Author: admin

Choosing the Right Mass Notification System for Schools
Reading Time: 12 minutes

When a crisis hits a school campus, communication can either save lives or contribute to chaos. Whether it’s a lockdown, severe weather, or a gas leak, the first moments matter most, and so does the ability to reach the right people instantly. For school leaders, this reality has turned the mass notification system for schools from a nice-to-have into a non-negotiable.

In today’s education landscape, safety isn’t just a responsibility; it’s an expectation. Parents demand it. Students rely on it. And legislation like the Jeanne Clery Act mandates it. From K-12 schools to sprawling universities, institutions are under growing pressure to prepare for emergencies. That means having a reliable, fast, and flexible way to communicate campus-wide emergencies across multiple platforms.

Mass notification systems (MNS) offer that capability. They enable school officials to send real-time alerts through text messages, emails, voice calls, desktop pop-ups, sirens, and public address systems, all from a single dashboard. But with so many systems available, selecting the right one can be overwhelming. Some platforms specialize in panic buttons and mobile alerts; others focus on layered communication and integrations with existing infrastructure.

The stakes are high, but the path forward doesn’t have to be murky. This guide will walk you through what a mass notification system is, why it matters for schools of all sizes, and how to evaluate your options with confidence.

Looking for an all-in-one student information and CRM solution tailored to the education sector?

Try the HEM’s Mautic CRM!

What Is a Mass Notification System for Schools?

So, what is a mass notification system for schools? A mass notification system for schools is a platform that enables institutions to quickly inform students, faculty, and staff about emergencies or critical situations.

These alerts, sent via SMS, email, voice calls, app notifications, and digital signage, can communicate anything from severe weather and campus lockdowns to service disruptions and safety instructions from one central platform. This ensures rapid, widespread communication during emergencies.

They integrate with existing infrastructure such as fire alarms, intercoms, and digital signage to ensure every possible communication pathway is covered.

Schools often turn to systems like Rave Alert, Everbridge, Alertus, and Intrado Revolution, among others. These platforms are designed specifically for emergencies, but what if you had a tool that could do that and more?

How Do Mass Notification Systems Work?

Most MNS platforms are cloud-based and integrate with school databases or SIS (student information systems). Here’s how they function:
1. Message Creation: Administrators draft a message through a web-based interface or mobile app.
2. Audience Segmentation: Messages can be sent to specific groups (e.g., staff, students, grade levels).
3. Multichannel Distribution: The system pushes the message across chosen channels simultaneously.
4. Acknowledgement and Tracking: Some systems allow recipients to confirm receipt, and administrators can track who received what.
5. Two-Way Communication: More advanced systems allow for replies and real-time updates.
Why MNS Is a Necessity, Not a Luxury

The need for several types of communication channels has made the need for timely notifications undeniable. In response, many universities adopted robust mass notification systems, and today, the Jeanne Clery Act mandates that all U.S. colleges maintain systems for timely warnings and emergency notifications.

In Canada, provinces like Ontario require school boards to implement emergency and lockdown procedures, which may include notification systems. Globally, ISO 22301 emphasizes communication strategies in business continuity planning, applicable to schools.

But this isn’t just a higher ed concern. K–12 schools face their own risks. And communication needs often extend beyond the campus to include parents and guardians.

Mass Notification Has Multiple Uses

Your mass notification system doesn’t have to be reserved for emergency use. It can and should be the most important part of your everyday communications strategy. Ensuring your mass notification system includes all of your main communications mediums like email newsletters, text messages, website alerts, and social media channels will allow you to do it all in one single platform, saving you time and streamlining your efforts.

Need to send your email newsletter, a text reminder, and a social media push all at once? There’s no reason you shouldn’t be able to do that using your mass communications system. Need to send a mobile app and website alert while you’re at it? You’ll save hours by having everything bundled in one mass notifications toolbox.

Think of it this way: your institution already collects valuable contact information, behavioral data, and engagement history through its CRM. That same infrastructure can power smarter alerting during a crisis. Instead of a generic campus-wide message, you could send tailored updates, like notifying only international students during a visa-related policy change, or alerting online learners about digital platform outages. It’s the intersection of immediacy and intelligence: delivering the right message to the right people, at exactly the right moment.

This synergy is especially relevant in higher education, where the line between operational communication and marketing is increasingly blurred. Institutions must build trust not just through promotional emails but also through reliable, timely updates that reassure students and their families. A CRM-integrated mass notification system supports both missions, emergency preparedness and ongoing relationship-building.

HEM’s Mautic CRM: Smarter Messaging in Every Scenario

Mautic by HEM allows institutions to segment their contact lists by criteria such as program, campus, or enrollment stage, ensuring each person gets the right message at the right time. The platform also supports multi-channel outreach; staff can send automated emails and SMS messages, all from one centralized system.

With features like workflow automation to schedule campaigns and trigger communications (for instance, event invitations or follow-up messages), a CRM like this can unify both emergency notifications and routine marketing outreach. In practice, that means a school could broadcast critical alerts to affected individuals during a crisis and also manage day-to-day communications with students or customers, all through the same integrated system.

Key Features to Look For

How do you decide which system is right for your school? The key is to carefully evaluate each option’s capabilities against your institution’s needs. Below, we outline the key features to look for when choosing a mass notification system for schools, and how those features play out in practice at schools and universities.

1. Multi-Channel Delivery

Not everyone will be reached by the same medium, so your system should use multiple channels at once. At minimum, it must support SMS/text, email, and voice calls, since one person might see a text first while another picks up a phone call.

More advanced systems go further, triggering alerts over public address speakers, digital signage, desktop pop-ups, and mobile push notifications. Using multiple channels in parallel provides redundancy to ensure your message gets through. If cellular service is down or a phone is silenced, a desktop or PA alert might still reach them.

Example: Harvard University’s Everbridge-powered Harvard Alert blasts out texts, emails, and phone calls to students and staff simultaneously.

Source: Harvard University

2. Speed and Ease of Use

In a crisis, every second counts. The person sending the alert could be under extreme stress, so the interface must be very quick and simple to operate. Ideally, launching an alert should be as easy as pressing a single panic button.

Look for a system with an intuitive dashboard, pre-written templates, and minimal steps to send a message. If the process is too convoluted (requiring multiple logins or too many clicks), precious time will be lost.

One university learned this the hard way. It found that issuing an alert took nearly 30 minutes because staff had to activate separate systems for texts, emails, and PA announcements. Needless to say, that delay was unacceptable. The school eventually moved to a unified platform (the same Everbridge solution now used by the University of Michigan) so that one action triggers every channel at once.

Example: The University of Michigan employs the U-M Emergency Alert system (via Everbridge) to issue real-time emergency messages to students, faculty, and staff.

Source: University of Michigan

3. Integration Capabilities

Will the MNS play nicely with the technology your school already uses? The best platforms can plug into and leverage your existing infrastructure. For example, can it broadcast through your classroom intercoms and PA speakers, or trigger fire alarm strobes and door locks? Many schools have piecemeal safety tools that don’t automatically coordinate with each other. A strong notification system serves as the central hub to unify these.

Example: McGill University’s campus-wide alert system ties into multiple platforms already on campus, including a digital signage network (Omnivex), mass text/email alerts, and loudspeakers. This means one alert can simultaneously pop up on phones, computers, and PA systems across the university, rather than requiring separate actions for each.

Source: McGill University

4. Audience Segmentation

Can you target alerts to specific groups or locations when needed? In some situations, you won’t want to blast everyone. The system should let you easily narrow the recipient list based on location or role.

For example, if a small chemical spill affects only the science building, you might alert just that building’s students and staff rather than the entire campus. Conversely, if you have multiple campuses, you may need to send a message only to one site. A good MNS supports both wide-area alerts and precise targeting.

Example: Hubspot’s SMS features offer personalized tokens, contact integration, and workflows, allowing schools to create targeted SMS campaigns and engage in live two-way personalized conversations.

Source: UC Berkeley

5. Reliability and Redundancy

You need a system that works even when things go wrong. Ensure the provider’s network has redundant infrastructure (backup servers, multiple data centers) and built-in fail-safes if one communication mode fails.

For example, if text messages aren’t going through, can it automatically switch to another channel, like email or voice calls? On your side, plan for overlapping alert methods so there’s no single point of failure.

Example: HEM’s Mautic allows you to send notifications via text, email, and mobile app all at once, while the campus also uses sirens and PA announcements as backup.

Source: HEM

6. Feedback and Acknowledgment

In an emergency, communication shouldn’t be just one-way. It can be very useful to get feedback or confirmation from recipients and to empower people on the ground to initiate alerts. Some mass notification systems for schools allow two-way interaction. For instance, letting recipients click “I’m Safe” in a mobile app or reply to a text to give their status. This helps account for people and gather instant feedback from the scene.

Equally important is a panic-button capability. Many schools now provide staff with a mobile app or wearable panic button that lets them trigger an emergency alert or call for help with one touch.

Example: University of Southern California’s emergency notification ecosystem is integrated with a smartphone safety application, known as the Trojan Mobile Safety App, powered by LiveSafe. This free downloadable app, managed by the USC Department of Public Safety and Emergency Planning, complements the TrojansAlert system by putting emergency assistance tools directly in users’ hands. Notably, the app includes a panic-alert feature in the form of one-touch emergency calling.

Source: University of Southern California

7. Administration and Security

Consider the management and support aspects of the system. You’ll want to control who can send alerts (and to whom). Robust platforms allow role-based permissions. For instance, limiting campus-wide alerts to senior officials while enabling more localized alerts by authorized staff. This ensures alerts can be sent out quickly but still securely by the appropriate personnel.

Data security is critical as well: the system will hold contact info for your students and staff, so it must safeguard that data and comply with privacy laws (such as FERPA or GDPR). Additionally, evaluate the vendor’s customer support and training.

Emergencies can happen anytime, so 24/7 technical support is highly desirable. If an issue arises at 3 AM, you’ll want immediate help. A good provider will also help train your team so everyone knows how to use the system effectively before an emergency occurs.

Example: The University of Washington uses a Rave-powered UW Alert system to manage communications for its large campus community. With tens of thousands of students and employees, UW relies on the system’s strong admin controls to ensure only authorized officials can send out mass alerts, and on the vendor’s support to keep the platform running smoothly.

Source: University of Washington

8. Cost and Value

Prices vary. Some platforms bill per message or user, others charge flat annual fees. Don’t choose based solely on price. Focus on total value and required features, and check for educational discounts.

9. Scalability and Future-Proofing

As your school grows or tech evolves, your MNS should scale accordingly. Look for vendors with a proven track record of innovation and regular updates.

In a nutshell, what features should a good campus mass notification system include? A reliable campus notification system should have multi-channel messaging (SMS, email, phone, app alerts), easy integration with existing databases and software, real-time analytics and reporting, mobile accessibility, and role-based controls. Ideally, it should also allow for geotargeted alerts, two-way communication, and scheduled test alerts. These features help schools deliver timely, relevant updates during both emergencies and routine situations.

Why HEM’s Mautic CRM Is a Smart Choice for Mass Notification and Communication

Choosing a mass notification system is not just a technical decision: it’s a strategic one. That’s why many institutions are turning to HEM’s Mautic CRM, a powerful platform that blends emergency communication with everyday engagement, all in one intuitive system.

HEM’s Mautic isn’t just a marketing tool: it’s a communication hub designed for the complex needs of modern schools. Built specifically for educational institutions, it provides the flexibility and automation required to send the right message to the right person, at exactly the right moment, whether you’re dealing with an emergency or simply sending out a campus newsletter.

Unified Communication Across Channels

Mautic CRM allows schools to centralize their messaging efforts, supporting email, SMS, and in-app alerts from a single dashboard. In a crisis, that means no delays switching between systems, just fast, targeted communication when every second counts.

But its value extends beyond emergencies. With Mautic, you can schedule and automate routine announcements, manage event outreach, and nurture prospective students through personalized workflows, making it a powerful asset for both marketing and crisis response teams.

Segmentation and Personalization

The platform’s segmentation features let you target messages based on program, campus, enrollment stage, or any other custom criteria. This ensures your messages are always relevant, crucial when issuing alerts that may only apply to certain groups, buildings, or locations.

Need to notify only international students about a visa-related change? Or send an urgent weather alert to your downtown campus while leaving other sites unaffected? Mautic makes it easy.

Automation for Every Scenario

From workflow triggers to dynamic content, HEM’s Mautic helps schools automate communication with precision. For example:
- Trigger follow-up emails after an info session
- Send reminders about registration deadlines
- Automate alerts for emergency drills or test scenarios
These workflows can be adapted for both emergency preparedness and ongoing communications, creating a seamless experience for students, faculty, and administrators alike.

Easy Integration and Expert Support

HEM’s CRM integrates with leading SIS and web platforms, enabling real-time syncing of contact data and activity tracking. That makes implementation smooth and ensures your alert system always has up-to-date recipient information.

And because it’s backed by HEM’s education marketing experts, you get more than just software; you get strategic onboarding, training, and long-term support tailored to your institution’s needs.

Ready to Future-Proof Your School Communication?

Whether you’re managing crisis alerts or student outreach campaigns, HEM’s Mautic CRM delivers reliability, flexibility, and peace of mind. Join institutions that are redefining campus communication and doing it smarter.

Looking for an all-in-one student information and CRM solution tailored to the education sector?

Try the HEM’s Mautic CRM!

Frequently Asked Questions

Question: What is a mass notification system for schools?
Answer: A mass notification system for schools is a platform that enables institutions to quickly inform students, faculty, and staff about emergencies or critical situations.

Question: What features should a good campus mass notification system include?
Answer: A reliable campus notification system should have multi-channel messaging (SMS, email, phone, app alerts), easy integration with existing databases and software, real-time analytics and reporting, mobile accessibility, and role-based controls.
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July 9, 2025
George Washington University hints at layoffs amid federal policy upheaval
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Dive Brief:
- Faced with an “unsustainable compounding deficit,” George Washington University is freezing hiring and could lay off employees down the road, the private Washington, D.C.-based institution said in a community message Tuesday.
- The hiring freeze applies to positions funded directly by the university and is set to last at least until Oct. 1. GWU also plans to review large procurement contracts, cut back on capital spending, and tighten budgets for travel, events and entertainment, among other moves.
- Despite earlier budget-tightening measures, senior university leaders said the outlook for the upcoming fiscal year has deteriorated since April. Officials plan to present a full fiscal 2026 budget to the university’s governing board in early September.
Dive Insight:

In their announcement, university President Ellen Granberg, Interim Provost John Lach and other officials cited political, economic and demographic challenges that are exacerbating GWU’s budget pressures.

On the policy front, they pointed to the Trump administration’s ongoing efforts to limit funding for indirect research costs, such as facilities, utilities and other overhead, to federal grant awardees. While federal courts have paused or struck down those moves at four federal agencies, they have created deep financial uncertainty for many universities.

The officials also pointed to “significant changes in the overall federal research landscape,” which has big implications for the university, a major nexus for federal grants. In fiscal 2024, GWU spent a total of $471.6 million in federal grants from a wide array of federal agencies and other grantors.

Along with research funding disruption, officials pointed to a slowdown in visa processing and President Donald Trump’s recent move to ban or restrict travel from 19 countries. They described these changes as “constraints on our ability to enroll international students.” In 2024, GWU enrolled 3,661 international students, according to institutional data.

Moreover, the university, with its deep ties to the D.C. area, is beginning to see domestic enrollment impacts from the Trump administration’s massive slashes to federal agency workforces, as well as general financial uncertainty among American consumers.

Even more pressure on graduate enrollment could come amid the elimination of Grad PLUS loans and caps on total student borrowing, brought on by the massive budget bill passed by Republicans and signed by Trump last week.

But GWU had financial challenges before Trump took office. As Granberg, Lach and other officials noted, revenue growth averaged 6.1% from fiscal 2022 through 2024 while expenses grew 6.8%.

“While this difference might not seem significant, its cumulative effect is an unsustainable compounding deficit,” they said.

That budget gap resulted from pre-Trump structural challenges in the higher education world, including rising costs and declining master’s degree enrollments.

Between 2018 and 2023, GWU’s total fall graduate student enrollment declined 9.2% to 14,181 students, according to federal data. The officials pointed to declines in international student enrollment, which began at the university before Trump’s newest travel bans and “at this point can no longer be viewed as temporary.”

University leaders in April announced a pause on merit-based salary increases and a 3% budget cut across units. But the challenges have only deepened since then.

Now officials aim for deeper budget cuts for fiscal 2026, “which we recognize will likely lead to some reductions in the number of staff and certain faculty positions, a step we have tried to avoid but cannot any longer,” they said Tuesday.
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July 9, 2025
Los Angeles Community College District Claims to Be Facing State Takeover Amid Allegations of Fraud and Censorship in LAVC Media Arts Department (LACCD Whistleblower)

The Los Angeles Community College District (LACCD) may be facing state takeover within two years due to overextended hiring and budget mismanagement, as discussed during a May 2025 meeting of the Los Angeles Valley College (LAVC) Academic Senate. Faculty warned that the looming financial crisis could result in mass layoffs—including tenured staff—and sweeping program cuts.

Start Minutes LAVC Academic Senate

“R. Christian-Brougham: other campuses have brand new presidents doing strange things. If we don’t do things differently as a district, from the mouth of the president in two years we’ll be bankrupt and go into negative.
Chancellor has responsibility
C. Sustin asks for confirmation that it is the Chancellor that can and should step in to curb campus budgets and hirings.
R. Christian-Brougham: the Chancellor bears responsibility, but in the takeover scenario, the Board of Trustees – all of them – would get fired
E. Perez: which happened in San Francisco
C. Sustin: hiring is in the purview of campuses, so they can’t directly determine job positions that move forward?
R. Christian-Brougham: Chancellor and BoT could step in and fire the Campus Presidents, though.
E. Perez: in next consultation with Chancellor, bringing this up.
C. Maddren: Gribbons is not sitting back; he’s acting laterally and going upward
E. Thornton: looping back to the example of City College of San Francisco: when the takeover happened there the reductions in force extended to multiple long-since-tenured members of a number of disciplines, including English. For this and so many other reasons, it was a reign of terror sort of situation. So we really need to push the Chancellor.”

End Minutes Academic Senate

https://go.boarddocs.com/ca/laccd/Board.nsf/vpublic?open#

The dire financial outlook comes as new scrutiny falls on LAVC’s Media Arts Department, already under fire for years of alleged fraud, resume fabrication, and manipulation of public perception. Central to these concerns is the department’s chair, Eric Swelstad, who also oversees a $40,000 Hollywood Foreign Press Association (Golden Globe) grant for LAVC students—a role now drawing sharp criticism in light of mounting questions about his credentials and conduct.

Over the past two months, a troubling wave of digital censorship has quietly erased years of documented allegations. In May 2025, nearly two years’ worth of investigative reporting—comprising emails, legal filings, and accreditation complaints—were scrubbed from the independent news site IndyBay. The removed content accused Swelstad of deceiving students and the public for over two decades about the quality and viability of the Media Arts program, as well as about his own professional qualifications.

In June 2025, a negative student review about Swelstad—posted by a disabled student—disappeared from Rate My Professor. These incidents form part of what appears to be a years-long campaign of online reputation management and public deception.

An AI-driven analysis of Rate My Professor entries for long-serving Media Arts faculty—including Swelstad, Arantxa Rodriguez, Chad Sustin, Dan Watanabe, and Jason Beaton—suggests that the majority of positive reviews were written by a single individual or a small group. The analysis cited “Identical Phrasing Across Profiles,” “Unusually Consistent Tag Patterns,” and a “Homogeneous Tone and Style” as evidence:

“It is very likely that many (possibly a majority) of the positive reviews across these faculty pages were written by one person or a small group using similar templates, tone, and strategy… The presence of clearly distinct voices, especially in the negative reviews, shows that not all content comes from the same source.”

A now-deleted IndyBay article also revealed emails dating back to 2016 between LAVC students and Los Angeles Daily News journalist Dana Bartholomew, who reportedly received detailed complaints from at least a dozen students—but failed to publish the story. Instead, Bartholomew later authored two glowing articles featuring Swelstad and celebrating the approval of LAVC’s $78.5 million Valley Academic and Cultural Center:

* *”L.A. Valley College’s new performing arts center may be put on hold as costs rise,”* Dana Bartholomew, August 28, 2017.

[https://www.dailynews.com/2016/08/09/la-valley-colleges-new-performing-arts-center-may-be-put-on-hold-as-costs-rise/amp/](https://www.dailynews.com/2016/08/09/la-valley-colleges-new-performing-arts-center-may-be-put-on-hold-as-costs-rise/amp/)

* *”L.A. Valley College’s $78.5-million arts complex approved in dramatic downtown vote,”* Dana Bartholomew, August 11, 2016.
[https://www.dailynews.com/2016/08/11/la-valley-colleges-785-million-arts-complex-approved-in-dramatic-downtown-vote/](https://www.dailynews.com/2016/08/11/la-valley-colleges-785-million-arts-complex-approved-in-dramatic-downtown-vote/)

Among the most explosive allegations is that Swelstad misrepresented himself as a member of the Writer’s Guild of America (WGA), a claim contradicted by official WGA-West membership records, according to another redacted IndyBay report.

This appears to be the tip of the iceberg according to other also scrubbed IndyBay articles

Other questionable appointments, payments, and student ‘success stories’ in the Los Angeles Valley College Media Arts Department include:

* **Jo Ann Rivas**, a YouTube personality and former Building Oversight Committee member, was paid as a trainer and presenter despite reportedly only working as a casting assistant on the LAVC student-produced film *Canaan Land*.

(https://transparentcalifornia.com/salaries/2018/los-angeles-district/jo-ann-rivas/)

* **Robert Reber**, a student filmmaker, was paid as a cinematography expert.

(https://transparentcalifornia.com/salaries/2017/los-angeles-district/robert-reber/)

* **Diana Deville**, a radio host and LAVC alumna with media credits, served as Unit Production Manager on *Canaan Land*, but her resume claims high-profile studio affiliations including DreamWorks, MGM, and OWN.

(https://www.tnentertainment.com/directory/view/diana-deville-13338)

The film *Canaan Land*, made by LAVC Media Arts students, has itself raised eyebrows. Filmmaker Richard Rossi claimed that both it and his earlier student film *Clemente* had received personal endorsements from the late Pope Francis. These assertions were echoed on *Canaan Land*’s GoFundMe page, prompting public denials and clarifications from the Vatican in *The Washington Post* and *New York Post*:

[https://www.washingtonpost.com/news/early-lead/wp/2017/08/17/after-july-miracle-pope-francis-reportedly-moves-roberto-clemente-closer-to-sainthood/]
* [https://nypost.com/2017/08/17/the-complicated-battle-over-roberto-clementes-sainthood/]

Censorship efforts appear to have intensified following the publication of a now-removed article advising students how to apply for student loan discharge based on misleading or fraudulent education at LAVC’s Media Arts Department. If successful, such filings could expose the department—and the district—to financial liability.

But the highest-profile financial concern is the 2020 establishment of the **Hollywood Foreign Press Association’s $40,000 grant** for LAVC Media Arts students, administered by Swelstad:

* [HFPA Endowed Scholarship Announcement (PDF)](https://www.lavc.edu/sites/lavc.edu/files/2022-08/lavc_press_release-hfpa-endowed-scholarship-for-lavc-film-tv-students.pdf)
* [LAVC Grant History Document](https://services.laccd.edu/districtsite/Accreditation/lavc/Standard%20IVA/IVA1-02_Grants_History.pdf)

As a disreputable academic administrator with a documented history of professional fraud spanning two decades and multiple student success stories that aren’t, future grant donors may reconsider supporting the Department programs – further pushing the Los Angeles Valley College and by extension the district as a whole towards financial insolvency.

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July 9, 2025
‘Strong evidence’ Harvard doesn’t meet accreditation standards, feds say
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Dive Brief:
- Two federal agencies on Wednesday notified Harvard University’s accreditor of “strong evidence to suggest” the Ivy League institution no longer meets its accreditation standards.
- In a letter to the New England Commission of Higher Education, the U.S. departments of Education and Health and Human Services cited recent HHS findings alleging that Harvard is in “violent violation” of federal antidiscrimination law and has been “deliberately indifferent” to the harassment of Jewish and Israeli students on its campus.
- The announcement comes the week after Columbia University got word from its accreditor that its approval “may be in jeopardy” following similar findings by HHS against the New York institution.
Dive Insight:

A wide-ranging April executive order from President Donald Trump directed U.S. Secretary of Education Linda McMahon to “promptly” provide accreditation agencies with any findings of noncompliance with Title VI, which prohibits discrimination based on race, color or national origin in federally funded programs.

On Wednesday, McMahon did so for Harvard’s accreditor, NECHE.

“By allowing antisemitic harassment and discrimination to persist unchecked on its campus, Harvard University has failed in its obligation to students, educators, and American taxpayers,” she said in a statement.

The Education Department expects NECHE to “enforce its policies and practices” and keep the agency “fully informed of its efforts to ensure that Harvard is in compliance with federal law and accreditor standards,” McMahon added.

Without accreditation, Harvard would lose eligibility to accept federal financial aid — a crucial revenue source for all colleges, even the wealthiest ones.

After HHS accused the university of violating Title VI last week, NECHE released a FAQ addressing its next steps.

The commission made clear that the federal government cannot direct it to revoke a college’s accreditation. Likewise, a college does not automatically lose its accreditation if it is put under investigation, the FAQ said.

NECHE gives institutions “up to four years to come into compliance when found by the Commission to be out of compliance, which can be extended for good cause,” it said, adding that institutions remain accredited during that time.

Under NECHE policies, the commission will conduct an independent review of the allegations against Harvard.

Meanwhile, HHS’ findings heavily cited an April report from Harvard on antisemitism and anti-Israeli bias on its campus. The internal report found that Jewish, Israeli and Zionist students and employees at the university felt shunned or harassed at times during the 2023-24 academic year.

Since the report published in April, the Trump administration has repeatedly used it in attempts to cut off Harvard from enrolling international students and terminate more of its federal funding.

Harvard also released a second report in tandem that addressed anti-Muslim, anti-Arab and anti-Palestinian bias on campus, finding that Harvard students and employees in these demographics also said they experienced harassment and discrimination during the same time frame.

However, the Trump administration has not highlighted the findings from the second report in its news releases about Harvard’s alleged failure to protect students from harassment. And the Education Department’s Office for Civil Rights has thus far stayed silent on issues of Islamophobia under Title VI.
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July 9, 2025
Speech therapy association proposes eliminating ‘DEI’ in its standards

Scores of speech therapists across the country erupted last month when their leading professional association said it was considering dropping language calling for diversity, equity and inclusion and “cultural competence” in their certification standards. Those values could be replaced in some standards with a much more amorphous emphasis on “person-centered care.”

“The decision to propose these modifications was not made lightly,” wrote officials of the American Speech-Language-Hearing Association (ASHA) in a June letter to members. They noted that due to recent executive orders related to DEI, even terminology that “is lawfully applied and considered essential for clinical practice … could put ASHA’s certification programs at risk.”

Yet in the eyes of experts and some speech pathologists, the change would further imperil getting quality help to a group that’s long been grossly underserved: young children with speech delays who live in households where English is not the primary language spoken.

“This is going to have long-term impacts on communities who already struggle to get services for their needs,” said Joshuaa Allison-Burbank, a speech language pathologist and Navajo member who works on the Navajo Nation in New Mexico where the tribal language is dominant in many homes.

In a written statement after this story published, a spokesperson for the association stressed that the proposed changes have not been finalized, and said that member feedback is currently under review.

“ASHA remains steadfast in our belief that all health care services should be non-discriminatory and address the needs of every individual,” the spokesperson added. She characterized the proposed changes as “an evolution, not a retreat,” and noted that person-centered care aims to ensure “clinicians are equipped to deliver services tailored to each person’s context, including their lived experience, language background, cultural identity, and home environment.”

Across the country, speech therapists have been in short supply for many years. Then, after the pandemic lockdown, the number of young children diagnosed annually with a speech delay more than doubled. Amid that broad crisis in capacity, multilingual learners are among those most at risk of falling through the cracks. Less than 10 percent of speech therapists are bilingual.

A shift away from DEI and cultural competence — which involves understanding and trying to respond to differences in children’s language, culture and home environment — could have a devastating effect at a time when more of both are needed to reach and help multilingual learners, several experts and speech pathologists said.

They told me about a few promising strategies for strengthening speech services for multilingual infants, toddlers and preschool-age children with speech delays — each of which involves a heavy reliance on DEI and cultural competence.

Embrace creative staffing. The Navajo Nation faces severe shortages of trained personnel to evaluate and work with young children with developmental delays, including speech. So in 2022, Allison-Burbank and his research team began providing training in speech evaluation and therapy to Native family coaches who are already working with families through a tribal home visiting program. The family coaches provide speech support until a more permanent solution can be found, said Allison-Burbank.

Home visiting programs are “an untapped resource for people like me who are trying to have a wider reach to identify these kids and get interim services going,” he said. (The existence of both the home visiting program and speech therapy are under serious threat because of federal cuts, including to Medicaid.)

Use language tests that have been designed for multilingual populations. Decades ago, few if any of the exams used to diagnose speech delays had been “normed” — or pretested to establish expectations and benchmarks — on non-English-speaking populations.

For example, early childhood intervention programs in Texas were required several years ago to use a single tool that relied on English norms to diagnose Spanish-speaking children, said Ellen Kester, the founder and president of Bilinguistics Speech and Language Services in Austin, which provides both direct services to families and training to school districts. “We saw a rise in diagnosis of very young (Spanish-speaking) kids,” she said. That isn’t because all of the kids had speech delays, but due to fundamental differences between the two languages that were not reflected in the test’s design and scoring. (In Spanish, for instance, the ‘z’ sound is pronounced like an English ‘s.’)

There are now more options than ever before of screeners and tools normed on multilingual, diverse populations; states, agencies and school districts should be selective, and informed, in seeking them out, and pushing for continued refinement.

Expand training — formal and self-initiated — for speech therapists in the best ways to work with diverse populations. In the long-term, the best way to help more bilingual children is to hire more bilingual speech therapists through robust DEI efforts. But in the short term, speech therapists can’t rely solely on interpreters — if one is even available — to connect with multilingual children.

That means using resources that break down the major differences in structure, pronunciation and usage between English and the language spoken by the family, said Kester. “As therapists, we need to know the patterns of the languages and what’s to be expected and what’s not to be expected,” Kester said.

It’s also crucial that therapists understand how cultural norms may vary, especially as they coach parents and caregivers in how best to support their kids, said Katharine Zuckerman, professor and associate division head of general pediatrics at Oregon Health & Science University.

“This idea that parents sit on the floor and play with the kid and teach them how to talk is a very American cultural idea,” she said. “In many communities, it doesn’t work quite that way.”

In other words, to help the child, therapists have to embrace an idea that’s suddenly under siege: cultural competence,

Quick take: Relevant research

In recent years, several studies have homed in on how state early intervention systems, which serve children with developmental delays ages birth through 3, shortchange multilingual children with speech challenges. One study based out of Oregon, and co-authored by Zuckerman, found that speech diagnoses for Spanish-speaking children were often less specific than for English speakers. Instead of pinpointing a particular challenge, the Spanish speakers tended to get the general “language delay” designation. That made it harder to connect families to the most tailored and beneficial therapies.

A second study found that speech pathologists routinely miss critical steps when evaluating multilingual children for early intervention. That can lead to overdiagnosis, underdiagnosis and inappropriate help. “These findings point to the critical need for increased preparation at preprofessional levels and strong advocacy … to ensure evidence-based EI assessments and family-centered, culturally responsive intervention for children from all backgrounds,” the authors concluded.

Carr is a fellow at New America, focused on reporting on early childhood issues.

Contact the editor of this story, Christina Samuels, at 212-678-3635, via Signal at cas.37 or [email protected].

This story about the speech therapists association was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

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July 9, 2025
Feds Target Harvard’s Accreditation, Foreign Student Records

Harvard president Alan Garber at commencement.

Libby O’Neill/Getty Images

In the latest volley in the Trump administration’s war with Harvard University, federal agencies told Harvard’s accreditor the university is violating antidiscrimination laws, while Immigration and Customs Enforcement will subpoena Harvard’s “records, communications, and other documents relevant to the enforcement of immigration laws since January 1, 2020.”

The Departments of Education, Health and Human Services, and Homeland Security announced these moves Wednesday in news releases replete with condemnations from cabinet officials. The pressure comes as Harvard still refuses to bow to all of the Trump administration’s demands from April, which include banning admission of international students “hostile to the American values and institutions inscribed in the U.S. Constitution and Declaration of Independence, including students supportive of terrorism or anti-Semitism.” In May, DHS tried to stop Harvard from enrolling international students by stripping it of its Student and Exchange Visitor Program certification, but a judge has blocked that move.

Education Secretary Linda McMahon said in a Wednesday statement, “By allowing antisemitic harassment and discrimination to persist unchecked on its campus, Harvard University has failed in its obligation to students, educators, and American taxpayers. The Department of Education expects the New England Commission of Higher Education to enforce its policies and practices.” (Only the accreditor can find a college in violation of its policies.)

Trump officials said last week that Harvard is violating Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on shared ancestry, including antisemitism. They notified that accrediting agency of the HHS Office for Civil Rights’ finding that Harvard is displaying “deliberate indifference” to discrimination against Jewish and Israeli students.

HHS’s Notice of Violation said multiple sources “present a grim reality of on-campus discrimination that is pervasive, persistent, and effectively unpunished.” Wednesday’s release from HHS said the investigation grew from a review of Harvard Medical School “based on reports of antisemitic incidents during its 2024 commencement ceremony,” into a review of the whole institution from Oct. 7, 2023, through the present.

HHS Secretary Robert F. Kennedy Jr. said that “when an institution—no matter how prestigious—abandons its mission and fails to protect its students, it forfeits the legitimacy that accreditation is designed to uphold. HHS and the Department of Education will actively hold Harvard accountable through sustained oversight until it restores public trust and ensures a campus free of discrimination.”

The Trump administration also notified Columbia University’s accreditor after it concluded Columbia committed a similar violation of federal civil rights law. The accreditor, the Middle States Commission on Higher Education, then told Columbia that its accreditation could be in jeopardy.

DHS’s subpoena announcement is the latest move in its targeting of Harvard over its international students, who comprise more than a quarter of its enrollment.

DHS Assistant Secretary Tricia McLaughlin said in a release, “We tried to do things the easy way with Harvard. Now, through their refusal to cooperate, we have to do things the hard way. Harvard, like other universities, has allowed foreign students to abuse their visa privileges and advocate for violence and terrorism on campus.”

DHS didn’t provide Inside Higher Ed information on what specific records ICE is subpoenaing. It said in its release that “this comes after the university repeatedly refused past non-coercive requests to hand over the required information for its Student Visitor and Exchange Program [sic] certification.”

The release said DHS Secretary Kristi Noem “demanded Harvard provide information about the criminality and misconduct of foreign students on its campus” back in April. The release further said that other universities “should take note of Harvard’s actions, and the repercussions, when considering whether or not to comply with similar requests.”

Harvard pushed back in statements of its own Wednesday. It called the DHS subpoenas “unwarranted” but said it “will continue to cooperate with lawful requests and obligations.”

“The administration’s ongoing retaliatory actions come as Harvard continues to defend itself and its students, faculty, and staff against harmful government overreach aimed at dictating whom private universities can admit and hire, and what they can teach,” one Harvard statement said. “Harvard remains unwavering in its efforts to protect its community and its core principles against unfounded retribution by the federal government.”

If Harvard were to lose its accreditation, it would be cut off from federal student aid. In another statement, Harvard officials say they are complying with the New England Commission of Higher Education’s standards “maintaining its accreditation uninterrupted since its initial review in 1929.”

Neither the Trump administration nor Larry Schall, president of NECHE, provided the letter the administration wrote to the commission. Schall told Inside Higher Ed the commission will request a response from Harvard within 30 days and that, plus the results of the federal investigation, will be presented to the commission at its next regularly scheduled meeting, currently set for September.

“We have processes we follow,” Schall said. “We follow them whether it’s Harvard or some other institution … Our processes are consistent and actually directed by federal regulation.”

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July 9, 2025
Purdue fails its own test on institutional neutrality

In June 2024, the Purdue University Board of Trustees boldly declared that Purdue does not take sides on the leading, and often contentious, issues of the day. Quoting the University of Chicago’s 1967 Kalven Report, the board affirmed that, true to the principles of “institutional neutrality,” the university is host to dissidents and critics but “it is not itself the critic.”

That is, until the critics say something the university doesn’t like.

In Purdue’s case, all it took was for the independent student newspaper The Exponent to publish an editorial announcing it would remove the names and images of pro-Palestinian activists from its website over concerns that the federal government would use them in its efforts targeting what the government called “pro-jihadist” speech. Purdue’s administration then went on the offensive. Citing “institutional neutrality,” the university told the publication, run by Purdue students since 1889, to stop using the name “Purdue” in its URL. Purdue also said it would stop circulating the newspaper and end preferential parking for its staff.

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In this year’s College Free Speech Rankings, Purdue University, University of Chicago, and Claremont McKenna all lost their elite top 10 status.

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But the Kalven Report’s appropriate, self-imposed limitations apply strictly to the university’s own speech. It has nothing to do whatsoever with the speech of students, student groups, or independent student publications.

Demanding that the paper drop the name “Purdue” from its web address makes a mockery of the phrase “institutional neutrality.” The Kalven Report, which Purdue professes to follow, warned:

The university is a community … which cannot take collective action on the issues of the day without endangering the conditions for its existence and effectiveness. There is no mechanism by which it can reach a collective position without inhibiting that full freedom of dissent on which it thrives.

In other words, the mere act of taking an official position on an issue may stifle dissent because anyone who disagrees is now not only disagreeing with the position, but with the university itself. That ends up undermining the primary reason for the university’s existence in the first place. The idea is for the university to avoid offering its own opinions in order to give community members space to freely offer theirs. That includes publications like The Exponent, which may report or editorialize in a way that favors certain viewpoints.

There’s little prospect of Exponent readers confusing the publication’s takes with official university doctrine, as Purdue apparently worries will happen when it says the paper “should not associate its own speech with the University.” A quick visit to the “About Us” section of the paper’s website reveals that The Exponent makes it perfectly clear that it’s “independent of the university” and “jurisdictionally and financially” separate from Purdue.

In its bizarre attempt to invoke “institutionality neutrality” to change the newspaper’s URL, Purdue is also ignoring trademark law. As the paper’s staff notes:

The university asked for The Purdue Exponent to no longer use the word “Purdue” for all commercial uses, even though the Purdue Student Publishing Foundation has a trademark on the name “The Purdue Exponent” [registered with Indiana’s Secretary of State’s office] until 2029.

The Foundation currently uses “Purdue Exponent” for the paper’s URL and not the paper’s masthead. Even so, if Indiana’s trademark examiners thought that there was any likelihood of readers confusing The Exponent’s works with official university publications, it would have never approved the publication’s trademark application. Along similar lines, no one (we hope) sees the name of Purdue University College Republicans or Purdue College Democrats and assumes that, because “Purdue” is in the name, either student group speaks for the school. In scenarios like these, the only confused party is Purdue.

Purdue should be applauded for committing to Kalven principles. But it makes a mockery of said principles by censoring student journalism.

Not all free speech advocates agree that Purdue’s actions undermine institutional neutrality. In a recent blog post, Heterodox Academy Director of Research Alex Arnold argues, “By ending its special relationship with, and consequent subsidies for, The Exponent, Purdue has chosen to treat it like any other self-described independent student news organization.” He adds, “Granting of special privileges and perks to The Exponent may further give the impression that it is, in fact, a news agency of Purdue, and even speaks in some way for the university.”

But it’s extremely doubtful that, unless Exponent staff writers are forced to use metered street parking instead of university spaces, readers will be unable to tell the difference between an op-ed and a university press release. And while it’s dubious that Purdue only circulating one paper implies Purdue’s endorsement of all the contents of said paper (including potentially conflicting op-eds), the university’s fixation on the paper’s URL is especially irrational.

Purdue’s overreaction and misapplication of its professed principles risk jeopardizing the progress made by dozens of other higher education institutions that have committed to institutional neutrality. According to FIRE’s latest tally, 32 colleges or systems of schools have formally committed to not take positions on social and political issues unless those issues “threaten the very mission of the university and its values of free inquiry.”

The University of North Carolina system, Vanderbilt, Harvard, Yale, Dartmouth, and, of course, the University of Chicago have all adopted official positions on institutional neutrality, and we’re leading the fight to get more institutions on board.

Critics have argued that neutrality is impossible because everything is political, from school calendars to core curricula. By that logic, even declining to make political statements — or deter potentially-biased student reporting — is a political act. But this merely serves as a rhetorical trap designed to justify disposing of neutrality altogether.

The truth is that it’s simply not the place of the university to comment on the issues of the day, like the Israeli-Palestinian conflict or changes to Medicaid, that aren’t related to the institution’s educational mission. Misapplying institutional neutrality opens the door to even more blatant violations of this time-tested principle.

Institutions that have adopted institutional neutrality pay close attention to how the others enforce neutrality, and one school’s overzealous application can translate to harmful practices across the board. In this politically fraught time, it is more important than ever for universities to give students and faculty the space they need to make their voices heard. Purdue should be applauded for committing to Kalven principles. But it makes a mockery of said principles by censoring student journalism. FIRE hopes other universities will practice what they preach and stay true to institutional neutrality.

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July 9, 2025
National Student Survey 2025 | Wonkhe

After a few years of rapid changes and exogenous shocks we are pretty much back to normal on the national student survey.

The 2025 results tell an overall tale of graduate improvement – of students being generally content that they are getting what they have been led to expect (or, for the cynics, having modulated their expectations appropriately), and of a sector where the majority of students are content with pretty much every area of their academic experience.

The positivity is always worthy of noting as it balances out a popular image of unhappy students, poor quality courses, and failing universities. The inconvenient truth is that UK higher education as a whole is pretty good, and remains so despite the efforts and fervent wishes of many.

Overall

The main utility of the National Student Survey is to draw gentle but persistent external attention to the kind of internal problems that decent providers will already be aware of. If you know, for example, there is a problem with students receiving timely feedback on your undergraduate architecture course, the temptation in these times of budgetary restraint may be to let it slide – a negative NSS finding focuses attention where it is needed.

Michelle Donelan (where is she now?) famously took against the framing of students being “satisfied” in her jeremiad against the old NSS – but the NSS has, since inception, acted as a tool to get students some satisfaction.

[Full screen]

Our first chart looks at the four home nations and the UK as a whole – you can examine subject areas of interest at three levels, choose to see registered or taught students, of all undergraduate levels and mode, and filter out areas with low response numbers. From this we learn that food and beverage studies is probably the most challenging course in the UK, with 94.8 per cent of respondents responding positively to question 4 (“how often does your course challenge you to achieve your best work”).

In Wales, medical technology students were least likely to be positive about the fairness of marking and assessment. In England, maritime technology students are least likely to feel their student union represents them. To be clear, at CAH3 we are often looking at very small numbers of students (which may pertain to a single course in a single provider) – cranking things up to CAH1 means we can be much more confident that veterinary science students in Scotland find their course “intellectually stimulating”.

By provider

It gets interesting when you start comparing the national averages above to subject areas in your provider, so I’ve built a version of the dashboard where you can examine different aspects of your own provision. I’ve added a function where you click on a subject dot it updates the bar chart on the right, offering an overview of all responses to all questions.

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This helps put in perspective how cross your computer games and animation students are with your library resources – it turns out this is a national problem, and perhaps a chat to a professional body might be helpful in finding out what needs to be done

Of course, there’s a whole industry out there that uses NSS results to rank providers, often using bizarre compound metrics now we don’t have an “overall satisfaction” question (if you’ve ever read nonsense about nursing students in a provider being the most satisfied among modern campus universities in the East Midlands then this is how we get there).

There is a value in benchmarking against comparators, so this is my gentle contribution to this area of discourse which works in the same way as the one above (note that you need to select a subject area as well as a subject level). For the people who ask every year – the population sizes and response numbers are in the tooltips (you can also filter out tiny response numbers, by default I do this at fifty).

I’ve not included the confidence intervals that OfS’s dashboard does because it simply doesn’t matter for most use cases and it makes the charts harder to read (and slower to load). You should be aware enough to know that a small number of responses probably doesn’t make for a very reliable number. Oh, and the colour of the dots is the old (very old) TEF flags – two standard deviations above (green) or below (red) the benchmark.

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Characteristics

Beyond national trends, subject level oddities, and provider peculiarities the student experience is affected by personal characteristics.

While there may be a provider level problem, many of these could equally be a national or UK-wide issue: especially when linked to a particular subject area. We get characteristic statistics up to CAH level 1 (very broad groups of subjects) in public data, which may be enough to help you understand what is going on with a particular set of students.

For instance, it appears that – nationally – students with disabilities (including mental health struggles) are less likely to feel that information about wellbeing support is well communicated – something that is unlikely to be unique to a single provider, and (ideally) needs to be addressed in partnership to ensure these vulnerable students get the support they need.

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Conclusion

If you take NSS at face value it is an incredibly useful tool. If we manage to leave it in a steady state for a few more years time series will add another level to this usefulness (sorry, a year-on-year comparison tells us little and even three years isn’t much better.

As ammunition to allow you to solve problems in your own provider, to identify places to learn from, and iterate your way to happier and better educated students it is unsurpassed. It’s never really convinced as a regulatory tool, and (on a limb here) the value for applicants only really comes as a warning away from places that are doing outstandingly badly.

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July 9, 2025
Change Management in Higher Ed Isn’t a One-Off, It’s a Leadership Discipline
Heraclitus once said, “The only certainty in life is change.” I don’t often quote ancient philosophers, but that line feels especially true in the context of higher education.”

We hear a lot about change and change management in higher ed, but we don’t hear enough about how to successfully navigate it and use it as a springboard to propel institutions forward. But change in our industry is no longer episodic; it’s constant. From evolving student expectations to emerging technologies and shifting funding models, institutions are facing wave after wave of disruption. The sheer volume of change within higher education makes effective change management not just important, but essential to success.

Too often, change management in higher education is treated like a checklist: a one-and-done plan that lives and dies with the project at hand. A new technology platform. A revised advising model. A restructured academic department. Each initiative gets a task force, a timeline, maybe a town hall or two. Then it ends.

This reactive, fragmented approach may get things over the finish line, but it can also lead to burnout, resistance, and a lack of long-term adoption. Change fatigue is real, and without a strategic change management plan, it can lead to staff turnover and a revolving door of changes that fail to realize their full potential. Institutions get stuck in a perpetual loop of short-term fixes and long-term frustration.

We can’t continue to treat change management in higher education as a one-time initiative but need to start thinking of it as a core leadership discipline.

Higher ed change management deserves a seat at the table

Higher ed leaders are navigating an environment where agility is essential. Budgets are tighter. Competition is fiercer. Student needs are more complex. And digital transformation is an ongoing reality that will drive constant change.

But too often, higher education views change management as a reactive function, kicking in when something is already in motion, such as implementing a new CRM, redesigning an advising model, or centralizing key functions and departments. The focus is often on damage control: How do we minimize pushback, smooth over disruptions, and reach the finish line without too much friction?

Start by elevating change management to the strategic level, not only giving it a seat at the leadership table, but also providing it with the same structure, dedicated resources, and strategic oversight as any other core function. Schools that do this are better equipped to:
- Improve cross-campus alignment
- Reduce resistance and increase buy-in
- Accelerate the adoption of new systems or models
- Minimize disruption to students and staff
- Deliver better outcomes, faster
The bottom line? In this climate, the ability to manage change effectively is a competitive advantage. If you want your institution to be resilient, you need to be deliberate about how you manage change.

Build the muscle: 3 strategies for better change management in higher ed

To help get you started, here are three practical ways you can help your institution build confidence, strengthen its change management muscle, and create a culture that’s ready to adapt.

1. Create a change management playbook and use it

Successful change management cannot be ad hoc or reactive. A change management playbook brings clarity and consistency. It outlines the steps, tools, and best practices for managing change from start to finish. When creating your playbook, consider:
- Stakeholder mapping: Who are the executive sponsors? Who is affected? Who are the influencers? Who needs to be consulted early and often?
- Communication protocols: What do different audiences need to know and when? How will you keep them informed and engaged? How will the messages be delivered? How will we gather feedback?
- Training and support: What tools, resources, or guidance will people need to succeed in the new environment?
Having a playbook doesn’t mean every change looks the same. It means every change follows a thoughtful, proactive approach, building institutional memory and contributing to a proven, repeatable model. It also sends a clear signal to your campus community: We take change seriously, and we’re investing in doing it well.

Don’t silo your playbook. Make it a shared resource across IT, academic affairs, student services, and marketing. The more aligned your teams are, the more cohesive your change efforts will be.

2. Appoint change champions across the institution

Change doesn’t stick because a VP says so. It sticks because people at every level understand it, own it, and advocate for it.

That’s why identifying change champions is essential. Change champions are individuals with influence in their peer groups who understand the value of the change and are willing to help others navigate the transition. They can be faculty, staff, or student leaders. When building your network, identify advocates across departments and at all levels.

Empower these individuals with context, talking points, and direct lines of communication to leadership. Let them surface concerns early and share success stories along the way. Peer advocacy goes a long way in building trust, momentum, and reinforcing key messages.

The result? Change doesn’t feel imposed. It feels supported, even co-owned.

3. Make Communication your top priority

Communication is the lifeblood of effective change management in higher education. But too often, it’s treated as an afterthought. You can’t lead change in silence, and exceptional leaders should communicate early and often

Your institution should approach communication with intention and discipline:
- Start with the “why” behind the change. People are more likely to support change when they understand its purpose.
- Tailor messages to each audience. Faculty care about different things than students or staff. Don’t send one-size-fits-all emails and expect engagement.
- Use multiple channels. Email, intranet, in-person forums, social media, video — different people absorb information in different ways.
- Be transparent, even when things aren’t going according to plan. Share what you know, when you know it. When things change, explain why.
Clear, frequent communication is one of the most powerful tools you for building trust and reducing resistance. And remember: Communication is a two-way street. Build feedback channels into your plan. Listen actively. Adapt as needed.

Change management as a strategic function

So, what does it look like when an institution treats change management as a true leadership discipline? It looks like this:
- A standing change management office or role, reporting into strategy or operations.
- A centralized playbook that guides every major initiative.
- Regular training and coaching for leaders on how to lead through change.
- KPIs and feedback loops that track engagement, adoption, and outcomes.
- An inclusive culture where stakeholders are part of the process, not just recipients of it.
In this model, change is no longer a disruption. It’s a capability. Something your institution can do reliably, thoughtfully, and at scale.

Lead like change is the constant

If you take one thing away from this, let it be that change management isn’t a project, it’s a leadership discipline. It deserves the same strategic attention as budgeting, enrollment planning, or accreditation. Because, when done right, it unlocks the potential of your people, your technology, and your mission.

Change will keep coming, and by making change management a core part of how your institution operates every day, you can take control of it and effectively drive your desired outcomes.

Innovation Starts Here

Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.
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July 9, 2025
Why Philosophy Matters: From Classroom to Real-World Impact

Reading Time: 3 minutes

Studying philosophy can be life changing. It gives students the opportunity to think critically and ask questions about life, beauty, truth, who they are and what they believe in. The skills and knowledge-sets students develop in philosophy courses are not only useful in a variety of careers but can also prepare them to live meaningful lives.

Developing critical career skills

Philosophy students learn how to make good arguments and criticize bad ones. They develop problem-solving, critical reading and reasoning skills. This is why philosophy students generally do very well on standardized tests such as the GRE, GMAT and LSAT. And it’s also why they typically succeed in fields like law, business, education and other areas that require writing, argumentation and analytical ability. They can go on to train as pastors and priests, building upon what they learned in philosophy of religion or ethics courses. They may become teachers or journalists, putting their broad knowledge and linguistic skills to work. A few philosophy students might go on to obtain graduate degrees in philosophy, which can lead to jobs teaching at the college level.

Pre-law applications

Many universities have pre-law programs connected to their philosophy education programs — either as a track within the philosophy major, or through recommended or required philosophy courses in an interdisciplinary pre-law program. Among useful courses for a career in law are those in logic and argumentation, along with ethics and social or political philosophy.

Cognitive science applications

Philosophy is also a useful major for students interested in cognitive science. Classes in epistemology and the philosophy of mind introduce students to questions and theories about what it means to think, and what is unique, if anything, about human consciousness. These studies are useful in a world where artificial intelligence (AI) has become commonplace. While engineers and computer scientists work on hardware and software, philosophers ask questions about the meaning and purpose of consciousness itself.

The link between ethics and philosophy

Philosophers are also trained to ask ethical questions about these and other technologies. Ethics and value theory are substantial areas of concern within a philosophy major. This includes applied ethics courses, where students critically evaluate difficult issues. This kind of content is what you can find in my textbook, “Ethics: Theory and Contemporary Issues.” Almost every profession has an ethics component: nurses, doctors, lawyers and engineers all need ethics training. A focus on ethics and philosophy makes sense as a double-major or a minor for students pursuing those professional degrees. There are also ethics professionals at work in the world outside of academia. For example, in hospitals and research facilities, there are ethics committees and advisory boards which work as case consultants and as policy advisors.

Philosophy as a “way of life”

Perhaps the most important reason for students to study philosophy is because they’re interested in life’s biggest questions. Maybe they’re concerned about justice and motivated by the search for wisdom. We live in a world that has become incredibly complex. It is increasingly difficult to distinguish the good and true from the mere appearance of these things. Without wisdom, it’s difficult to achieve happiness. The study of philosophy will acquaint them with the deepest and most profound thinking on wisdom, happiness and the good life. This is what we attempt to do in our textbook “Archetypes of Wisdom: Introduction to Philosophy.” It may also help students resolve some of their own questions about who they are, what they believe and how to live well. In the text, we explain that philosophy can be understood as a “way of life.” The philosophical life is open to all people. It is an open-minded and curious approach to living.

Studying philosophy: the full impact

The philosophical life is one that encourages active engagement with history, culture and politics. It is a way of thinking that helps you wrestle with difficult questions in pursuit of wisdom. Studying philosophy can help students with career development. It can help them become better citizens, friends and colleagues. And more importantly, it will help them discover the joy of thinking and the wonder of being human.

Written by Andrew Fiala, Ph.D., Professor of Philosophy and Founding Director of the Ethics Center at California State University, Fresno.

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July 9, 2025