Category: Blog

  • Making things happen: Coventry University’s contribution to regional growth

    Making things happen: Coventry University’s contribution to regional growth

    • This blog is by Dr Clive Winters, Pro-Vice-Chancellor (Strategy and Governance) at Coventry University Group.
    • Today is Josh Freeman’s last day at HEPI. Josh has run the HEPI blog alongside his other duties for most of the past two years and has been a fabulous colleague. We will miss him and wish him all the best for the future and in his new role at the Office for Students.

    When levelling up was popular in political and media circles, it was a source of bemusement to some of us in Higher Education. After all, universities as anchor institutions have been helping level up our communities and delivering economic impact for decades, or even longer.

    Coventry University Group is now a global education provider, but its roots go back to 1843 when entrepreneurs and industrialists created Coventry School of Design to deliver a skilled workforce. Nearly two centuries later, we have never lost that core ethos of meeting local needs and we continue to work with businesses to provide job-ready graduates with the skills and creative thinking to improve their communities.

    Our emblem is a Phoenix, chosen because of the city’s long history of regeneration and rebirth – a story only possible through our ongoing commitment and agility to evolve with the city and deliver the skills and innovation ecosystem needed to raise and maintain aspirations, mobility and prosperity. We have always been of the city and for the city of Coventry and have transplanted our mission of creating better futures into more cities and regions with campuses in London, Scarborough and Poland.

    Education is based on place and each location is different, with social, economic and geographical factors driving local need and the gaps in skills, health and prosperity that we can help to fill. Our research and knowledge exchange activity complements our excellence in teaching to allow us to operate as a collaborative partner of choice, developing holistic solutions for local communities. We deliver technical, professional and vocational education and research that impacts on people and places. We co-create our courses with employers, our research is undertaken in collaboration and partnership, and knowledge exchange activity is designed with businesses not for them.

    When trying to capture this in an economic impact report on our activity in Coventry, we assumed the figures would be large, impressive and surprising to some but would not tell the full story of how we contribute to place and society. So, we asked the consulting team at Hatch to look at our wider impacts and not just add up the pounds.

    In simple economic terms, our main campus had a gross quantifiable economic footprint of 6,730 FTE jobs and £320m in Gross Value Added (GVA) in Coventry (2021/22). One in every 20 jobs in the city can be traced back to our presence. For every four direct on-campus jobs, a further three are supported across the city through the multiplier effects generated by the Group’s activity.

    But that doesn’t calculate the true extent to which we are woven into the economic and social fabric of Coventry, helping the city adapt and grow for 180 years. Our 5,000 health students on placements populate the teams in the wards and clinics of our local hospital, working alongside our alumni in the health and care sector in Coventry. The Research Centre for Care Excellence is a partnership with University Hospitals Coventry and Warwickshire (UHCW) empowering staff to develop ideas to make ‘patient first’ improvements. Patients feel the benefits, almost certainly without ever knowing the role we played. We are also working with UHCW and other NHS bodies to use our city centre estate to bring health services closer to patients and are the first university to be co-located in a Community Diagnostic Centre. Real people benefit from our work.

    Coventry was the home of bicycle design and manufacturing before becoming the UK’s motor city and is now vying to position itself at the forefront of the net zero transport revolution. Many of the brightest and best car designers and engineers in the UK have Coventry degrees, and we continue to meet the evolving needs of the city – upskilling 1,200 JLR staff though an electrification development programme and conducting 34 net zero collaborative research projects in just two years. We are moving the city forwards into a brighter, better future.

    The song We’ll Live and Die in These Towns seems an unusual choice for any place to have as an (unofficial) anthem, as it speaks of desperation and resignation to the fate of the working classes. But it has been embraced, not least by supporters of Coventry City, possibly because it somehow transmits a strong sense of identity based on where you are from, of place. Alongside the defiant chorus, the lyrics include the line, ‘nothing ever happened on its own’. People have to make things happen and Coventry is a city where we make things happen, but we don’t do that on our own. We do it with someone and for someone in collaboration and partnership as an anchor institution, that is the key to real economic impact.

    Source link

  • Beyond Hype and Fluff: Lessons for AI from 25 Years of EdTech

    Beyond Hype and Fluff: Lessons for AI from 25 Years of EdTech

    • This blog is by Rod Bristow is CEO of College Online which provides access to lifelong learning, Chair of Council at the University of Bradford, Visiting Professor at the UCL Institute of Education, Chair of the Kortext Academic Advisory Board and former President at Pearson.

    I am an advocate for education technology. It is a growing force for good, providing great solutions to real problems:

    • Reducing teacher workload through lesson planning, curriculum development, homework submission and marking, formative assessments, course management systems and more;
    • Improving learning outcomes through engaging, immersive experiences, adaptive assessments and the generation of rich data about learning;
    • Widening access to content and tools through aggregation platforms across thousands of publishers and millions of textbooks; and
    • Widening access to courses and qualifications for the purpose of lifelong learning using online and blended modes of delivery.

    Products and services that solve these problems will continue to take root.

    All that said, we have not seen the widespread transformation in education that technology promised to deliver, and investors have had their fingers burned. We could argue this results from unrealistic expectations rather than poor achievement, but there are lessons to be learned.

    According to HolonIQ:

    2024 saw $2.4 billion of EdTech Venture Capital, representing the lowest level of investment since 2015. The hype of 2021 is well and truly over, with investors seeking fundamentals over ‘fluff’.

    From HolonIQ

    The chart says it all. Steady growth in investment over the last decade culminated in a huge peak during Covid. Hype and ‘fluff’ overtook rational thinking, and several superficially attractive businesses spiked and then plummeted in value. In education, details and evidence of impact (or efficacy) matter. Without them, lasting scale is much harder to achieve.

    The pendulum has now swung the other way, with investors harder to convince. Investors and entrepreneurs need to ask the question, ‘Does it work?’ before considering how it scales. If they do, they will see plenty of applications that both work and scale, and better-educated investors will be good for the sector.

    One of the biggest barriers to scale is the complexity of implementation with teachers, without whom there is little impact. Without getting into the debate about teacher autonomy, most teachers like to do their own thing. And products which bypass teachers, marketed directly to consumers, often struggle to show as much impact and financial return.

    Will things be different with AI? The technology, being many times more powerful, will handle much greater flexibility of implementation for teachers than we have seen so far. AI has even greater potential to solve real problems: widening access to learning, saving time for teachers and engaging learners through adaptive digital formative assessment and deeply immersive learning experiences through augmented reality.

    But risks of ‘over-selling’ the benefits of AI technologies are potentially heightened by its very power. AI can generate mind-boggling ‘solutions’ for learners which dramatically reduce workload. Some of these are good in making learning more efficient, but questions of efficacy remain. Learning intrinsically requires work: it is done by you, not to you. Technology should not try to make learning easy, but to make hard work stimulating and productive if it is to sustain over the long term.

    There is a clear and present danger that AI will undermine learning if high-stakes assessments relying on coursework do not keep pace with the reality of AI. This is a risk yet to be gripped by regulators. There is also little evidence that, for example, AI will ever replace the inspiration of human teachers, and those saying their solutions will do so must make a very strong case. Technology companies can help, but they can also do harm.

    New technologies must be grounded in what improves learning, especially when unleashing the power of AI. This is entirely possible.

    There are many areas of great promise, but none more so than the enormous expansion in online access to lifelong learning for working people who are otherwise denied the education they need. There are now eight million people (mainly adults) studying for degrees online and tens of millions of people taking shorter online skills courses. Opening access to lifelong learning to everyone remains education’s biggest unmet need and opportunity. Education technologies can be ‘designed in’ to the entire learning experience from the beginning, rather than retrofitted by overworked teachers. Widening access to lifelong learning could deliver a greater transformation to the economy and society than we have seen in 100 years.

    Learning tools and platforms are one thing, but what do people need to learn in a world changed by AI? Much has been written about the potential for technology and especially AI to change what people need to learn. A popular narrative is that skills will be more important than knowledge; that knowledge can be so easily searched through the internet or created with AI, there is no need for it to be learned.

    Skills do matter, but these statements are wrong. We should not choose between skills and knowledge. Skills are a representation of knowledge. With no knowledge or expertise, there is no skill. More than that, in a world in which AI will have an unimaginable impact on society, we should remember that knowledge provides the very basis of our ability to think and that human memory is the residue of thought.

    Only a deeper understanding of learning and the real problems we need to solve will unleash the huge potential for technology to unlock wider access, a better learning experience and higher outcomes. To simultaneously hold the benefits and the risks of AI in a firm embrace, we will need courage, imagination and clarity about the problems to be solved before we get swept up in the hype and fluff. The opportunity is too big to put at risk.

    Source link

  • Choosing the Right Mass Notification System for Schools

    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.

    HEM Image 2HEM Image 2

    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.

    HEM Image 3HEM Image 3

    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.

    HEM Image 4HEM Image 4

    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.

    HEM Image 10HEM Image 10

    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.

    HEM Image 9HEM Image 9

    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.

    HEM Blog Post_ImageHEM Blog Post_Image

    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.

    HEM Image 8HEM Image 8

    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.

    Source link

  • Don’t believe the hype: the Government and state school admissions to Oxford University

    Don’t believe the hype: the Government and state school admissions to Oxford University

    • HEPI Director, Nick Hillman, looks at the latest row on admissions to the University of Oxford.

    In a speech on Friday, the Minister for Skills, Baroness Smith, strongly chastised her alma mater, the University of Oxford, for taking a third of their entrants from the 6% of kids that go to private schools.

    In a section of the speech entitled ‘Challenging Oxford’, we were told the situation is ‘absurd’, ‘arcane’ and ‘can’t continue’:

    Oxford recently released their state school admissions data for 2024.

    And the results were poor.

    66.2% – the lowest entry rate since 2019.

    I want to be clear, speaking at an Oxford college today, that this is unacceptable.

    The university must do better.

    The independent sector educates around 6% of school children in the UK.

    But they make-up 33.8% of Oxford entrants.

    Do you really think you’re finding the cream of the crop, if a third of your students come from 6% of the population?

    It’s absurd.

    Arcane, even.

    And it can’t continue.

    It’s because I care about Oxford and I understand the difference that it can make to people’s lives that I’m challenging you to do better.  But it certainly isn’t only Oxford that has much further to go in ensuring access.

    This language reminded me of the Laura Spence affair, which produced so much heat and so little light in the Blair / Brown years and which may even have set back sensible conversations on broadening access to selective higher education.

    I wrote in a blog over the weekend that the Government are at risk of forgetting the benefit of education for education’s sake. That represents a political hole that Ministers should do everything to avoid as it could come to define them. Ill-thought through attacks on the most elite universities for their finely-grained admissions decisions represent a similar hole best avoided. Just imagine if the Minister had set out plans to tackle a really big access problem, like boys’ educational underachievement, instead. The Trump/Harvard spat is something any progressive government should seek to avoid, not copy.

    The latest chastisement is poorly formed for at least three specific reasons: the 6% is wrong in this context; the 33.8% number does not tell us what people tend to think it does; and Oxford’s current position of not closely monitoring the state/independent split is actually in line with the regulator’s guidance.

    1. 6% represents only half the proportion (12%) of school leavers educated at independent schools. In other words, the 6% number is a snapshot for the proportion of all young people in private schools right now; it tells us nothing about those at the end of their schooling and on the cusp of higher education.
    2. The 33.8% number is unhelpful because 20%+ of Oxford’s new undergraduates hail from overseas and they are entirely ignored in the calculation. If you include the (over) one in five Oxford undergraduate entrants educated overseas, the proportion of Oxford’s intake that is made up of UK private school kids falls from from something like one-third to more like one-quarter. This matters in part because the number of international students at Oxford has grown, meaning there are fewer places for home students of all backgrounds. In 2024, Oxford admitted 100 more undergraduate students than in 2006, but there were 250 more international students – and consequently fewer Brits. We seem to be obsessed with the backgrounds of home students and, because we want their money, entirely uninterested in the backgrounds of international students.
    3. The Office for Students dislikes the state/private metric. This is because of the differences within these two categories: in other words, there are high-performing state schools and less high-performing independent schools. Last year, when the University of Cambridge said they planned to move away from a simplistic state/independent school target, John Blake, the Director of Fair Access and Participation at the Office for Students, confirmed to the BBC, ‘we do not require a target on the proportion of pupils from state schools entering a particular university.’ So universities have typically shied away from this measure in recent times. If Ministers think it is a key metric after all and if they really do wish to condemn individual institutions for their state/independent split, it would have made sense to have had a conversation with the Office for Students and to have encouraged them to put out new guidance first. At the moment, the Minister and the regulator are saying different things on an important issue of high media attention.

    Are independently educated pupils overrepresented at Oxbridge? Quite possibly, but the Minister’s stick/schtick, while at one with the Government’s wider negative approach to independent schools, seems a sub-optimal way to engineer a conversation on the issue. Perhaps Whitehall wanted a headline more than it wanted to get under the skin of the issue?

    we do not require a target on the proportion of pupils from state schools entering a particular university

    John Blake, Director for Fair access and participation

    Source link

  • The state of the UK higher education sector’s finances

    The state of the UK higher education sector’s finances

    • Jack Booth and Maike Halterbeck at London Economics take a closer look at the recently published HESA Finance data to investigate the financial state of UK higher education.
    • At 11am today, we will host a webinar to mark the launch of the Unite Students Applicant Index. You can register for a free place here.

    In recent years, financial pressures have mounted across the entirety of the UK higher education (HE) sector, and have left many institutions in an exceptionally vulnerable position. In England alone, 43% of institutions are expected to face a financial deficit for 2024-25, prompting the House of Commons Education Select Committee to announce an inquiry into university finances and insolvency plans. Wide-ranging cost-cutting measures and redundancies are taking place across the sector, and the first institution (to our knowledge) has recently received emergency (bailout) funding from its regulator.

    With the recent release of the full HESA Finance data for 2023-24, we now have an updated picture of the scale of the financial challenges facing higher education providers (HEPs). London Economics analysed HEPs’ financial data between 2018-19 and 2023-24 to better understand the current financial circumstances of the sector.
     
    While other recent analyses focused on England only or covered other types of financial variables, here, we include providers across all of the UK and focus on three core financial indicators. 

    What does the analysis cover?

    Our analysis focuses on four broad clusters of HEPs, following the approach originally developed by Boliver (2015), which categorises a total of 126 providers according to differences in their research activity, teaching quality, economic resources, and other characteristics. Cluster 1 includes just two institutions: the University of Oxford and the University of Cambridge. Cluster 2 is composed mainly of other Russell Group universities and the majority of other pre-1992 institutions (totalling 39 institutions). Cluster 3 includes the remaining pre-1992 universities and most post-1992 institutions (67 institutions), and Cluster 4 consists of around a quarter of post-1992 universities (totalling 18 institutions). The latest HESA Finance data were, unfortunately, not available for 8 of these clustered institutions, meaning that our analysis covers 118 institutions in total.

    We focus on three key financial indicators (KFIs):

    1. Net cash inflow from operating activities after finance costs (NCIF). This measure provides a key indication of an institution’s financial health in relation to its day-to-day operations. Unlike the more common ‘surplus’/‘deficit’ measure, NCIF excludes non-cash items as well as financing-related income or expenditure.
    2. Net current assets (NCA), that is, ‘real’ reserves. This measure captures the value of current assets that can be turned into cash relatively quickly (i.e. in the short term, within 12 months), minus short-term liabilities.
    3. Liquidity days. This is based on the sum of NCA and NCIF, to evaluate whether institutions can cover operational shortfalls using their short-term resources. We then estimate the number of liquidity days each institution holds, defined as the number of days of average cash expenditure (excluding depreciation) that can be covered by cash and equivalents. The Office for Students requires providers to maintain enough liquid funds to cover at least 30 days’ worth of expenditures (excluding depreciation).

    What are the key findings?

    The key findings from the analysis are as follows:

    • In terms of financial deficits (NCIF), 40% of HEPs included in the analysis (47) posted a negative NCIF in 2023-24.
    • The average surplus across the institutions analysed (in terms of NCIF as a percentage of income) declined from 6.1% in 2018-19 to just 0.5% in 2023-24.
    • In terms of financial assets/resilience (NCA), 55% of HEPs analysed (65) saw a reduction in their NCA (as a proportion of their income) in 2023-24 as compared to 2018-19.
    • The decline in NCA has been particularly large in recent years, with average NCA declining from 27.4% of income in 2021-22 to 20.0% in 2023-24.
    • In terms of liquidity days, 20% of HEPs (24) had less than 30 days of liquidity in 2023-24, including 17 providers that posted zero liquidity days.

    A challenging time for the sector

    The analysis shows that the financial position of UK higher education institutions is worsening, with all three indicators analysed (i.e. NCIF, NCA, and liquidity days) showing a decline in providers’ financial stability. Major challenges to the sector’s finances are set to continue, especially as the UK government is looking to further curb net migration through potential additional restrictions on international student visas. Therefore, the financial pressures on UK HE providers are expected to remain significant.

    Want to know more?

    Our more detailed analysis, including a number of charts and additional findings on each indicator by university ‘cluster’, can be found on our website.

    Source link

  • Can a university be civic if it fails to invest in local relationships?

    Can a university be civic if it fails to invest in local relationships?

    The Government wants English universities to play a greater civic role in their localities. But new research shows universities are failing to invest in the people who perform this work, putting local relationships at risk.

    A new report from the National Civic Impact Accelerator (NCIA) programme, funded by Research England to support civic universities and hosted by Sheffield Hallam University, finds that universities’ work with their communities and local partners is particularly vulnerable to the financial crisis now engulfing higher education. This is despite a strong message from education secretary Bridget Phillipson that the civic role should be one of five top priorities.

    In her letter to university leaders on 4 November last year, Phillipson highlighted that universities should ‘play a full part in both civic engagement, ensuring local communities and businesses benefit fully from your work; and in regional development, working in partnership with local government and employers…’

    Yet there is increasing evidence that those tasked with this work are facing a loss of resources, redundancies, and downgrading as universities focus on balancing the books. Some institutions, such as the University of Staffordshire, have disbanded their civic teams entirely; others have failed to renew employees’ short-term contracts or demanded that staff part-fund their civic roles by generating income.

    Faced with this situation, we at the NCIA decided to explore further the impacts of this trend. We did so initially through an online survey and then through three focus groups in which we explored the situation in detail with 25 participants from 20 universities in England and one in Wales. The participants were all in ‘civic’ roles with responsibility for local partnerships. While some held academic posts, most were in management or professional services positions. The discussions were held under the Chatham House Rule to encourage participants to speak freely.

    “There has been constant restructuring… it is expensive to lose all that valued knowledge.”

    We identified four key risks to universities’ civic activities and relationships. Taken together, these pose a serious threat to universities’ status as ‘anchor institutions’ in their localities.

    The first risk is that universities lose focus as they concentrate on their financial survival, generating uncertainty among local stakeholders about their reliability as partners. The second is a loss of institutional memory: as staff leave or are moved to other roles, relationships are abandoned and need to be rebuilt.

    This risk was summed up by one participant in the discussions: ‘…because of the constant restructuring which seems to be repetitive over so many years … there’s not that continuation of learning, and all the knowledge and those relationships and that richness of what we do feels like it’s been lostIt’s expensive to lose all that valued knowledge.’

    The third risk is a loss of credibility: partners in local government, healthcare or business see a growing gap between universities’ rhetoric about their civic role and their reduction of investment in relationships, or the junior status of the staff assigned to civic activities. This leads to a fourth risk, which is a loss of relevance, reinforcing the populist notion that higher education has little to contribute to issues that matter to local people.

    As one participant commented: ‘If you’re sitting in rooms with leaders of councils and hospitals, for that to be a junior role is a big ask, especially if it’s a junior role on a temporary contract.’

    From the discussions we identified five ‘civic capitals’ that now need to be rebuilt. These are economic (direct investment in local communities); social (relationships and networks); cultural (institutional support and resources); symbolic (leadership and ‘buy-in’ by senior staff); and emotional (the personal commitment and passion of those who do the work).

    We make five policy recommendations for university leaders based on our findings, and three for national government.

    University leaders should:

    1. Set clear local priorities in strategic documents such as Civic University Agreements
    2. Make room for ideas and organic development by fostering a civic culture
    3. Resource civic teams with long-term budgets
    4. Ensure the sustainability of civic activities through long-term commitments
    5. Be accountable both internally and externally for delivering these commitments, with regular reporting supported by locally agreed metrics

    Government policymakers should:

    1. Articulate a clear narrative about the value of civic engagement and expectations of local impact
    2. Incentivise civic activity by ensuring resources are consistently available through the core funding mechanisms for higher education
    3. Foster conditions to make civic activity sustainable by coordinating place-based policies between government departments

    We recognise that universities and government both face challenging times and multiple financial and political pressures. Yet if universities are to play a long-term civic role in their communities, and if government wants higher education to support its ambitions to tackle local inequalities, then sustained investment in civic work is a prerequisite.

    Source link

  • WEEKEND READING: Should the seminal Robbins report inform the forthcoming post-16 strategy?

    WEEKEND READING: Should the seminal Robbins report inform the forthcoming post-16 strategy?

    HEPI’s Director, Nick Hillman, spent Friday at a conference organised by SKOPE (the Centre for Skills, Knowledge, and Organisational Performance), part of the University of Oxford’s Department of Education. It was overseen by James Robson, Professor of Tertiary Education Systems, and featured the Minister for Skills, Baroness (Jacqui) Smith, among many others.

    In his opening address, Professor Robson articulated the growing consensus that, when it comes to post-school education, the time has come:

    1. to replace competition with coordination;
    2. to allow place-based approaches to flourish; and
    3. to unlock new opportunities for the benefit of students and employers.

    In her remarks, Jacqui Smith agreed, arguing for an end to ‘town / gown’ splits. The Minister emphasised she thinks higher education must reach out to other parts of the education sector: while she recognises the majority of future skills needs will be at a higher level, she wants to bring down the ‘artificial’ barriers between FE and HE in a ‘coordinated’ and ‘facilitated’ way.

    Some people in the audience interpreted this as meaning universities’ only hope of more money is to do the Government’s bidding and, either way, the higher education sector clearly needs to get ready for a more directive approach from a more active state. The basic idea seems to be to have everyone work together to raise productivity, level up the regions outside London and deliver more social mobility.

    It may sound lovely but these issues are as old as houses and, whenever I think of them, I think of those paragraphs from the Robbins committee – which was designed ‘to review the pattern of full-time higher education’ – that wrestle with freedom versus direction. The Robbins report struggled with the right level of co-ordination and, while much of what it said reflected Lionel Robbins’s liberal views, it also envisaged a role for oversight and direction:

    Will it be possible to secure the advantages of co-ordination while preserving the advantages of liberty? The question is of critical importance. Freedom of institutions as well as individual freedom is an essential constituent of a free society and the tradition of academic freedom in this country has deep roots in the whole history of our people. We are convinced also that such freedom is a necessary condition of the highest efficiency and the proper progress of academic institutions, and that encroachments upon their liberty, in the supposed interests of greater efficiency, would in fact diminish their efficiency and stultify their development. …

    We believe that a system that aims at the maximum of independence compatible with the necessary degree of public control is good in itself, as reflecting the ultimate values of a free society. We believe that a multiplicity of centres of initiative safeguards spontaneity and variety, and therefore provides the surest guarantee of intellectual progress and moral responsibility. We do not regard such freedom as a privilege but rather as a necessary condition for the proper discharge of the higher academic functions as we conceive them. …

    The difficulties are greatest when it is a question whether institutions of higher education should have the ultimate right to determine their own size. … if funds are available, refusal to co-operate in national policies or to meet national emergencies is an unsympathetic attitude, and it would be easy to think of reasons why it should be overruled. … If, when all the reasons for change have been explained, the institution still prefers not to co-operate it is better that it should be allowed to follow its own path. This being so, it must not complain if various benefits going to co-operating institutions do not come its way. … [My emphasis]

    it is unlikely that separate consideration by independent institutions of their own affairs in their own circumstances will always result in a pattern that is comprehensive and appropriate in relation to the needs of society and the demands of the national economy. There is no guarantee of the emergence of any coherent policy. And this being so, it is not reasonable to expect that the Government, which is the source of finance, should be content with an absence of co-ordination or should be without influence thereon. …

    It all goes to show, yet again, that there is no such thing as a new education policy question. 

    There are a number of tests we should perhaps apply to the let’s-coordinate-everything-to-elevate-skills approach that is likely to form the core of the forthcoming post-16 strategy / white paper that is due ‘soon’ – very soon if some of those attending the conference are to be believed and not at all soon if others there are to be believed.

    First, if we can’t even build a high-speed speed trainline on budget and on time, why are we so confident we can easily build an integrated skills and education system (and without a material increase in spending)? It is surely right to at least ask whether public authorities really do know so much about the future economy’s needs that individuals should cede control over who should study what and where. Clearly, Skills England could be important here, but it is an untested beast. (I note in passing that the Smiths, Jacqui and Phil [Chair of Skills England], are getting back together to do a webinar this week.)

    Secondly, the broken model that tends to be held up in contrast to the coming smooth one is a market in which there is lots of wasteful competition, excessive homogeneity and a lack of focus on the country’s needs. But the idea that the only alternative to a coordinated system is a pure and chaotic market is bunkum. We’ve not had a pure market in higher education and I’ve never met anyone who wants one. Neither the political centre nor the Far-byn (or is it Cor-age?) axis want one. Perhaps we are letting ourselves be blinded by the idea that there are only two options: a pure red-in-tooth-and-claw market, which is a caricature of what we have, and a cuddly coordinated system, which will be harder to deliver than we pretend.

    Thirdly, where is the space for education for education’s sake? As one member of the audience pointed out at the SKOPE conference, current discussions are so focused on ‘skills’ and the economy that education is sometimes becoming lost. Yet FE and HE collaboration is difficult at a practical and day-to-day level. Kath Mitchell, the Vice-Chancellor of Derby University, pointed out the challenges of running an FE college and a university together – for example pointing out that Buxton and Leek College is (absurdly) barred from receiving FE capital funding because it counts as part of the University of Derby.

    Fourthly, we should question the assumption underlying current critiques that our universities are much too homogeneous. They do have some things in common, though one might just as well point out that all education institutions that share a legally-protected title controlled by strict criteria, such as ‘university’, are always going to have some things in common. But I’ve visited pretty much every UK university, and many of them multiple times, and I would urge anyone who thinks they’re all the same to do something similar. Just compare the two universities I know best (as I’m on their boards), Manchester and Buckingham: the former is a research-intensive institution with a turnover of £1.4 billion,  12,000 staff and 47,000 students while the other is a teaching-intensive place (‘the home of two-year degrees’) with a turnover of £50 million, 500 staff and 3,500 students as well as the only private medical school in the UK. Or compare the LSE and UCA (the University of the Creative Arts). Or Falmouth University and Newcastle University. These things are not the same.

    Finally / fifthly, as Andy Westwood pointed out in his remarks at the SKOPE conference, devolution is ‘non-existent’ in large parts of the country. So what does ‘a coordinated place-based approach’ really mean there? It’s one thing if you’re in Greater Manchester; it’s quite another if you’re in a rural area far from the nearest town or city, college or university. Moreover, while it is true that the old Higher Education Funding Council for England (HEFCE) had a regional aspect to its work which we could well copy today, it was a big funder as well as a regulator and it had a substantial regional presence.

    Source link

  • The AI balancing act: universities, innovation and the art of not losing the plot

    The AI balancing act: universities, innovation and the art of not losing the plot

    • By Professor Alejandro Armellini, Dean of Education and Digital Innovation at the University of Portsmouth.

    Universities want to be at the cutting edge of knowledge creation, but many are grappling with a paradox: how to harness the potential of AI while minimising its pitfalls. Done well, generative AI can help institutions run more efficiently, enhance teaching quality and support students in new and exciting ways. Done poorly, it can generate misinformation, introduce bias and make students (and staff) over-reliant on technology they do not fully understand. The challenge is not whether to use AI but how to make it work for human-driven, high-quality education.

    Across the sector, institutions are already putting AI to work in ways that go far beyond administrative efficiencies. At many universities, AI-driven analytics are helping identify students at risk of disengagement before they drop out. By analysing attendance, engagement and performance data, tutors can intervene earlier, offering personalised support before problems escalate. Others have deployed AI-powered feedback systems that provide students with instant formative feedback on their writing. The impact? Students who actually improve before their assignments are due, rather than after they’ve been graded.

    Concerns about the accuracy, transparency and provenance of AI tools have been well documented. Many of them operate as ‘black boxes’, making it difficult to verify outputs or attribute sources. These challenges run counter to academic norms of evidence, citation and rigour. AI tools continue to occupy a liminal space: they promise and deliver a lot, but are not yet fully trusted. AI can get things spectacularly wrong. AI-powered recruitment tools have been found to be biased against women and minority candidates, reinforcing rather than challenging existing inequalities. AI-driven assessment tools have been criticised for amplifying bias, grading students unfairly or making errors that, when left unchallenged, can have serious consequences for academic progression.

    With new applications emerging almost daily, it’s becoming harder to assess their quality, reliability and appropriateness for academic use. Some institutions rush headlong into AI adoption without considering long-term implications, while others hesitate, paralysed by the sheer number of options, risks and potential costs. Indeed, a major barrier to AI adoption at all levels in higher education is fear: fear of the unknown, fear of losing control, fear of job displacement, fear of fostering metacognitive laziness. AI challenges long-held beliefs about authorship, expertise and what constitutes meaningful engagement with learning. Its use can blur the boundaries between legitimate assistance and academic misconduct. Students express concerns about being evaluated by algorithms rather than humans. These fears are not unfounded, but they must be met with institutional transparency, clear communication, ethical guidelines and a commitment to keeping AI as an enabler, not a replacement, for human judgment and interaction. Universities are learning too.

    No discussion on AI in universities would be complete without addressing the notion of ‘future-proofing’. The very idea that we can somehow freeze a moving target is, at best, naive and, at worst, an exercise in expensive futility. Universities drafting AI policies today will likely find them obsolete before the ink has dried. Many have explicitly reversed earlier AI policies. That said, having an AI policy is not without merit: it signals an institutional commitment to ethical AI use, academic integrity and responsible governance. The trick is to focus on agile, principle-based approaches that can adapt as AI continues to develop. Over-regulation risks stifling innovation, while under-regulation may lead to confusion or misuse. A good AI policy should be less about prediction and more about preparation: equipping staff and students with the skills and capabilities to navigate an AI-rich world, while creating a culture that embraces change. Large-scale curriculum and pedagogic redesign is inevitable.

    Where does all this leave us? Universities must approach AI with a mix of enthusiasm and caution, ensuring that innovation does not come at the expense of academic integrity or quality. Investing in AI fluency (not just ‘literacy’) for staff and students is essential, as is institutional clarity on responsible AI use. Universities should focus on how AI can support (not replace) the fundamental principles of good teaching and learning. They must remain committed to the simple but powerful principle of teaching well, consistently well: every student, every session, every time.

    AI is a tool – powerful, perhaps partly flawed, but full of potential. It is the pocket calculator of the 1970s. How universities wield it will determine whether it leads to genuine transformation or a series of expensive (and reputationally risky) missteps. The challenge, then, is to stay in control, keep the focus on successful learning experiences in their multiple manifestations, and never let AI run the show alone. After all, no algorithm has yet mastered the art of handling a seminar full of students who haven’t done the reading.

    Source link

  • Own Your Narrative: Why Personal Branding Matters for University Leaders

    Own Your Narrative: Why Personal Branding Matters for University Leaders

    Many university leaders are uneasy about the idea of personal branding. It can feel self-promotional, even uncomfortable – and it’s often a concept that jars with their personal values, the culture of their institution, and indeed their perception of how higher education itself operates.

    However, personal branding should not be about ego or marketing. It’s about clarity, authenticity, and trust. In an environment where leadership visibility, credibility, and alignment with institutional values are increasingly scrutinised, shaping how you’re understood by others isn’t merely helpful, it’s essential.

    So, while we’re a bit uncomfortable with the term, personal brand, we think it’s extremely important for aspiring university leaders to think about how they go about developing one for themselves.

    Personal branding – it’s not just what you say about yourself

    It’s perhaps worth reflecting on what Jeff Bezos has said in this context because it’s helpful:

    “Your brand is what other people say about you when you’re not in the room.”

    Your title and role may open doors, but it’s your values, your expertise and your contribution that leave a lasting impression. Personal brand is the space you occupy in other people’s minds: your colleagues, students, and external connections. In today’s digital world, you are visible in search results, social feeds, LinkedIn and other platforms. If you’re not actively shaping your own narrative, others will do it for you – forming opinions and perceptions that may not be accurate or aligned with your values.

    Why should personal branding matter for aspirational university leaders?

    Thinking about your personal branding allows you to control the narrative. Essentially, if you don’t shape your story, someone else will. It allows you to build trust and credibility authentically. This is vital, we all know that a consistent, values-led brand is consonant with reliability in times of change. Where there is so much information out there, it can be a strong signal among confusion and noise. It also gives you a better handle on future-proofing your career.

    Executive search companies, partnerships, board appointments all begin with discovery, and if you can’t be found, you can’t be considered. Distilling your experience and expertise beyond the role you’re in now makes moves to other roles easier. People do their homework on you, they want to know what kind of person you are, not necessarily the nitty gritty detail (although bad social media lingers) but to know that you are real. And it’s not always about a positive career trajectory to the next job. In these times your role might be at risk, and you might need to consider your next position, even beyond your current role, institution and sector.

    This is about developing a personal mark, but it’s worth noting that an authentic personal brand also benefits your institution. Visible leaders attract talent and partnerships, and can draw top academics, high-calibre students, and external funders. People will engage because of what you stand for in terms of your values and your impact. And got right, it will help your students, staff, external connections and the public to be more confident about your vision and your decisions.

    Equally important, a clear and visible personal brand enables you to communicate more effectively – an essential skill for building strong teams, driving change, and leading through crisis. You are future-proofing yourself, becoming a trusted authority, so that you are known for more than just your job title and credentials. 

    It starts with how you present yourself in meetings, working groups, committees, stakeholder meetings, even corridor conversations and incidental interactions.

    Articulating your expertise beyond your job title

    To be able to develop your personal brand, you need to ask yourself several questions and answer them honestly. And bear in mind that ‘showing up’ is not showing off, you can’t make a difference if you’re invisible!

    Truly understand what your goals are: who you are trying to help, and what positive difference do you want to make? Understanding your reason for doing what you do makes being visible that much easier.

    1. Do I want to make a positive difference?
    2. What do I want to change and how?
    3. What do I want to be known for?
    4. Who do I want to help?

    Ask yourself these questions in the context of what you want to change or influence, such as Leadership & Change Management; Equity, Diversity & Social Mobility; Research Impact & Knowledge Exchange; Student Experience & Wellbeing; The Future of Work & Skills. These should, of course, be significant topics that reflect what you want to be known for and the people or communities you aim to support.

    Before you can become an authority on your topic, you need to have a proven track record of success in that area. Your credibility is built not just on what you say, but on what you’ve delivered; your demonstrable achievements and real impact that others can recognise and rely on. Without this foundation, personal branding risks sounding empty or a promissory note rather than coming from a position of authority and authenticity.

    When you are speaking to others about what you are doing, it is helpful to reflect on how you should structure what you say. Make sure, for example, that you’re clear about defining the issue: speak directly to the challenges your audience faces (e.g. navigating grant applications, improving departmental culture); position the challenges. Share frameworks, tips, or toolkits you’ve developed, and humanise your advice – weave in a short anecdote or lesson learned, for example.

    Do these things in the context of people you might be able to support by being more visible: students and research students, people more junior, and those wanting to get into HE, particularly those from minoritised backgrounds. Essentially, leadership isn’t just about climbing, your role should be to hold the ladder down for others.

    Practical Tips

    To help you maximise your impact – here are some ideas:

    1. Digital Footprint Audit

      • Search Yourself: Google your name in incognito mode. Note the top 10 results.
      • Review Social Profiles: Ensure consistency of photo, headline, and bio across LinkedIn, Twitter, ResearchGate, etc.
      • Clean Up: Archive or delete outdated posts or profiles that conflict with your current values.

      2. Think about Content, Calendar & Cadence

      • Plan regular outputs (blog posts, LinkedIn articles, micro-posts) aligned to your expertise, but don’t worry if you can’t maintain a consistent frequency right away.
      • It is important that they are insightful, add value and contribute.
      • Use simple tools (e.g. Trello or a shared spreadsheet) or agentive AI to track ideas, deadlines, and performance.

      3. Collect Metrics & Evaluation

      • Engagement: Likes, comments, shares on social platforms.
      • Opportunities: Invitations to speak, consult, sit on panels or boards.
      • Search Trends: Monitor Google Analytics (if you host a blog) or LinkedIn analytics for profile views and keyword searches.

      4. Network Activation

      • Identify, say, 10 key contacts (internal & external) each quarter to reconnect with.
      • Offer value first. Be gracious and share – share an article, congratulate them on their achievement, propose a brief call.
      • Leverage your network to co-author articles, co-host webinars, or nominate others for awards.

      And avoid:

      • Oversharing: While transparency is good, avoid extraneous personal detail that can detract from your message.
      • Inconsistency: Mixed messaging erodes trust. Align every post and presentation with your core values.
      • Neglecting Offline Presence: A strong digital brand should be backed up by consistent behaviour in meetings and events.
      • Ignoring Feedback: Listen to comments, direct messages, and 360-degree reviews to refine your approach.

      What Leaders Say

      Professor Shân Wareing, Vice-Chancellor and CEO, Middlesex University

      People are always going to draw conclusions from what they see you do, so you always need to be aware of that. I don’t use personal brand with the goal of ‘selling’ me. However, I do want to consistently communicate important and specific aspects of how I work – such as that I care about other people’s growth – and I try to align all my social media and other communications with that message.”

      Professor Simon Biggs Vice Chancellor and President, James Cooke University

      Senior leaders represent their organisation externally. A strong personal brand helps amplify and align their values with the organisation in public forums, industry discussions, and policy advocacy. Personal branding signals what a leader stands for ethically, strategically, and culturally. It helps align teams and attract talent who resonate with that leadership style.

      Professor Theo Farrell, Vice-Chancellor, Latrobe University, Australia

      I think aspiring leaders need to think carefully about the kind of leader they want to be – and this will involve reflecting on their own values, the ambitions they have for the organisation or unit they lead, and their aspiring leadership journey. For me, personal brand is simply the outward expression of this leadership ethos and style. It is expressed in communications, including social media, and also in every interaction with people inside and outside the organisation. Being consistent with your personal brand, in everything you do is important for authentic leadership. In terms of social media, the goal is to communicate your values. Being consistent is obviously important. At the same time, my experience is one of posting fewer personal reflections and more corporate content as I have become more senior, and in these senior roles increasingly represent my organisation.

      And finally

      Leadership and personal branding are inseparable in today’s higher education landscape. Your brand is not a luxury. It’s your strategic asset made up of your values, your story, your impact on others and ultimately your legacy.

    Source link

  • How to Launch a School Podcast in 7 Steps

    How to Launch a School Podcast in 7 Steps

    Reading Time: 11 minutes

    As of 2023, more than 464 million people listen to podcasts regularly, and this number is growing each year. And with over 70% of parents listening with their children, podcasts are a communication channel your school can’t afford to overlook.

    Why does this matter for education marketing?

    Because parents, students, and alumni increasingly expect content that’s on demand, easy to consume, and aligned with how they already engage with other brands. A podcast offers exactly that. It provides a way to humanize your institution, give voice to your values, and build stronger relationships with your audience, all without requiring a massive budget or full production studio.

    Is a school podcast worth the effort?

    Here’s the reality: Schools that use podcasting strategically are finding new ways to connect with prospective families, boost engagement, and increase brand awareness. Whether you’re trying to showcase your faculty, highlight student achievements, or simply keep your community informed, a podcast gives you a direct line to your audience’s attention.

    First things first, what is a podcast in school? A school podcast is an audio series created by educators, students, or staff to share news, stories, or educational content. It can highlight campus life, feature interviews, or support learning, helping schools connect with their communities in an accessible, on-demand format.

    This blog post breaks down seven clear steps for launching a school podcast, from planning and production to promotion and measurement.

    Struggling with enrollment?

    Our Digital Marketing team can help you generate more leads!

    Step 1: Define Your Podcast’s Purpose

    Before you record a single second of audio, it’s important to answer one key question: Why are we starting this podcast?

    A well-defined purpose ensures your content stays focused and impactful. Are you hoping to:

    • Attract and engage prospective families?
    • Showcase student life and culture?
    • Build thought leadership through staff and faculty interviews?
    • Strengthen alumni connections?

    The most successful school podcasts have a clear audience and goal. For example, a private school may want to build trust with prospective families by featuring authentic stories from teachers and students. A language institute might use a podcast to demonstrate teaching methods or highlight student success stories. A university could aim to strengthen alumni ties through interviews and updates.

    Whatever the goal, be specific. Broad intentions like “we want to communicate better” are too vague. Instead, anchor your podcast in a focused objective, be it enhancing recruitment, increasing transparency, or offering value-added resources to your community.

    Once the purpose is clear, ensure leadership is aligned. Gaining buy-in from school administrators and relevant departments will give your project momentum, credibility, and cross-functional support.

    Example: Yale University’s admissions office launched an official podcast called Inside the Yale Admissions Office to pull back the curtain on their application process. Their goal was to demystify college admissions for prospective students by sharing firsthand insights from actual admissions officers. Because the project aligned perfectly with Yale’s outreach goals, it had strong internal buy-in. Admissions staff themselves host the show, with support from the Dean.

    HEM BP Image 2HEM BP Image 2

    Source: Yale University

    Pro tip: Avoid trying to appeal to everyone. Tailor your podcast to a specific listener group and let that clarity shape your voice, content, and messaging.

    Step 2: Choose the Right Format

    The best podcast format is the one that plays to your strengths and fits your resources. You don’t need to copy what others are doing. What matters most is that your format fits your team and speaks to your audience.

    Popular school-friendly formats include:

    • Interviews with staff, students, or alumni to spotlight personalities and accomplishments
    • Thematic episodes exploring topics like student life, curriculum innovations, or study tips.
    • Student-produced episodes that give learners ownership and boost engagement, or other types of user-generated content
    • Roundtable discussions where multiple voices weigh in on a key theme.

    Example: A great illustration of a defined concept is Stanford University’s The Future of Everything podcast, produced by its School of Engineering. The show’s premise is crystal clear – each episode explores how technology, science, and medicine are shaping our lives and future. Hosted by a Stanford bioengineering professor, it follows an interview format where experts discuss innovations in fields from AI to health care. This distinctive theme and structure leverage Stanford’s academic strengths and consistently deliver on what the title promises.

    HEM BP Image 3HEM BP Image 3

    Source: Stanford University

    Whatever you choose, aim for consistency in tone and structure. A 20-minute interview series sounds very different from a 10-minute solo voice memo, but either can be powerful if well-executed.

    Remember: A podcast is more than a recording; it’s a conversation. Make space for authenticity and spontaneity to shine through.

    Step 3: Build a Content Plan and Plan Episodes in Advance

    Now that you’ve defined your purpose and format, it’s time to think long-term. One of the biggest mistakes new podcasters make is launching without a content roadmap. Jumping into production without a plan can lead to burnout or disjointed messaging.

    Ask yourself:

    • What themes or topics will we cover across the season?
    • Which internal experts or guests should we feature?
    • Are there recurring segments that can anchor each episode?

    A solid content calendar will help you avoid scrambling for ideas and ensure your messaging supports broader marketing campaigns (like admissions deadlines, open houses, or graduation season).

    Here’s an example of a 6-episode launch plan for a K–12 school podcast:

    1. Welcome from the Head of School
    2. A Day in the Life of a Student
    3. Meet Our Parent Community
    4. Inside the Classroom: A Faculty Roundtable
    5. From Our Alumni: Life After Graduation
    6. How We Support Student Wellbeing

    Example: At Kent State University, the Division of Student Affairs took a strategic approach when launching its podcast. They deliberately planned the first season of the podcast to coincide with the university’s virtual orientation program for new students. Because orientation had moved online (due to the pandemic), the podcast team organized a series of episodes addressing topics incoming freshmen needed, essentially turning the podcast into a fun, on-demand extension of orientation. They collaborated with the orientation staff (Destination Kent State) to ensure content was relevant and even gathered feedback from that partnership to improve the show.

    HEM BP Image 4HEM BP Image 4

    Source: Kent State University

    Bonus tip: Batch-record your first few episodes in advance so you can launch with momentum and buffer time.

    Step 4: Set Up Your Equipment and Software

    Worried about needing a full recording studio? Don’t be. Getting started doesn’t require expensive equipment. Here’s a basic setup to launch your podcast with professional quality:

    Essentials:

    • Microphone: A USB mic like the Blue Yeti or Samson Q2U delivers clear, studio-like audio.
    • Headphones: Avoid audio bleed and ensure consistent sound levels during editing.
    • Recording Software: Tools like Audacity (free) or Descript (freemium) let you easily record and edit.
    • Hosting Platform: Services like Buzzsprout, Podbean, or Anchor distribute your podcast to Spotify, Apple Podcasts, and Google Podcasts.

    Tip for schools on a budget: Consider using your media or IT lab for recordings. You may already have access to podcast-friendly tools through student programs.

    Example: At UC Berkeley, staff in the communications department use a variety of clever do-it-yourself strategies to produce high-quality podcasts on a tight budget, proving that high production value is possible even without a fancy studio or expensive equipment.

    HEM BP Image 5HEM BP Image 5

    Source: UC Berkeley

    Step 5: Record and Edit With Your Audience in Mind

    Now it’s time to hit “record.” As you begin, remember that quality matters, not just in audio clarity, but in tone, pacing, and structure.

    Keep your episodes:

    • Concise. Aim for 15 to 30 minutes per episode. That’s long enough to deliver substance, but short enough to fit into a morning commute or lunchtime walk.
    • Focused. Each episode should revolve around a single topic or theme. If you have more to say, turn it into a two-part series.
    • Natural. Avoid reading from a script word-for-word. Outline your key points, then speak conversationally.

    Editing is where your podcast becomes polished. Using editing software, you can tighten up the conversation, remove umms/uhs, add intro music or segues, and generally polish the recording. Aim to balance the sound levels between speakers and cut any extraneous digressions to keep the episode flowing. The goal is an episode that sounds natural but also stays on topic and within your desired length. 

    Don’t be discouraged if the first few recordings feel rough. Podcasting has a learning curve for everyone, and you’ll get more comfortable and skilled with each episode. Incorporate feedback from early listeners and continuously improve your technique.

    Example: The team behind Bucknell University, which produces the College Admissions Insider podcast, began with two co-hosts from the admissions office and communications staff who had no prior podcasting experience. They weren’t trained radio personalities, but their deep knowledge of the admissions process and ability to communicate enabled them to create engaging episodes from the get-go. In their case, the hosts’ confidence and skill grew quickly as they recorded more sessions. After the first few episodes, they found their rhythm in interviewing guests and editing the content into a polished final product.

    HEM BP Image 6HEM BP Image 6

    Source: Bucknell University

    Pro tip: If editing feels overwhelming, explore student help or freelance editors. Podcast production is a great opportunity for cross-department collaboration.

    Step 6: Publish and Distribute Your Podcast

    With a finished episode in hand, it’s time to share it with the world. This step involves uploading your episode to your chosen podcast hosting platform and ensuring it gets distributed to all the major listening apps. The good news: once set up, this process is straightforward.

    Start by choosing a podcast hosting service (if you haven’t already). There are many options – from free platforms like Anchor (Spotify for Podcasters) to paid hosts like Libsyn, Podbean, or Buzzsprout. The host is essentially where your audio files live and where your podcast’s RSS feed is generated. When you upload a new episode, your host will update the RSS feed, which in turn notifies podcast directories (like Apple Podcasts) to pull the new content.

    Upload your MP3 file to the host and fill in the episode details: title, description, episode number, season (if applicable), etc. Use this metadata to attract listeners – write a clear, engaging description and include relevant keywords (e.g., “STEM education chat with our Science Department” or “Tips for college admissions interviews”). Also, upload your cover art if you haven’t already, as it will display on players.

    Next, distribute your podcast. Submit the RSS feed to major platforms such as Apple Podcasts, Spotify, Google Podcasts, and Amazon Music. Many hosts provide one-click distribution or guides to do this. Usually, you only need to do the submission once for each platform; after that, new episodes will appear automatically. Don’t forget any niche or regional platforms popular with your audience. Essentially, you want your school’s podcast to be available wherever listeners might look.

    Example: The University of Chicago hosts its award-winning Big Brains podcast on a platform that syndicates it widely – on the official UChicago site, the podcast page prominently offers subscribe buttons for Apple Podcasts, Spotify, and even YouTube. Once UChicago uploaded episodes and submitted their feed, their content became available across all those apps. In practice, this means a parent commuting to work can pull up Apple Podcasts and find the school’s show, while a student on Android might use Spotify to listen – the experience is seamless.

    HEM BP Image 7HEM BP Image 7

    Source: University of Chicago

    Step 7: Promote Your Podcast Across Channels

    “If you build it, they will come” doesn’t quite apply in podcasting. After creating a podcast for students and other members of your school’s community, you have to actively promote your school podcast so that your community (and beyond) know it exists. Promotion is an ongoing step, not a one-time task.

    Here’s how to promote your school podcast effectively:

    • Website: Create a dedicated podcast page with episode archives and show notes.
    • Social Media: Share episode clips, quotes, or audiograms on social media platforms like Instagram, Facebook, and LinkedIn.
    • Email Marketing: Feature new episodes in newsletters or nurture campaigns.
    • Admissions Materials: Mention your podcast in brochures or application confirmation emails.
    • Student Portals and Alumni Networks: Make your episodes discoverable for internal and extended communities.

    Example: Bucknell didn’t just publish episodes and hope people would find them. The university made the podcast an integral part of its outreach. They promoted it vigorously by including podcast links in emails to prospective students and parents, sharing episode clips on social media, and even running targeted online ads to reach more listeners.

    HEM BP Image 8HEM BP Image 8

    Source: Bucknell University

    Think beyond downloads: Use the podcast to reinforce messaging in other marketing assets like blog posts, webinars, or virtual tours.

    Bonus Tip: Track Performance and Evolve

    Like any marketing initiative, measurement is key. Use analytics tools (often provided by your podcast host) to track:

    • Number of downloads
    • Listener demographics
    • Episode drop-off points
    • Subscription growth

    But don’t stop at the numbers. Solicit feedback from listeners. What do they want to hear more of? Which episodes resonated most?

    Note: Your podcast will evolve. You might tweak your format, test new topics, or expand your production team. That’s a good thing. Podcasting, like all great content marketing, thrives on iteration.

    Partner With HEM to Create an Authentic Podcast That Stands Out

    Starting a school podcast isn’t about jumping on a trend. It’s about creating a platform to tell your school’s story in a compelling, authentic way. 

    Why are podcasts good for school? Podcasts are engaging, cost-effective, and easy to access. They help schools build trust, highlight culture, and communicate more personally with students, parents, and alumni, especially in today’s mobile-first world where audio content fits busy lifestyles.

    In today’s crowded education market, families crave meaningful connections. They want to hear directly from your community, not just what you offer, but who you are. A podcast helps you do exactly that.

    It’s a platform that humanizes your brand, showcases your values, and builds real relationships with your audience. In short, it allows your community to hear your voice, quite literally. 

    In a nutshell, the answer to the question “How do I make an academic podcast?” can be summed up in a few crucial steps. Start by defining your goal and audience. Choose a format, plan episodes, and use basic recording equipment or software. Feature faculty or students, keep episodes concise, edit for clarity, and publish on platforms like Spotify or Apple Podcasts. Promote it across your school’s channels.

    Ready to bring your school’s story to life through podcasting? Start by defining your audience and recording a pilot episode. With each step, you’ll gain clarity and momentum.

    If you’d like support planning your podcast strategy, identifying compelling topics, or aligning the content with your admissions goals, HEM is here to help.

    Would you like to learn how to create a podcast for students? 

    Contact HEM for more information.

    Struggling with enrollment?

    Our Digital Marketing team can help you generate more leads!

    Frequently Asked Questions

    Question: What is a podcast in school?
    Answer: A school podcast is an audio series created by educators, students, or staff to share news, stories, or educational content. It can highlight campus life, feature interviews, or support learning, helping schools connect with their communities in an accessible, on-demand format.

    Question: Why are podcasts good for school?
    Answer: Podcasts are engaging, cost-effective, and easy to access. They help schools build trust, highlight culture, and communicate more personally with students, parents, and alumni, especially in today’s mobile-first world where audio content fits busy lifestyles.

    Question: How do I make an academic podcast?
    Answer: Start by defining your goal and audience. Choose a format, plan episodes, and use basic recording equipment or software. Feature faculty or students, keep episodes concise, edit for clarity, and publish on platforms like Spotify or Apple Podcasts. Promote it across your school’s channels.

    Source link