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  • Industrious Efforts

    Industrious Efforts

    The consultation on the Industrial Strategy Green Paper closed at the end of November. Phil Ward, Director of the Eastern Arc research consortium (which comprises the universities of East Anglia, Essex, Kent and Sussex), welcomes the intentions of the Strategy, but questions some of the details.

    Since the last Industrial Strategy was launched in 2017 we have had a dozen strategies and policies seeking to steer the economy and encourage growth. Many of these have had strong research and development elements to them, including the R&D Roadmap (2020), the Plan for Growth (2021), the Integrated Review (2021), the Levelling Up White Paper (2022), and the Science and Technology Framework (2023).

    Given this, do we really need another strategy? For the Government, the answer is clear: it wants to put flesh on the bones of its central mission (to ‘secure the highest sustained growth in the G7’), but also to draw a line under the snowdrift of strategies that defined the last seven years. 

    The resulting green paper is a serious piece of work by a Government that wants to be judged on its seriousness. The authors have clearly done their homework. This is a sensible framework of growth with eight unsurprising ‘growth-driving sectors’ at its heart. 

    Having said that, there are some surprising omissions and concerning inclusions. 

    The first omission is an explicit commitment to working with universities in developing and implementing the strategy. Yes, it praises (five times) the UK’s first-class, world-class and global universities, but it doesn’t go as far as to name the sector as stakeholders with whom it will develop the strategy, despite listing others on 10 separate occasions.

    It is a small thing, and possibly an oversight – I’ve certainly talked to academics who have been involved in conversations with the authors – but in mentioning business, unions, mayors and experts, it is surprising that universities do not explicitly appear. 

    Universities are essential to the success of the Industrial Strategy; they contribute more than £265bn to the UK economy, £63bn of which is around research and knowledge exchange, and are a key part of the R&D supply chain, through their symbiotic relationship with commercial research, and their provision of a pipeline of talent to the eight growth sectors. 

    Other omissions are less surprising. There is a Nelsonian determination not to look at or recognise the positives of the strategies penned under the last Government. It would have been good to at least have acknowledged and ideally built upon the work that was previously undertaken, which provided a lodestar for businesses and universities gearing up to meet the nation’s needs. 

    It also feels like a trick is being missed: for instance, in proposing a statutory Industrial Strategy Council – a very positive move – there is no reference to the work done by the former (non-statutory) ISC that was captained by Andy Haldane and existed between 2018-21. In dismissing previous strategies as ‘too short-lived’, there is a danger of adding to the churn.

    Where the Strategy did adhere to a familiar trope was in framing the greater south east (GSE) as both a poster child and bete noire for regional success. This is too broad a view of a complex region that contains both productivity hotspots and areas of significant and entrenched deprivation. One hides the other: the M4 corridor and the Golden Triangle mask the deprivation of its coastal communities, many of which are in the top 20 in terms of indices of multiple deprivation, and one of which (Jaywick in Essex) is the most deprived in the country. There is a need for a more nuanced and granular understanding of need and potential, and recognising that in parts of the GSE there is as much need for Government investment as elsewhere in the country. 

    The most concerning inclusion, however, is an explicit commitment to devolve ‘significant powers’ to mayoral combined authorities (MCAs), ‘giving them the tools they need to grow their sectoral clusters and improve the local business environment through ambitious Local Growth Plans.’

    MCAs cover less than half the population, and none in the Eastern Arc region. What will happen to those of us outside of MCAs, including universities? Jim McMahon, the Minister for Housing, Communities and Local Government, is keen to push on ‘determined devolution’, and there is an expectation that the Devolution White Paper, which was due to be published at the end of November but has been pushed back to the end of the year, will include measures to set out a new, more directive framework to speed up devolution deals. 

    McMahon has been quoted as saying that the Government intends to create ‘foundational combined authorities’ as a precursor to regions moving to MCAs. But what will this mean in practice? The Centre for Cities has concerns that this will create ‘confused’ geographies, and risk adding to bureaucracy rather than removing it. MCAs were intended to meet the specific needs of urban geographies, and are not necessarily appropriate for those regions whose populations are a mix of urban and rural.

    Even if this framework is successful, it will take time. For now, how will universities and the 50 percent of the population outside of MCAs be affected, and how should they work to influence and implement the Strategy? As the Devolution Bill makes its way through Parliament, will a two-tier approach emerge? 

    There is much to like in the IS Green Paper, but its success will rely on ironing out some of these details. I hope that the consultation, which closed at the end of November, will be a serious step in informing this process, and that the resulting white paper will offer a clear, equitable and inclusive way forward, with universities — regardless of their geography — acknowledged and accepted to be a key part of the process, as regional agents for positive change. 

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    The post Industrious Efforts appeared first on HEPI.

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  • Biden administration finalizes distance ed, TRIO rules

    Biden administration finalizes distance ed, TRIO rules

    The Biden administration’s regulations changing how colleges are held accountable and adding new requirements for institutions to access federal financial aid are now in place, though legal challenges loom. 

    Demetrius Freeman/The Washington Post/Getty Images

    Colleges will have to submit to the federal government new data on their distance education programs under a batch of new rules the Biden administration finalized Monday.

    The rules, which will take effect July 1, 2026, will likely be the president’s last package of new regulations for colleges and universities before Trump takes office Jan. 20.

    The new regulations carry out Biden’s plan to increase federal oversight of online programs, but the final version doesn’t go as far as the president initially intended After receiving significant pushback from online education lobbyists, the Education Department conceded, backing off a plan to  disallow asynchronous options for clock-hour courses or require colleges to take attendance in online classes.

    The package does, however, still include rules that require colleges to report more data on enrollment in distance education classes, which include those offered online or via correspondence. Higher ed institutions won’t have to begin submitting the data until July 1, 2027.

    “Online learning can reach more students and sometimes at a lower cost to students, but what we know about the outcomes of online education compared to traditional in-person instruction is woefully inadequate,” Under Secretary James Kvaal said in the release. “The new reporting in this final rule will help the department and the public better assess student outcomes at online programs and help students make informed choices.”

    The final rule also included technical changes to federal college prep programs known as TRIO. But the department decided not to move forward with a plan to open eligibility to some TRIO programs to undocumented students—a long-sought goal of some TRIO directors and advocates, as well as higher education associations. 

    Distance Education

    But one of the most controversial parts of the rule for colleges and universities was whether Biden would decide to end any asynchronous options for students in online clock-hour programs, which are typically short-term workforce training programs that lead to a certificate.

    A Trump-era rule allowed asynchronous learning activities—such as watching a prerecorded video—to count toward the required number of credits in short-term clock-hour programs. But the department said in its proposal that because of the hand-on nature of many clock-hour programs, the change often results in a “substandard education” that “puts students and taxpayers at risk.” 

    Hundreds of professors and higher education groups disagreed. Some, particularly those representing for-profit programs, argued in public comments that the proposal exceeded the department’s authority and would burden institutions. Others said the new rules reflected an antiquated mindset about college modality, arguing that disallowing asynchronous options could limit access for students who benefit from the flexibility that online education provides.

    While the department decided not to end asynchronous distance ed programs, the agency intends to keep a close eye on the courses. 

    “The department refined these final rules based upon extensive public comment on a notice of proposed rulemaking published over the summer,” department officials said in a news release. “However, we remind institutions that asynchronous clock hours cannot be used for homework and that there must be robust verification of regular and substantive interaction with an instructor.”  

    No Expanded TRIO

    Although the decision not to expand eligibility for TRIO has fewer implications for colleges, the move is a blow for the TRIO directors and immigration equity advocates who have been working for years to open up the program.

    Miriam Feldblum, executive director of the Presidents’ Alliance on Higher Education and Immigration, told Inside Higher Ed that nearly 100,000 undocumented students graduate from high school each year, many of whom could benefit from TRIO services. 

    But Republicans opposed the idea. Six GOP members of Congress, including Virginia Foxx, a North Carolinian and former chair of the House education committee, blasted the concept in a letter to Secretary Miguel Cardona in August.

    “The proposed expansion is a blatant attempt to provide additional taxpayer-funded services to those not seeking citizenship in the name of reducing ‘burden.’ The department’s proposed expansion will stretch funding thin and risk those currently eligible for TRIO,” they wrote.

    Some college administrators and TRIO directors in red states are worried about the potential political backlash Biden’s new regulation could cause for their programs.

    “The fighter in me thinks that this is a tough time to go to battle and have an unforced error or a target on our backs and [on] TRIO, given the contentious nature of immigration policy right now,” Geoffrey Garner, a TRIO program director from Oregon, said in at January 2024 advisory committee meeting. “We just think right now is not the best time for this proposal, as much as it breaks my heart to say that out loud.”

    That advisory committee ended up backing the changes to expand some TRIO programs to undocumented students.

    Education Department officials said its decision wasn’t due to political tensions. Rather, they said the proposal “was too narrow … in scope of additional populations to be served.”

    Under the department’s proposed rule, high school students who aren’t citizens or permanent residents could qualify for Upward Bound, Talent Search and Educational Opportunity Centers but not Student Support Services or the McNair Scholars Program.

    “An expansion of student eligibility under only certain TRIO programs would create confusion, as many grantees administer grants under more than one TRIO program,” officials wrote in the final rule. “Eligibility for only certain TRIO programs would increase administrative burden by requiring grantees to deny similarly situated noncitizens from participating under certain TRIO programs, but not others.”

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  • Higher Education Inquirer : 2025 Will Be Wild!

    Higher Education Inquirer : 2025 Will Be Wild!

    2025 promises to be a disruptive year in higher education and society, not just in DC but across the US. While some now can see two demographic downturns, worsening climate conditions, and a Department of Education in transition, there are other less predictable and lesser-known trends and developments that we hope to cover at the Higher Education Inquirer. 

    The Trump Economy

    Folks are expecting a booming economy in 2025. Crypto and AI mania, along with tax cuts and deregulation, mean that corporate profits should be momentous. The Roaring 2020s will be historic for the US, just as the 1920s were, with little time and thought spent on long-range issues such as climate change, economic inequality, or the potential for an economic crash.  

    A Pyramid, Two Cliffs, a Wall and a Door  

    HEI has been reporting about enrollment declines since 2016.  Smaller numbers of younger people and large numbers of elderly Baby Boomers and their health and disability concerns spell trouble ahead for states who may not consider higher education a priority. We’ll have to see how Republican promises for mass deportations turn out, but just the threats to do so could be chaotic. There will also be controversies over the Trump/Musk plan to increase the number of H1B visas.  

    The Shakeup at ED

    With Linda McMahon at the helm of the Department of Education, we should expect more deregulation, more cuts, and less student loan debt relief. Mike Rounds has introduced a Senate Bill to close ED, but the Bill does not appear likely to pass. Diversity, Equity, and Inclusion (DEI) efforts may take a hit. However, online K12 education, robocolleges, and surviving online program managers could thrive in the short run.   

    Policies Against Diversity, Equity, and Inclusion

    Florida, Texas, Alabama, Iowa and Utah have banned diversity, equity and inclusion (DEI) offices at public universities. Idaho, Indiana and Kansas have prohibited colleges from requiring diversity statements in hiring and admissions

    Failing Schools and Strategic Partnerships 

    People should expect more colleges to fail in the coming months and years, with the possibility that the number of closures could accelerate. Small religious schools are particularly vulnerable. Schools may further privatize their operations to save money and make money in an increasingly competitive market.

    Campus Protests and Mass Surveillance

    Protests may be limited out of fear of persecution, even if there are a number of legitimate issues to protest, to include human induced climate change, genocide in Palestine, mass deportations, and the resurgence in white supremacy. Things could change if conditions are so extreme that a critical mass is willing to sacrifice. Other issues, such as the growing class war, could bubble up.

    The Legitimization of Robocollege Credentials    

    Online higher education has become mainstream despite questions of its efficacy. Billions of dollars will be spent on ads for robocolleges. Religious robocolleges like Liberty University and Grand Canyon University should continue to grow and more traditional religious schools continue to shrink. University of Southern Hampshire, Purdue Global and Arizona Global will continue to enroll folks with limited federal oversight.  Adult students at this point are still willing to take on debt, especially if it leads to job promotions where an advanced credential is needed. 


    Apollo Global Management is still working to unload the University of Phoenix. The sale of the school to the Idaho Board of Education or some other state organization remains in question.

    AI and Cheating 

    AI will continue to affect society, promising to add more jobs and threatening to take others.  One less visible way AI affects society is in academic cheating.  As long as there have been grades and competition, students have cheated.  But now it’s become an industry. Even the concept of academic dishonesty has changed over the years. One could argue that cheating has been normalized, as Derek Newton of the Cheat Sheet has chronicled. Academic research can also be mass produced with AI.   

    Under the Radar

    A number of schools, companies, and related organizations have flown under the radar, but that could change. This includes Maximus and other Student Loan Servicers, Guild Education, EducationDynamics, South University, Ambow Education, National American UniversityPerdoceo, Devry University, and Adtalem

    Related links:

    Survival of the Fittest

    Austerity and Disruption

    Shall
    we all pretend we didn’t see it coming, again?: higher education,
    climate change, climate refugees, and climate denial by elites

    The US Working-Class Depression: “Let’s all pretend we couldn’t see it coming.”

    Tracking
    Higher Ed’s Dismantling of DEI (Erin Gretzinger, Maggie Hicks, Christa
    Dutton, and Jasper Smith, Chronicle of Higher Education). 

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  • Nostalgia is holding Oxbridge back

    Nostalgia is holding Oxbridge back

    Famke Veenstra-Ashmore was an intern at HEPI in the summer of 2024. She previously completed a BA and an MPhil in English at the University of Cambridge and now works as a parliamentary researcher.

    My report about the gender awarding gap at Oxbridge has generated a lot of discussion on social media. Though I was astutely warned by HEPI’s Director to expect flak from certain right-wing publications, I was surprised that the only explicit and personal attack came from a female Times columnist.

    Melaine McDonagh’s column objected to the report’s suggestion that historic institutions like Oxford and Cambridge ought to consider re-thinking the style and presentation of examinations for certain subjects where large gender awarding gaps exist. McDonagh argued that this suggestion was patronising and underestimated the ability of female students to stand their intellectual ground.

    The Times column seemed to pick up on the argumentative threads of much of the discussion about my report online. I noticed a lot of the criticism of the report came from Oxbridge graduates from my parents’ generation, though this view was also held by younger Twitter users, such as Policy Exchange’s Lara Brown.

    While debates around the supervision system and examinations are certainly legitimate and acknowledged in the report, the criticism was steeped in a kind of political and institutional nostalgia. A sense that Oxbridge disentangling itself too much from its traditions for the sake of progressive politics.

    As a recent graduate of Cambridge, where I spent four years, I understand the urge to herald its unique history and methods of teaching. Personally, I thrived, earned two degrees, and enjoyed both examinations and supervisions. But my report wasn’t about personal experience – it was about systemic flaws which were patently disadvantaging entire groups of students.

    Why is it that so many people yearn for the days where women where ‘chewed and spat out’ (to borrow Melanie McDonagh’s phrase) at Oxbridge? David Butterfield’s recent take-down of Cambridge and its ‘infantilising’ approach to teaching also comes to mind when thinking about this surge of ex-Oxbridge students or academics criticising the evolution of institutions in reaction to social change.

    From my perspective, this trend of thinking isn’t sincere. It is not rooted in a genuine concern over the way universities operate and how students think and learn and organise. Rather, it stems from a grievance towards the diversification of student cohorts which has caused the uncomfortable recognition, for Oxbridge traditionalists, that as the student body evolves, the manner of teaching and assessing may have to shift accordingly.

    Many of these commentators miss this crucial point and their thinking is limited by the belief that all of Oxbridge’s academic traditions should be preserved. Butterfield, for example, claims that the ‘freewheeling process’ of allowing a larger proportion of state school students into Cambridge has ‘placed politics ahead of talent’. With similar logic, McDonagh reasons that adjusting examinations and supervisions to address institutional inequalities would unfairly benefit women, who have done nothing to deserve better outcomes, and should therefore receive no extra consideration when it comes to systemic methods of assessing their academic performance.

    Though the comparison between state-school versus private school students and male and female students is limited, I suggest that the arguments offered by Butterfield and McDonagh are motivated by the same emotional basis.

    Research by Cambridge Assessment has shown that state school pupils tend to outperform independent school pupils with similar A Level results at university. The study offered two potential explanations for this: that there are simply less incentives for them to perform highly, or they have been ‘coached’ at school to do well in exams but then struggle when left to their own devices.

    Are progressive politics, then, getting in the way of talent? Or are they enabling students who have not had the resources in their secondary education to thrive and contribute to an academic community which takes their contributions seriously?

    We know that students from academic private schools aren’t entitled to higher marks, nor enjoy higher thresholds of talent, just because of their schooling. In a similar way, we know that Oxbridge was constructed around the education of a very specific, public-school educated, white and able-bodied man. When data suggests there is a problem worthy of addressing, why do ex-students and academics recoil from recognising and addressing this issue?

    Many of the detractors of Oxford and Cambridge’s cultural and social modernisation are pushing against the demands of our rapidly shifting present. The desire to keep things the same is not without merit – the supervision system will rightly continue to be lauded by many. Equally, women at Oxbridge, through the criteria by which they are selected, will do well in exams. Change is so incremental at these institutions that I doubt fundamental changes will ever be on the negotiating table.

    However, small evidence-based changes, such as the scaffolding of exam questions in specific subjects, can make a huge difference to the experience of female students at Oxbridge. Enabling more women to match their male counter parts will encourage more of them to progress into postgraduate study and strengthen academic departments – not weaken them.

    Oxford and Cambridge pride themselves on their reputation for advancing research, technology, and educative practices. In their combined age of around two millennia, why would they stop now?

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  • Univ. of Arizona Global Campus faculty respond to professor

    Univ. of Arizona Global Campus faculty respond to professor

    In a recent article, “Dear Prospective UAGC Students: Stay Away,” a professor from the University of Arizona discourages students from attending the University of Arizona Global Campus (UAGC). Unfortunately, this article was based on the author’s perspective rather than on facts and thus lacked the academic rigor of factual data from credible sources. This opinion piece was a collection of baseless assumptions, completely overlooking the true mission of UAGC, its faculty, and the diverse students we proudly serve. Frankly, the article has no merit.

    There is power in knowledge and truth. As such, the article could have accurately depicted the realities of UAGC instead of relying on inaccurate critiques about educational quality, enrollment numbers, adjunct faculty, and alleged student dissatisfaction. To set the record straight, UAGC is committed to providing online higher education for non-traditional students, including working adults, military personnel, parents, and underserved communities. Our students juggle countless responsibilities, and UAGC offers the flexibility and support they need. UAGC is vital in making higher education accessible to those who need it most, breaking barriers that traditional institutions often ignore.

    Furthermore, UAGC is unwavering in its commitment to supporting students, staff, and faculty, ensuring consistent educational quality and professional growth. As we continue to evolve, we focus on transparent evolution and collaboration, learning from past oversights to create an environment where our students can improve employment opportunities. Our pursuit of high-quality education is not a destination but an ongoing journey to which UAGC is deeply committed. Like any reputable university, we conduct regular course and program reviews, embrace continuous improvement, and acknowledge areas for development as a perpetual process. This commitment to educational quality is a cornerstone of our institution, ensuring our students receive the best education possible and can be confident in our dedication to their success. 

    The UAGC faculty, the backbone of our institution, is growing increasingly weary of misleading and disparaging remarks against the university and the faculty. It is time to move forward constructively and collegially. In the name of higher education, we implore you to stop defaming our university, staff, faculty, and students. To that end, we welcome meeting and educating any skeptical faculty or staff on our university’s mission and approach to serving non-traditional adult learners. Above all, we’re eager to clear any misconceptions by providing accurate data, helping to ensure that your words align more closely with the truth moving forward.

    As we look to the future (Dr. Cabrera), the late President Franklin D. Roosevelt, who signed the unprecedented G.I. Bill into legislation, stated, “A smooth sea never made a skilled sailor” (Roosevelt, n.d.).”


    Yvonne M Lozano, Ph.D. UAGC Faculty Council Co-Chair
    Teresa Handy, Ph.D. UAGC Faculty Council Representative
    Deanna Lauer, UAGC Associate Faculty Council Representative
    Carl Marquez, UAGC Faculty Council Representative
    Cara Metz, Ph.D. UAGC Faculty Council Co-Chair
    Darla Branda, Ph.D. UAGC Program Chair

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  • Education Levels in the US, by State and Attainment

    Education Levels in the US, by State and Attainment

    Attainment has always been an interesting topic for me, every since I first got stunned into disbelief when I looked at the data over time.  Even looking at shorter periods can lead to some revelations that many don’t make sense at first.

    Here is the latest data from NCES, published in the Digest of Education Statistics. Please note that this is for informational purposes only, and I’ve not even attempted to visualize the standard errors in this data, which vary from state-to-state. 

    There are four views year, all looking at educational attainment by state in 2012 and 2022.  

    The first shows data on a map: Choose the year, and choose the level of attainment.  Note that the top three categories can be confusing: BA means a Bachelor’s degree only; Grad degree means at least a Master’s (or higher, of course); and BA or more presumably combines those two.  Again, standard errors might mean the numbers don’t always add up perfectly.

    The second shows the data on a bar chart, in three views: 2012 data, 2022 data, and the change, in percentage points.  You can choose the attainment level, and then use the control to decide which column to sort the data by.

    The third view is a slope chart, where you can see the two years for any state.  Choose the attainment level, and then highlight the state you’re interested in.  Hover over the points for details. 

    And finally, the scatter shows the same data, with the same controls; the bubbles are sized by percentage-point change.  Additionally, you can use the filter to see which states have changed the most or the least.

    If anything surprises you here, drop a comment below, or send me an email.

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