recruitment and retention.

Do you offer competitive matching retirement contributions? Tuition benefits for employees and their families? Competitively priced health insurance? Prominently feature these benefits in your job recruitment materials. And partner with educational consultants from your retirement and insurance plans to make your current employees aware of their benefits.

Are outdated policies inadvertently causing turnover? Periodically review policies to increase benefits at no cost. For example, if your probationary period doesn’t allow sick leave, you may be losing recently onboarded staff.

Prevent Burnout

Because the non-exempt workforce is shrinking, it’s critical to avoid the overwork trap. Expecting non-exempt employees to do the work of multiple people can negatively impact job satisfaction.

What work might be discontinued or altered to adjust to less availability of staff? What work might be outsourced to help close the gap between staff availability and required work? Reductions in staffing should always be reviewed to determine what ongoing work is feasible and what work must be changed or eliminated.

Boost Culture

In addition to good benefits, culture is higher ed’s competitive advantage in the labor market.

Are both part-time and full-time non-exempt staff regularly being recognized for their work? Recognition is one of the lowest-cost retention tools that remains underused in higher ed overall. Examine how your HRIS and social media channels can be used to highlight consistently excellent employees.

Consider incorporating budget-friendly employee get-togethers into your campus routines, such as ice cream socials or pizza parties.

Resource Spotlight: Learn how to audit and boost your recognition program in Recalibrating Employee Recognition in Higher Education.

Explore more recommendations and the full data on the non-exempt workforce in CUPA-HR’s report, The Non-Exempt Higher Education Staff Workforce: Trends in Composition, Size, and Pay Equity.

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April 23, 2025
We have met the enemy…

Class conflict has always been woven into the fabric of American higher education. The struggle over access, affordability, and control of knowledge production has long pitted economic elites against working-class and middle-class students, faculty, and staff. Since the 1960s, these tensions have only deepened, exacerbated by policy shifts that have served to entrench inequality rather than dismantle it.

The 1960s marked a critical turning point in the political battle over higher education. Ronald Reagan’s war on the University of California system while he was governor set the tone for a broader conservative backlash against public higher education, which had been expanding to accommodate the postwar baby boom and increasing calls for racial and economic justice. Reagan’s attacks on free tuition and student activism foreshadowed decades of policies designed to limit public investment in higher education while encouraging privatization and corporate influence.

Since the 1970s, economic inequality in the US has grown dramatically, and higher education has been both a battleground and a casualty in this ongoing class war. Today, the sector is experiencing a long-running meltdown, with no signs of reversal. The following key issues illustrate the breadth of the crisis:

Educated Underclass and Underemployment

The promise of higher education as a pathway to economic security has eroded. A growing segment of college graduates, particularly those from working-class backgrounds, find themselves in precarious employment, often saddled with student debt and working jobs that do not require a degree. The rise of the educated underclass reflects a broader trend of economic stratification in the US, where social mobility is increasingly constrained.

Student Loan Debt Crisis

Student loan debt has surpassed $1.7 trillion, shackling millions of Americans to a lifetime of financial insecurity. The cost of higher education has skyrocketed, while wages have stagnated, leaving many borrowers unable to pay off their loans. Rather than addressing this crisis with systemic reform, policymakers have largely chosen half-measures and band-aid solutions that fail to address the structural drivers of student debt.

The Role of Foreign Students in US Higher Education

The influx of international students, particularly from wealthy families abroad, has been used as a revenue stream for cash-strapped universities. While diversity in higher education is valuable, the prioritization of full-tuition-paying international students over domestic students, especially those from working-class backgrounds, reflects a troubling shift in university priorities from public good to profit-seeking.

Academic Labor and Adjunctification

Higher education’s labor crisis is one of its most glaring failures. Over the past several decades, universities have replaced tenured faculty with contingent faculty—adjuncts and lecturers who work for low wages with no job security. This adjunctification has degraded the quality of education while exacerbating economic precarity for instructors, who now make up the majority of faculty positions in the US.

Identity Politics and DEI as a Substitute for Racial Justice

Diversity, Equity, and Inclusion (DEI) initiatives have become a central focus of university policies, yet they often serve as a superficial substitute for genuine racial and economic justice. Originating in part from efforts like those of Ward Connerly in California, DEI programs provide cover for institutions that continue to perpetuate racial and economic inequities, while failing to address core issues such as wealth redistribution, labor rights, and equitable access to higher education.

Privatization of Higher Education

Public funding for universities has declined, and in its place, privatization has surged. Universities have increasingly outsourced services, partnered with corporations, and relied on private donors and endowments to stay afloat. This shift has transformed higher education into a commodity rather than a public good, further marginalizing low-income students and faculty who cannot compete in a system driven by financial interests.

Online Education and the For-Profit Takeover

The rise of online education, fueled by for-profit colleges and Online Program Managers (OPMs), has introduced new layers of exploitation and inequality. While online education promises accessibility, in practice, it has been used to cut costs, lower instructional quality, and extract profits from students—many of whom are left with degrees of questionable value and significant debt.

Alienation and Anomie in Higher Education

As economic pressures mount and academic work becomes more precarious, feelings of alienation and anomie have intensified. Students and faculty alike find themselves disconnected from the traditional mission of higher education as a space for critical thought and democratic engagement. The result is a crisis of meaning that extends beyond the university into broader society.

The Power of Elite Universities

At the other end of the spectrum, elite universities continue to amass enormous endowments, wielding disproportionate influence over higher education policy and urban development. These institutions contribute to gentrification, driving up housing costs in surrounding areas while serving as gatekeepers to elite status. Their governing structures—dominated by trustees from finance, industry, and politics—reflect the interests of the wealthy rather than the needs of students and faculty.

The Way Forward

To avoid the full entrenchment of an oligarchic system, those who hold power in higher education must step aside and allow for systemic transformation. This means prioritizing policies that restore public investment in education, dismantle student debt, protect academic labor, and democratize decision-making processes. The fight for a more just and equitable higher education system is inseparable from the broader struggle for democracy itself.

As history has shown, real change will not come from those at the top—it will come from the courageous efforts of students, faculty, and workers who refuse to accept a system built on exploitation and inequality. The time to act is now.

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April 23, 2025
Texas State Helps Students Bounce Back From 2.0 GPA

As more colleges and universities consider initiatives, processes and policies to create a more student-focused campus, they are zeroing in on two areas of concern: academic probation and academic recovery.

A growing body of research highlights the way negative life experiences and competing priorities impact students’ academic achievement, sometimes exerting a stronger influence than prior academic preparation.

Texas State University has established a new initiative, Bobcats Bounce Back, to help students whose grades have fallen below a 2.0 learn self-efficacy, resiliency and strong study skills.

The background: The university has a goal of increasing its first-year retention rate from 77 percent in 2012 to 85 percent by 2025, said Cynthia Hernandez, vice president for student success. Early on, officials recognized that the institution lacked a strong academic recovery program, so Hernandez and her team prioritized devising a proactive solution to reduce the number of students who fell into poor academic standing.

Since 2009, the university’s policy has been that students who fall below a 2.0 cumulative GPA must meet with an academic adviser at least once a semester. The intervention has proven mostly successful, in that some students have moved back into good academic standing—though not everyone has, said Jason O’Brien, assistant director for academic engagement at Texas State.

An analysis of institutional data revealed that students who improved their academic trajectory used support services at least once a month, or four times per term.

“If students are [showing up], I know they’ve got the time and they’ve got a goal, they know what they’re working on,” O’Brien said. The challenge is getting each student to be proactive and engage early, not wait until the end of the semester, before finals.

Using institutional data, Texas State leaders revamped academic probation requirements to encourage students to make at least four connections with support services each semester; those who don’t, receive personalized outreach.

How it works: In the Bobcats Bounce Back program, students with a 2.0 GPA or lower are asked to participate in at least four support services, which could include success coaching, tutoring or a student success webinar. Students must meet with an academic adviser for at least one of their mandatory check-ins and they receive weekly communication from the office of academic engagement to encourage them to meet their goals.

A few weeks into the term, O’Brien’s team runs a report that identifies students on academic probation who have yet to engage with a support office. Students who live off-campus receive communication from the academic engagement team and those in the residence halls receive outreach from their residence life director.

“We’re not asking, ‘How are your classes going?’” O’Brien said. “We’re saying, ‘How are you doing? What’s going on in [your] life right now? Do you feel safe? Are you able to eat? Do you have any needs that aren’t met? Is your family OK?’ We’re trying to make sure that all of those basic needs, all that it takes to be a successful human is on track, and then from there we move on to, ‘OK, talk to me about classes.’”

The aim is to be human-centered and conversational in order to learn from the student and bridge any gaps in services and resources the university can provide to promote student success.

Sometimes this means helping students understand ways to correct their academic transcript, such as repeating a course or asking for an administrative withdrawal when relevant.

“We make a lot of asset-based assumptions,” O’Brien said. “My assumption is that no student is choosing to fail a course; they are choosing to be successful in something else out of necessity,’” which could include prioritizing their health, caring for a family member or working extra hours to make ends meet. “What we want to do is find out about those early enough to prevent it from impacting a transcript.”

The impact: During the inaugural program term in fall 2024, Bobcats Bounce Back supported 1,706 undergraduates; this term it is assisting 2,579 students. (Most academic recovery programs see higher rates of participation in the spring term because first-year students are most likely to face academic challenges in their first term, which can dramatically impact their GPA, O’Brien said).

During fall 2024, Bobcats Bounce Back participants engaged, on average, with support resources 3.11 times, up 270 percent compared to students on academic probation in 2023 (who averaged .84 engagements). The university also saw a 3 percent increase in the number of students who regained good academic standing from fall 2023 to fall 2024, and a 7 percent decrease in academic suspensions.

At the 12-week mark in spring 2025, average engagements among students on academic probation were up 74.8 percent, from 1.31 to 2.29.

The data illustrates the program’s success so far, and O’Brien believes it’s due in part to their responsiveness to student needs. As the program has grown, more students are willing to seek out the office and engage. “They’re starting to have faith in us and ask for the support they need,” O’Brien said.

Program participants also have an opportunity to submit a guided reflection, called a B3 Field Note, every four weeks to build their socioemotional skills. Each prompt is rooted in research-backed strategies to improve academic self-efficacy and engagement. O’Brien has been amazed at the thoughtful responses he’s seen thus far and plans to conduct a critical discourse analysis project to identify students who may need additional support based on their field note submissions.

In the future, college leaders hope to target additional students who may be at-risk, but haven’t quite fallen below the 2.0 cumulative GPA threshold, a group Hernandez called the “murky middle.”

If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

This article has been updated to clarify average engagement rates for program participants in fall 2024 and how that growth compared to the previous fall.

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April 23, 2025
The Higher Ed CMO’s Commercial Case for Creativity
Legendary ad person Bill Bernbach once said, “If your advertising goes unnoticed, everything else is academic.” It’s not an understatement to say that managing higher ed brands has become increasingly complex. Marketers are forced to compete in a category that’s in flux—within a culture that questions its value—and improve effectiveness across marketing channels that have not only changed the way we consume content but also caused exponential growth in choice.

Creativity continues to drive commercial value, however, investing in the intangible up front—with both time and resourcing—can prove to be difficult when budgets remain static. And yet, we know that:
- We are exposed to upwards of 4,000 marketing messages a day.
- Our audience reports that our marketing efforts look the same and that most entertainment and consumer brands produce content that lacks imagination.
Without an investment in creativity—the vehicle for our big brand ideas—we risk our message getting lost, splintered and, worst case, ignored.

For those managing higher education brands in our current media environment, the words of Paul Feldwick have never been more true: “If there is a choice to be made between efficiency and thinking big, you cannot afford to be efficient if you want to be famous.” And there’s quite a case building across a decade or so of data that shows just how an investment in creativity is an investment in the bottom line. Here are four that are applicable to higher education.

Outside of brand size, creativity is the most important lever in profitability.

Just as in the case of network theory, the rich get big. That also tends to play out among brands. However, creative quality can be an equalizer of sorts. According to Data2Decisions, the creative execution of your messages is the second most impactful driver of profitability after market/brand size. And while brand size has the greatest overall impact, creative quality remains the most powerful lever marketers can actively control.

Ads that are perceived to be different are more likely to drive business outcomes.

Research from Kantar’s Link database, as well as research from academia, indicates that ads that are perceived as different or unique are more likely to drive positive business outcomes. Per the database, the top one-third of ads that “make the brand seem really different” achieved a 90 percent lift in likelihood to drive short-term sales versus the bottom third.

Emotion unlocks the key output that drives business outcomes.

Starting with the IPA’s “The Link Between Creativity and Effectiveness” and subsequent industry research, there’s not only a through line between creative award-winning campaigns driving market share growth (11x) and top-box profit but intermediate metrics, such as word-of-mouth/social shares, and outputs, such as ad recall.

The largest contributor to lift from advertising is the creative.

Nielsen’s exploration of more than 500 Fast-Moving Consumer Goods (FMCG) brands showed that the most important component of a campaign (targeting, reach, brand, context, frequency and creative) was strong or quality creative. Similar patterns were found in the work done by the World Advertising Research Center and Kantar.

If brand is the most valuable business tool and if we argue that brand exists in the minds of the consumer, or our favorite saying in higher education, “a brand is what your audience says when you aren’t in the room,” then it’s time to treat it as a commercial asset and invest accordingly. Whether it’s through internal resourcing or giving partners the time and space to commit to breakthrough ideas, a commitment to creativity isn’t just brave anymore—it’s related to the bottom line.

Christopher Huebner is a director of strategy at SimpsonScarborough.
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April 23, 2025
U Rochester Ph.D. Students Strike for a Non-NLRB Election

University of Rochester Ph.D. student workers began striking this week to pressure the institution to agree to what they call a “fair union election.” And for the process to be fair, they say, it can’t be handled by the Trump-era National Labor Relations Board.

“We don’t see any kind of path through the NLRB at present,” said George Elkind, a Ph.D. student on the proposed UR Graduate Labor Union’s organizing committee.

The strike began Monday and continued Tuesday. Elkind said it’s unclear how many of the more than 1,400 students who would likely be represented by the union are withholding their labor. The walkout is another example of labor agitation continuing into the Trump era.

Roughly a year ago, university officials and the union organizers began discussing plans for a private election, which both parties were amenable to. If they had reached an agreement, the NLRB—which usually handles unionization votes at private nonprofit institutions such as UR—wouldn’t have been involved.

However, in February, after Donald Trump retook the presidency and fired a Democratic NLRB member and the agency’s general counsel, a university lawyer told student organizers that UR no longer wanted a private election, according to a document union members provided Inside Higher Ed. Instead, the lawyer wrote that they could pursue an election with the Trump-era NLRB.

Scott Phillipson, president of SEIU 200United, a multi-university union that’s helping to organize the students, said UR officials “simply do not want these employees to have a union. That is what is going on here.”

Phillipson said university officials were being disingenuous in suggesting the students use the NLRB.

“They know it’s not an option,” he said. “But it’s a better public messaging, frankly, than ‘Just go away.’”

An NLRB spokesperson told Inside Higher Ed Tuesday that the agency’s “regional offices are functioning as normal” and can run elections. But any appeals of election results would go to the actual board for which the agency is named. And since Trump ousted the Democratic board member, Gwynne Wilcox, and has left previous vacancies unfilled, the panel now doesn’t have the minimum required number of members to make decisions.

If Trump eventually does appoint his own members to the board, allowing it to operate again, some union supporters worry the NLRB might use a grad student unionization case such as Rochester’s to overturn the 2016 Columbia University case precedent establishing that private nonprofit university grad workers can unionize through the NLRB.

Student workers could continue to unionize at public universities in the states that allow such action, but those at private institutions would be left with no other path than to seek voluntary recognition from their universities.

Elkind said UR officials know that the NLRB “is defunct—and would be hostile if it weren’t.” He said they want grad workers to go to the NLRB and risk a ruling decertifying grad unions at private universities nationwide. He called this “an extreme anti-labor position.”

‘Unprecedented Times’

In an email, William A. Herbert, executive director of the National Center for the Study of Collective Bargaining in Higher Education and the Professions, said the strike “to compel the university to agree to a non-NLRB election is a sign of these unprecedented times.

“There is a growing distrust and frustration among unions and their members with NLRB procedures and remedies, both of which are also under constitutional attacks by employers like SpaceX, Amazon, and the University of Southern California,” said Herbert, whose center is at Hunter College. “The firing of NLRB Board member Gwynne Wilcox and the reported removal of sensitive labor data from the NLRB by Department of Government Efficiency [DOGE] staff has further undermined confidence in the agency.”

The university, which didn’t provide an interview Tuesday, hasn’t said it abandoned the move toward a private election because it thinks grad workers would lose in front of the Trump-era NLRB. UR has cited other reasons, including a December court decision involving Vanderbilt University grad workers’ attempt to unionize.

NLRB policy required Vanderbilt to reveal names, job classifications and other information about student workers whom the union might represent. But more than 100 students objected to sharing that, and Vanderbilt sued the NLRB and one of its regional directors, arguing that requiring students to turn over the information would violate their privacy under the Family Educational Rights and Privacy Act (FERPA).

A judge in the U.S. District Court for the Middle District of Tennessee ruled that Vanderbilt was likely right and granted a preliminary injunction blocking the NLRB requirements. A UR lawyer wrote that this made the university concerned about being “seen as facilitating the dissemination of potentially protected student data to a third party” if it went forward with the private election.

But the lawyer went beyond the Vanderbilt case, saying that not requiring a prospective union to go through the NLRB would be a “significant deviation from the university’s typical practice.” He also noted the recent “sweeping and still unclear changes in the federal government’s support for the university’s missions,” adding that the Trump administration’s upheaval “includes a likely reduction in federal funding.”

In an emailed statement Tuesday, a university spokesperson said “contingency plans are in place to ensure minimal disruption to our academic mission— including teaching and research activities—during a strike. In the event of prolonged strike activity, University officials are confident that the academic enterprise will continue as normal without interruption.”

The spokesperson said “we are steadfast in the belief that entering into a private election agreement at this time is not in the best interests of the University community.”

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April 23, 2025
How to Ensure You’ll Never Be a Chair Again (opinion/humor)

“First rule of leadership: Everything is your fault.”

–from A Bug’s Life

Congratulations! You have been elected or appointed or duped into serving as department chair, the role that everyone says is the hardest job on campus. Maybe that’s what attracted you to the position—you enjoy working days, nights and weekends on thorny issues that rarely have anything to do with creativity, inspiration or intellectualism. Perhaps you dreamed of having a positive impact on mentoring young faculty or garnering more respect and resources for your department from the upper administration.

If you’ve spent more than a month on the job, your grandiose vision of being admired and maybe even beloved by the faculty, staff and students will have crashed on the jagged shores of “What have you done for me today?” reality. It’s time for Plan B. We provide a list of proven techniques to ensure you will never be asked to serve as chair again.

Tip #1: Spend the bulk of your time on strategic planning.

Strategic plans are the most important work you will do as chair; we all know these documents are constantly referred to. I have mine on laminated cards that I hand out to prospective donors and students and frequently read during coffee breaks.

When writing these documents, create “word salads”— the more pseudo-intellectual the better. Consistent sprinkling of terms like “revolutionary,” “intellectual” and “equity” will strengthen the document. Violate George Orwell’s writing rules by always using a long word where a short one will do and using jargon in place of everyday English equivalents (e.g., “With courageous attention to principles of equity and fairness, we will innovatively co-create a multi-trans-disciplinary minor that relentlessly centers student success while concurrently providing a revenue stream to be utilized for upgrading the office furniture.”)

Form subcommittees to do this work and make sure they meet over the summer—particularly if your faculty are on nine-month appointments. Task subcommittee members with creating these documents from scratch. Don’t spend time locating prior versions or drafting a potential plan as a starting point.

Tell the subcommittees you are happy to meet with them when they need your input. Then decline every invitation to do so. Having them guess what you want as a final product will create lively conversation and allow them to bond over your obtuse directions.

Tip #2: Run faculty meetings from hell.

Use faculty meetings as an opportunity to read out newsy updates that could easily have been emailed. Or, even better, email each of these items individually AND read them out loud in faculty meetings. Remember that your faculty are not busy with their own research, teaching and service.

When sensitive issues are on the agenda, make your position crystal clear and stress its superiority to any other strategy before calling for a vote. Then respond to questions from faculty according to how hard they’ve worked to curry favor with you. The faculty will soon learn that the meetings go much more smoothly without the distraction of other viewpoints or lively debate.

Lastly, have faculty vote publicly on these decisions by simply raising their hands. Pre-tenure faculty will feel just as comfortable as full professors in sharing their votes. Similar comfort levels will be felt by those of differing races/ethnicities, cultural backgrounds and genders. If you as chair feel that a decision is straightforward, so will they.

Tip #3: Avoid meeting with faculty to review their research trajectory.

An annual report from each faculty member will provide more than enough information, saving you time from meeting with each of your faculty members in person. Pre-tenure faculty who are heading off in multiple, diverse directions to obtain funding, or who are giving up on grants after a first rejection, should face the consequences they deserve. We’ve all suffered through that time period, and so should they.

In that spirit, avoid arranging for and supporting mentoring teams for new faculty. Or, if you have already assigned a new faculty member their mentor, assume that the pair is meeting regularly. New faculty will always feel comfortable reaching out to their busy, senior mentors whenever they have questions.

Tip #4: Be an expert in everything.

Departments are complex organizations and chairing them involves overseeing a swarm of areas including finances/budget, human resources, curriculum, teaching assignments, graduate student issues, computing support, etc. Wear as many hats as possible and be the expert on all of these topics. Do not delegate to staff, graduate program directors or associate chairs who may have expertise in these areas.

Tip #5: Assign faculty as much service as possible.

Faculty members are always trying to get away with less work—therefore, make a one-size-fits-all rule for assigning service and stick with it. In this spirit, confuse “equity” with “equality” and cut off any reference to diversity, equity and inclusion as social justice with the phrase, “you know, DEIJ, yadda yadda yadda.”

Don’t count mentoring other faculty as service. In fact, don’t count any useful, impactful or innovative service if it happened outside one of your official committees. If it really was a clever idea, you would have already thought of it.

When faculty ask for a break from a busy committee to focus on a major grant proposal or to develop a new course, remind them that when you were a faculty member, you were able to do both tasks while also serving as the business officer, graduate program director and teaching daily yoga classes for emeritus faculty.

Tip #6: Be the dean’s messenger.

You, as chair, are essentially the mouthpiece of the dean and the upper administration. Therefore, focus the bulk of your time on top-down initiatives. Do not canvass your faculty to see what they need for their own growth and success. And, if you instead take the rash step of creating a department-driven plan, be sure to enlist the dean’s advice on every step you take. Take care to assign the bulk of planning work to unproductive faculty who have taught the same course in the same way for 15 years and last received a major research grant before the year 2000.

Lastly, encourage faculty to get to know the dean and other members of the upper administration. Then savagely punish them for any communication that does not go directly through you.

Tip #7: Be an intrepid decision maker.

When a decision from the chair is called for, don’t solicit thoughts from your faculty first. It looks stronger if you make your decision in isolation. Similarly, when faculty members ask you for things, say “no” to every request to show that you are strong and decisive. Or, say “yes” to the random “hallway ask” instead of considering that, if one faculty member has a need, so may another.

Frequently remind your faculty that you are “data-driven” and demand that any request, no matter how minuscule, come with several pages of rationale that delineates costs to the penny, identifies exact sources of each dollar, and includes a comprehensive, multi-method analysis of return on investment. Then make a decision based on whether you are in a good or bad mood and whether the faculty request comes from one of your “favorites.”

Tip #8: Respond immediately to student complaints about faculty.

When you receive a complaint about a faculty member from a student, take action against that faculty member immediately. Remember that students are totally objective; there cannot be another side to the story. Let the associate dean handle things with the faculty member directly—or even better, the dean. Disregard the department bylaws that the faculty worked so hard to develop. Decisive action is better than adhering to agreed-upon guidelines. Don’t fulfill your role as the faculty member’s primary supervisor, certainly not one who has their best interests at heart.

Tip #9: Let everyone know how busy and important you are.

Say things like, “I remember when I was just a faculty member; it was so much easier than being chair.” Or, even better, “The previous chair did it wrong; back at my old school, we did it better.”

Always refer to the dean, provost and the president by their first names. Then, if the faculty do the same, tell them they are being disrespectful.

Tip #10: Have no life and put your research on hold.

It’s crazy to think that you can keep your own lab going. Instead, spend the bulk of your time responding to emails. You’ll feel proud of your alacrity in immediately responding to the latest requests from the upper administration. Don’t carve out dedicated “meet with the chair coffee hours,” nor dedicated time to progress in your own work. You’ll easily pick up where you left off with your own research after your chair-hood!

Finally, and most importantly, although you will never again be asked to serve as chair, you will be eminently qualified to be a dean. Prepare yourself now to be aggressively headhunted for open positions!

Disclaimer: Any resemblance to specific chairs, present or past, is purely coincidental. No chairs were harmed in the making of this product.

Lisa Chasan-Taber, Sc.D., is a professor and former chair of the Department of Biostatistics and Epidemiology at the University of Massachusetts Amherst.

Barry Braun, Ph.D., is a professor and head of the Department of Health and Exercise Science at Colorado State University.

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April 23, 2025
Social capital and the degree awarding gap: spaces, places and relationships
- Amira Asantewa is Director of Programmes, Grit Breakthrough Programmes
- Reuel Blair is Lead Diversity Programmes Coordinator at the Centre for Student and Community Engagement, Nottingham Trent University
Progress on the Black-white degree awarding gap has gone into reverse. Figures published by Higher Education Student Data (HESA) in autumn 2024 show that in 2022/23 the difference in the percentage of Black students and white students getting a first- or upper-second-class degree went up to 21.4 percentage points (pps) – from 19pps in 2021/22 and 17.6pps in 2020/21.

Across the sector, institutions are responding. Access and Participation Plans have been signed off. Work towards achieving Race Equality Charter marks is underway. Faculties and departments are decolonising curricula, diversifying assessment modes, tackling the lack of Black representation in the staff body and the postgraduate community.

While there are debates about the way the sector analyses and addresses the awarding gap, what we do know is there is, as yet, little to say about what works in UK universities. However, evidence from our work with students of Black Heritage that suggests social capital is key.

Black leaders

It was back in 2019 that Nottingham Trent University and Grit Breakthrough Programmes co-designed with students the Black Leadership Programme (BLP) – a mix of community-building activities, mentoring, inspirational speakers and work with both employers and global institutions. Centrepiece workshops are delivered by Grit: breakthrough programmes.

Six years on and an independent TASO-funded evaluation found strong statistical evidence of impact on final year grades and that these higher grades were likely to have been caused, not by increased academic engagement, but instead by increased motivation, social capital and sense of belonging.

This reinforced the findings of the independent evaluation of Grit’s Black Leaders and Students of Colour programme across seven universities, which suggested that students were able to apply skills and confidence from having expanded networks and engagement in new experiences, to their academic lives. And the students tell us what this looks like.

Spaces for Black students

Students talk about the importance of access to Black spaces. This space, this community, is a place where Black students are not, as Anike from Liverpool John Moores University puts it, ‘self-censoring to make myself palatable to white people.’ Instead, it is where ‘I can get into the conversations I always wanted to have, feel free to talk about what’s important to me.’

Research describes how Black-affirming campus spaces are vital for Black student academic success and supporting Black student inclusion and well-being. Kwaku from Nottingham Trent University describes the value of ‘a space where there isn’t the weight of always being different. I want a space to connect with people, people who I can talk to about how I am feeling, what I am going though, and who I know would understand.’

So social capital is also about belonging. Zelena from Bath Spa University describes wanting ‘to belong to a community of people we can all turn to, to draw strength from, to look up to and connect with.’

Identity and representation

It is about identity. Students tell us about the importance of ‘realising the value of my own upbringing, my heritage, my culture… that it is not something to be left behind or discarded… I want to explore and appreciate who I am and what I am.’ As Gemma from the University of Greenwich says, it’s about ‘finally claiming my identity. Becoming proud of being Black.’ University is a time for building a new independent life, figuring out who you really are and how your evolving identity fits in this new space. And there is a strong correlation between identities and deeper approaches to learning.

It is about representation, both in the messaging about opportunities and in the ability of those delivering them to relate to the racial identity and cultural backgrounds of the students. Or, as Kane from Nottingham Trent University says, ‘it’s about how we have the right to be noticed, feel heard, to see that my voice, my opinion matters.’

And social capital is also about wanting to make a difference, making a contribution. Afreya from the University of Manchester describes ‘helping other people who are feeling the same as I was. Going out of my way to be visible, showing how anyone just like me, can be successful.’

Students are very clear about social capital: ‘I made friends from the programme. I’ve joined societies… I’ve been a course rep and a Student Ambassador… I’ve been part of a project supporting young Black learners in schools in the city…’

They are very clear about its value: ‘It gave me strength… I’ve been relentless in seizing every opportunity available… I work more efficiently… harder and smarter… I feel that the university has an interest in nurturing Black talent and my growth and development.’

So, alongside all the institutional plans, strategies and initiatives, there also have to be the spaces, places and relationships for Black students to be their full, authentic, very best selves and, just like their white peers, grow the social capital to thrive and succeed in their time at university and beyond.

On 5^th June at Nottingham Trent University, Grit Unleashed will take a deep dive into the university experience for Black students and Students of Colour across the UK in a day co-designed and co-delivered by student participants. For more details email [email protected]
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April 23, 2025
Another year, another teacher supply crisis…
Today on the HEPI blog, John Cater revisits a quarter-century of teacher education policy to consider how we can solve the teacher supply crisis – read on below.

And Amira Asantewa and Reuel Blair explore how growing social capital – not just academic engagement – is key to tackling the widening Black-white degree awarding gap in UK universities in a powerful reflection on identity, belonging and community. Read that piece here.

Dr. John Cater was Vice-Chancellor of Edge Hill University from 1993-2025 and member of the Board of the Teacher Training Agency and its successor body from 1999-2006. He also chaired the Joint UUK/GuildHE Teacher Education Advisory Group (2013-2019) and is the author of HEPI Policy Paper 95, Whither Teacher Education and Training (2017).

Twenty-five years ago, the attraction of teaching was on the wane, and universities’ enthusiasm for training teachers was sinking fast. The Evening Standard’s billboards screamed, ‘Schools in Crisis’ as the capital’s schools closed on Fridays or brought pupils in for just half-days because of a shortage of teachers.

Fast forward to 2025, and the recent National Foundation for Educational Research (NFER) publication, Teacher Labour Market in England 2025, has reached the newsstands, prompting the same headlines: ‘Schools in Crisis’.

But two and a half decades ago, it was turned around. A serious attempt to tackle teacher workloads (WAMG, the Workload Allocation Model Group) was put in place, with ‘guaranteed’ non-contact preparation time and a rapid increase in the number and responsibilities of teacher support workers ((Higher Level) Teaching Assistants). And one of the most effective marketing campaigns, No-One Forgets a Good Teacher, was launched.

These are more sceptical, more cynical times, and the challenges of teaching are well understood, but there are strategies which could ameliorate the current crisis.

A Better Product. Teaching is a ‘present in person’ profession. No class of thirty adolescents is going to be controlled, still less educated, by an unattended whiteboard. But, particularly in secondary education, rolling up a teacher’s preparation time into a single day, even fortnightly, which could be worked from home, would make the profession more attractive to many. And most school staffrooms need to move into the twenty-first century if they are to match working conditions in the wider world.

Better Marketing. Teaching is a vocation, and the opportunity to change lives and create life chances still resonates with many. A focus on case studies (Tony Blair and Eric Anderson being amongst the best-remembered from the above campaign), moving from the abstract to the relatable, have proved effective in the past.

A Partnership Approach. Too often, the relationship between the state and its agents and training providers has been driven by a contractual ‘purchaser/ provider’ model, characterised by mutual distrust. Similarly, school and college participation in the renewal of the profession, for example, by offering placements and link tutors, has been discretionary and often wrapped in a cash nexus. Some universities are also unnerved by the risk to brand and reputation inherent in the inspectorial process, particularly when teacher training consists of a very small proportion of their portfolio (a concern which can also relate to apprenticeship provision). If scrutiny is accepted by all to be risk-based and proportionate, resource is released to focus on both areas of concern and the sharing of best practice.

Supporting Teaching as well as Training. Incentivising training has its merits, and the NFER Report does indicate a weak correlation between bursaries and the take-up of training places, but training is not teaching. If you have to offer £27,000 to persuade someone to train, are you sending an implicit message about the desirability of the profession you may enter? And, whilst starting salaries (now at least £30,000 per annum outside London) have improved, the financial incentives for taking increased responsibility are widely regarded as insufficiently attractive to keep teachers in the profession.

Re-visit Repayments. The lowering of the student loan repayment threshold to £25,000 in 2023 and the extension of the loan term penalises those in the lower-middle salary range – teachers, nurses, social workers – whilst those on higher salaries benefit from lower interest payments. Simply in the interest of fairness, it needs re-visiting.

Fee forgiveness. Teacher retention is an even bigger issue than teacher recruitment, with over a third of all entrants leaving the profession within five years. London Economics and the Nuffield Foundation, amongst others, have repeatedly highlighted the limited cost of writing off outstanding student loans for those who provide a decade or more of service, a cost which would be eliminated fully when reduced recruitment and training costs and anticipated improvements in service quality are taken into account.

Key worker accommodation. The demise of public sector housing and the lack of available and affordable rental accommodation has severely restricted teacher mobility and teacher supply, with particular challenges in high-cost locations (such as the Home Counties). Part of the current Government’s drive to construct 1.5m new homes should place key worker housing close to the top of the priority list.

In the aftermath of the Chancellor’s Spring Statement, the issue of productivity looms large. A highly educated and committed workforce is integral to the future of the UK economy, and a ready supply of well-qualified, passionate teaching professionals is the building block on which that economy can thrive.
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April 23, 2025
Education Minister’s western Sydney seat to be test for Labor – Campus Review

Education Minister Jason Clare’s seat of Blaxland is considered safe, but the impacts of western Sydney’s “melting pot” population on this election remains to be seen.

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April 23, 2025