Category: Blog

  • What does our future workforce look like – and how are universities responding?

    What does our future workforce look like – and how are universities responding?

    • By Jamie Roberts, Policy Manager, and Aiste Viduolyte, PhD student intern at the Russell Group.

    To achieve the government’s ambitious aims of increasing growth and productivity, the UK will need a skilled workforce to match.

    All eight high-potential growth sectors identified by the government’s Industrial Strategy green paper will heavily rely on graduate skills – in particular the creative, digital and life sciences sectors, where over 70% of the workforce is made up of graduates. The government’s own forecasts show that the UK will need an additional 11 million graduates across the country by 2035, with 88% of new jobs being graduate-level.

    To meet these needs on both national and local levels, Russell Group universities are building on their existing partnerships with colleges, businesses and local authorities to make sure education remains as relevant and responsive as possible for graduates and employers alike. Our latest briefing paper, Local Partnerships to Deliver Skills, looks in more detail at the ways in which our universities collaborate with industry, local government and education providers.

    Here we explore three key characteristics of the UK future workforce – and how our universities are responding.

    1. Workers’ skills must keep pace with employers’ rapidly evolving needs

    The government is determined to get British business back to full health and has identified several growth-leading sectors in the Industrial Strategy green paper. These are likely to attract the most investment, but to generate productivity and deliver innovation, they will also need a workforce with the right set of skills – and these needs are evolving at speed.

    Not only will we need new graduates with the latest skills and knowledge, but also existing workers who can be upskilled and reskilled to make sure the workforce’s capabilities keep pace with rapidly changing technological developments and industry practices. This is why Russell Group universities partner with industry to shape course content, ensuring education and training are agile and responsive to each sector.

    Increasingly – now at 17 of our 24 universities – this includes degree apprenticeships, which give people opportunities to pivot or upskill at any stage of their career. Apprenticeships have become an essential pathway for delivering skills directly to industry at all levels, and almost 8,000 students enrolled on apprenticeships at Russell Group universities in 2023/24. At Queen’s University Belfast, for example, business partners such as PwC and construction firm Farrans are directly influencing apprenticeship course content and building talent streams in the areas where skills are most urgently needed, from digital software technology to civil engineering and building.

    More and more, this also means partnering with Small and Medium Enterprises (SMEs) which form the bedrock of the UK economy. At the University of Liverpool, the careers and employment service works with a network of local SMEs to support graduate recruitment and ensure that the university’s graduates are equipped not only with the specialist and technical know-how, but also essential soft skills to enhance what they can bring to local small businesses.

    2. Local workforces must meet each region’s specific needs, strengths and skills gaps

    Whether it’s fixing cold spots or supporting existing industry clusters, we can’t take a one-size-fits-all approach across the country. Local growth plans will be vital in shaping each region’s workforce needs.

    That’s why universities, as important anchor institutions in their towns, cities and regions, must be at the heart of these plans. Our members are already in active collaboration with local and combined authorities to research, understand and address local workforce needs – as part of City Deals, Civic University Agreements, or university involvement in local skills networks.

    In Manchester, the University has teamed up with Greater Manchester Combined Authority and four other regional university partners to develop the first ever city-region Civic University Agreement (GMCUA) in the UK. This model is transforming the relationship between the university sector and local government, allowing them to work together on mapping skills and opportunities, particularly in green skills, the creative sector, health and social care. Meanwhile in London, UCL’s partnership with the councils of Camden, Islington and Newham enables students to contribute to local research and policy, while granting residents access to data skills and literacy training to improve their employability and career prospects.

    3. Every workforce benefits from multiple educational pathways to build the best combination of skills and experience

    While growing the UK’s graduate workforce, it is important we remain cognisant of the wide variety of educational backgrounds and pathways in our communities, and maximise the strengths that different providers bring. We need to move toward a skills and education system that incentivises true collaboration. Partnerships between higher education and further education are invaluable and should acknowledge that further education colleges are not just feeder institutions. Building on existing collaboration will allow students the best of both worlds, while creating cohesive educational pathways that complement, rather than compete with each other.

    Through a mixture of academic and vocational training, our universities’ partnerships with our further education colleagues offer a broad range of expertise, which can support a variety of career options and cover the multitude of skills needed in each region.

    Working together makes sure we not only fulfil a broader range of skills and sectors but also support greater access to education for all. A co-ordinated system, where further and higher education are aligned, creates clearer pathways for people of all backgrounds and educational experiences to access higher-level qualifications. This generates more mechanisms by which we can upskill our workforce.

    A sustainable, highly skilled workforce is of course reliant on a stable, well-funded university system. which is one of the reasons the sector has been so keen to make government understand the scale and urgency of the financial challenges we’re facing. Simply put, the UK won’t have the right workforce to achieve its growth ambitions without considering the role of its universities.

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  • 2025 Social Media Playbook for Education Marketers

    2025 Social Media Playbook for Education Marketers

    Reading Time: 12 minutes

    The year is 2025, and the influence of a rapidly evolving social media space in shaping education marketing campaigns is as critical as ever. While it has undoubtedly brought up several opportunities for those in the picture, it has also thrown up a few challenges that require the right gears to navigate. The stats are quite interesting: An increasing number of Gen Z users now turn to TikTok and Instagram as search tools, often preferring them over Google for quick information and exploration. This simply means that having a social presence for your school is no longer open to debate, it is an absolute necessity.

    Today’s prospective students spend a lot of time browsing through multiple social media platforms. They make key decisions about their academic future based on what they see on these platforms. This is why an active social media presence is a key part of today’s educational marketing campaigns. However, beyond being active on these platforms, it takes a deliberate and strategic social marketing strategy to curate and create winning margins in this space.

    At Higher Education Marketing Agency, we have several years of experience helping schools navigate the social space, converting interest into enrollment, and producing positive outcomes for many schools. Our personal, tested, and tried social media playbook for education marketers combines insights from leading education marketing experts with real-world examples. This playbook is designed to help your institution not just survive but thrive in today’s digital ecosystem. Read on to find out how.

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    The New Social Landscape: Multiple Platforms, Multiple Touchpoints

    With social media evolving and becoming even more powerful, it is no longer a good idea to focus all your school’s attention on one platform. Today’s prospective students split most of their time among different platforms, and that’s why schools must be visible everywhere.

    Prospective students might discover your school through a friend’s TikTok, research your programs on Instagram, watch alumni testimonials on YouTube, and check what parents are saying about you on Facebook, all before visiting your website. Your presence on each of these social media platforms will offer you unique opportunities to engage with different audiences.

    Here’s a brief outline of the roles that different social media trends and platforms can play in your education marketing efforts.

    • Instagram: Great for visual storytelling, event promotions, and engaging reels showing student experiences.
    • TikTok: Ideal for short, fun, and informative content that drives brand awareness among younger audiences.
    • YouTube: The best place to show long-form videos, student testimonials, virtual tours, and other educational content.
    • Facebook: Essential for connecting with parents, alums, and local communities.
    • LinkedIn: Great for professional connections and showing academic credibility, targeting parents and graduate prospects.

    While having a presence across key platforms is essential, mastering the content formats that resonate most, particularly short-form video, has become equally critical.

    Example: John Cabot University offers virtual tours of its campuses, some of which you’ll find via its social media pages, YouTube, and straight off its website.

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    Source: John Cabot University 

    Short-Form Video: The Undisputed Champion

    The influence of short-form video in shaping social media trends is at an all-time high today. Gen Z and Gen Alpha consume information fast, they don’t want to watch traditional ads or sit through long videos all day. Prospective students want to see what life at a school looks like in under 60 seconds.

    A large number of these students now turn to TikTok and its bite-sized videos for everything from study tips to campus tours. This is why things like TikTok and Instagram Reels have become key for student recruitment, school branding, and engagement.

    “Your goal is to freeze the thumb,” as one marketing expert puts it, creating content compelling enough to make someone stop scrolling. For best results, it is crucial to create educational short-form videos along these lines:

    • 1. Day-in-the-life glimpses: A student takes viewers through their campus routine
    • 2. Quick tips/educational snippets: A professor explaining a complex concept in 30 seconds
    • 3. Behind-the-scenes peeks: Showing areas of campus rarely seen on official tours
    • 4. Celebration moments: Capturing authentic reactions during events like graduation or move-in day
    • 5. “Did you know” facts about your institution’s unique features or history

    How can schools use short-form video to attract students? The key to creating winning short-form videos is to go for authenticity. Start by identifying what makes your institution stand out, whether it’s a unique program, a beloved campus tradition, or exceptional career outcomes

    You can then showcase these elements through quick, visually engaging stories highlighting your unique value proposition.

    The Authenticity Advantage: User-Generated Content

    The content created by your existing community is a powerful tool for building trust and driving engagement. User-generated content (UGC) from students, faculty, and alumni offers authentic perspectives as it comes from a real person, hence its effectiveness. Research shows that 84% of consumers trust UGC more than polished advertisements.

    How can we get user-generated content from students? One proven strategy in this line is to allow a student to manage your school’s Instagram Stories for a day, sharing their authentic campus experience. These glimpses into real student life help prospective students envision themselves at your institution in ways that traditional marketing cannot achieve.

    Here are some ways to incorporate UGC in your education marketing efforts:

    • Find your existing ambassadors: Search your school’s hashtags and location tags to find students already creating content about your institution. These natural enthusiasts often make the best collaborators.
    • Create participation opportunities: Develop challenges, contests, or hashtag campaigns encouraging content creation. For example, a “#MyFirstDayAt[YourSchool]” campaign can generate authentic content while welcoming new students.
    • Feature diverse voices: Ensure your UGC represents various perspectives, undergraduate and graduate students, international students, faculty members, alumni at different career stages, and parents.
    • Provide gentle guidance without controlling: When working with student content creators, provide general themes or questions but allow their authentic voice to shine through. Over-scripting defeats the purpose.
    • Amplify and appreciate contributors: Always credit creators when sharing their content and express genuine appreciation. This encourages continued participation while signaling to others that their contributions are valued.

    Example: Harvey Mudd College frequently posts user-generated content of its students on its social media pages, like this one featuring a day-in-the-life of a sophomore engineering student posted on TikTok.

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    Source: HMC

    Social Media as Search Engines: Optimizing for Discoverability

    Today, social media platforms are increasingly taking on the role of search engines for young people. Two-thirds of Gen Z use social platforms to research topics, including potential schools. A teenager is more likely to find your school by watching videos and posts on TikTok or Instagram than by visiting your website or Googling the school. This brings us to Social SEO, a way to optimize your content to be discoverable via social media platform searches.

    What is social SEO, and why is it important? Social SEO is the practice of optimizing your content to be discoverable through social media platform search functions. It’s important because younger audiences now use platforms like TikTok and Instagram as search engines. Optimizing SEO for visibility on these platforms helps schools reach and engage prospective students where they’re already searching.

    Here are some key steps to improve your school’s visibility in social media searches:

    1. Profile optimization: Treat your social profiles like mini homepages. Use clear, keyword-rich descriptions, consistent branding, and up-to-date contact information across all platforms.
    2. Content that answers questions: Create videos and posts that address common queries, such as “What’s the student-faculty ratio at [Your School]?” or “What’s housing like at [Your School]?” These directly match what prospective students search for.
    3. Strategic hashtags and keywords: Research what terms and keywords your target audience uses when searching for educational content. Incorporate these naturally into your posts, captions, and hashtags.
    4. Geo-tagging: Always tag your location in posts. Many users search by location when researching schools in specific areas.
    5. Consistent posting: Regular activity signals relevance to algorithms, improving your visibility in search results.

    It is important to note that these social platforms have different search algorithms; a hashtag strategy that worked on Instagram may need to be adjusted for TikTok or LinkedIn. To make your school more discoverable, explore and learn what best practices apply to each platform and what topics drive current conversations.  

    Example: Randolph-Macon College frequently posts social media content featuring catchy headlines and hashtags, such as the one seen here promoting its athletics team, the Yellow Jackets.

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    Source: Randolph Macon College

    Platform-Specific Strategies That Drive Results

    Although maintaining a presence across multiple social platforms is great, using a tailored approach for each one is even better. Here’s how you can leverage the strengths of major platforms.

    Facebook

    Often dismissed as an “older person” platform, Facebook continues to be key to reaching parents who double as key decision-makers for many prospective students. It is great for community building and event promotion. Here’s how to successfully use Facebook marketing for schools in your social marketing campaigns:

    • Use Facebook Events for open houses, application deadlines, and virtual info sessions
    • Create targeted ad campaigns using Facebook’s detailed demographic filters
    • Establish groups for admitted students or parents to foster community
    • Share longer-form content like student success stories and program highlights

    Instagram

    Instagram is a predominantly visually driven platform favored by people of different age groups. It is great at showcasing campus aesthetics and student experiences.

    • Post high-quality photos showcasing campus beauty and student life
    • Use Stories for day-in-the-life content, quick announcements, and behind-the-scenes glimpses
    • Create highlight collections for key topics (Admissions, Student Life, Athletics)
    • Utilize Reels for short-form video marketing
    • Leverage the Explore page for discovery by new audiences

    TikTok

    TikTok, the fast-growing epicenter of youth engagement and viral content, is important for reaching Gen Z. Some students now select schools based on how the schools will look on TikTok.

    • Create authentic, entertaining content that aligns with platform trends
    • Feature charismatic students or faculty who connect naturally with viewers
    • Participate in challenges relevant to education (with your institutional twist)
    • Use TikTok’s native editing tools and popular sounds to boost algorithm visibility
    • Don’t be afraid of humor and personality. TikTok rewards authenticity over polish

    YouTube

    YouTube for education favors long-form content and resources that can be searched.

    • Create structured playlists organized by topic (Campus Tours, Student Stories, etc.)
    • Produce both longer videos (3-10 minutes) and YouTube Shorts
    • Optimize video titles and descriptions with relevant keywords
    • Use cards and end screens to guide viewers to related content
    • Consider hosting live Q&A sessions during key decision periods

    LinkedIn

    LinkedIn is an underutilized tool that can help shape your education marketing. It is great for engaging parents, graduate prospects, and professionals.

    • Share thought leadership from faculty and administrators
    • Highlight alum success stories and career outcomes
    • Post about research innovations and academic achievements
    • Engage in industry conversations relevant to your programs
    • Encourage faculty and alumni to mention your institution in their profiles

    Example: The University of Connecticut regularly posts news about its recent graduates, alumni, and students on its LinkedIn page. The LinkedIn post below highlights the success of its recent graduates.

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    Source: University of Connecticut

    Making Engagement Fun: The Gamification Advantage

    Education marketing should be serious and informative, but serious does not mean bland and uninspiring. This is where gamification comes in, for fun and engaging learning. With gamification, you incorporate game-like elements and interactive content into your school’s content, effectively turning passive scrolling into active participation. Here are some gamification content and approaches:

    • Instagram Story quizzes about campus facts or traditions
    • TikTok challenges that showcase student creativity
    • Digital scavenger hunts across your website and social platforms
    • “Day in the life” simulation content where viewers “choose their adventure”
    • Trivia contests showcasing interesting institutional facts

    Tapping Cultural Currents: Trends Worth Embracing

    Trends are the main driver of conversations across social media. Connecting your content to a broader cultural conversation can give your school more relevance in the social space. Follow these three trends to place your institution in a position of opportunity.

    • Nostalgia Marketing: For institutions with some history to draw from, using content that brings back some memories of the past can provoke nostalgic feelings and add value to social marketing campaigns. This is nostalgia marketing. For best results, share throwback campus photos, compare “then and now” scenes, or invite alumni to submit memories. This content typically generates high engagement and shares.
    • Values and Social Impact: Today’s students care deeply about the position their schools take on issues of social and environmental relevance. To leverage this situation, highlight your school’s sustainability initiatives, community service programs, or research contributions. Point students to recycling initiatives and green campus programs via your social media videos and blogs.
    • Wellness and Mental Health: Any content that addresses student well-being will resonate strongly with prospects and parents concerned about support systems. This is why you must ensure you share resources from your counseling center and feature student wellness initiatives in your content. Also, create content acknowledging the stresses of academic life and how your institution helps students manage them. A student testimonial about how a mentor or counselor helped them thrive can help humanize your brand, so consider it.

    Example: The University of Illinois runs a mental health and awareness program with a full complement of staff and resources committed to student and staff welfare on campus.

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    Source: University of Illinois

    Be Data-Driven and Adaptive

    Successful social media marketing calls for consistency in learning and adaptation. Platform algorithms are subject to regular changes that affect content visibility and engagement. Here’s what you can do to stay visible and ahead of the curve:. 

    • Monitor metrics to identify which content types perform best
    • A/B test different formats and approaches
    • Stay alert to algorithm changes and platform updates
    • Focus on generating quality engagement (comments, shares)
    • Adopt new platform features early for visibility boosts
    • Use AI tools for social media marketing thoughtfully to enhance (not replace) your creativity

    From Likes to Links: Driving Website Conversions

    Although social engagement is key to positive brand building, it’s not the ultimate goal. That would be converting interest into action, from website visits to inquiries or applications.

    To effectively bridge the gap between interest and action, here are a few tips worth considering:

    • Optimize your social profiles: Link every platform you’re active on to relevant landing pages. Consider using “link in bio” tools that offer multiple destination options (Apply Now, Virtual Tour, Financial Aid, etc.).
    • Strategic calls to action: Not every post needs a CTA, but regularly include invitations to learn more, especially on high-interest content. For example, after sharing a student success story, add something like “Discover how you can follow in Sarah’s footsteps—check out our Business program (link in bio).”
    • Track and analyze traffic sources: Find out which social platforms and specific posts drive the most valuable traffic using resources like UTM parameters. With this information in hand, you can refine your strategy toward what converts.
    • Amplify high-performing content: When a post generates strong engagement organically, extend its reach to similar audiences by allocating an ad budget to it. By putting out content that resonates with your existing community, you can reach prospects who share similar interests and achieve the desired engagement result.
    • Align social and search strategies: While many prospects might discover your school on social media, they often go on to later search your name on Google. This is why you must ensure that your search engine marketing complements your social strategy for a seamless user journey.

    Building Your School’s Social Media Playbook 

    As social media continues to evolve and draw more prospective students, today’s schools have to target it with intentional and strategic content. The most successful education marketers approach social media as conversations with future students, current community members, parents, and alumni.

    The goal of these conversations goes beyond promoting your institution, it involves bringing its unique culture and value to life in ways that traditional marketing can not achieve. This is why schools must develop an effective social media marketing strategy that factors in all the essentials and adds some extras. While at it, remember a few things: authenticity resonates, visual content engages, and genuine connection converts.

    By embracing short-form video, leveraging user-generated content, optimizing for social search, and maintaining a strategic presence across platforms, you create multiple pathways for meaningful connection. Add gamification elements and cultural relevance, and you have a formula for visibility and genuine engagement that drives enrollment outcomes.

    See the full Webinar here:

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    Struggling with enrollment?

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    Frequently Asked Questions

    Question: What is social SEO, and why is it important? 

    Answer: Social SEO is the practice of optimizing your content to be discoverable through social media platform search functions. It’s important because younger audiences now use platforms like TikTok and Instagram as search engines. Optimizing for visibility on these platforms helps schools reach and engage prospective students where they’re already searching.

    Question: How can we get user-generated content from students? 

    Answer: One proven strategy in this line is to allow a student to manage your school’s Instagram Stories for a day, sharing their authentic campus experience. These glimpses into real student life help prospective students envision themselves at your institution in ways that traditional marketing cannot achieve.

    Question: How can schools use short-form video to attract students? 

    Answer: The key to creating winning short-form videos is to go for authenticity. Start by identifying what makes your institution stand out, whether it’s a unique program, a beloved campus tradition, or exceptional career outcomes. 

    You can then showcase these elements through quick, visually engaging stories highlighting your unique value proposition.



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  • Renters’ Rights Bill – The Devil’s in the Detail

    Renters’ Rights Bill – The Devil’s in the Detail

    • By Martin Blakey, the former Chief Executive of the student housing charity Unipol and a member of the British Property Federation’s Student Accommodation Committee.

    HEPI has maintained, as one would expect, a serious interest in student housing and the impact this Bill will have on students. The last update was given on 3 February 2025, and since then, there have been significant developments. On that basis, this update covers three areas:

    1. Work has finally commenced on how purpose-built student accommodation (PBSA) will transition from the current assured student tenancy regime into common law tenancies, as those tenancies are largely outside the provisions of the Act;
    2. The Renters’ Rights Bill (RRB) is now at the Lords Committee Stage, and on 22 April 2025, around half the day was taken up discussing student-related housing, giving a clear indication of the Government’s thinking on the outcome of the Bill and student housing; and
    3. The Government-approved Unipol/ANUK National Code has undergone significant revision and is now out for public consultation before its final text is agreed.

    Purpose-Built Student Accommodation (PBSA)

    Long overdue work is now taking place by the Ministry of Housing, Communities and Local Government (MHCLG) to establish the mechanism whereby PBSA providers will become ‘specified’ under the Housing Act (1988). This will put them outside the remit of much of the Renters’ Rights legislation.

    As part of the earlier discussions on this with the British Property Federation (and their Student Accommodation Committee), MHCLG had previously advised that existing tenancies would automatically become common law tenancies. However, on 1 April, Unipol was informed that there were problems with this and that Assured Shorthold Tenancies (ASTs) existing before the implementation of the Act will now transition to be assured tenancies that will fall under the remit of the Act.

    This may seem a rather nerdy legal change with little impact, but it would be a mistake to conclude that.

    The timescale of the Bill has self-evidently slipped from the initial aim of obtaining Royal Assent by Easter 2025, and the Government is racing to ensure that it passes through all its parliamentary stages by the summer recess on July 22, 2025. Some aspects of the Act will be subject to further detailed consultation, but the main tenure reforms will be implemented quickly. This rush to get the Bill through its parliamentary stages may explain the evident ‘make do and mend’ approach to the transition of PBSA tenancies. This rush certainly explains the Government’s unwillingness to accept any non-Government amendments in both the Commons and the Lords.

    Because PBSA tenancies will now transition into assured tenancies, the timing of implementation is important because it will determine the extent to which the PBSA market will be disrupted by this change of position. It is reasonable to conclude that tenure changes are likely to occur around December 2025 or January 2026. Since most students living in PBSA will have already signed contracts for the 2025–26 academic year, around 402,000 students are expected to be affected, based on the Unipol/NUS Accommodation Cost Survey 2021. Only bed spaces provided directly by universities will fall outside of these transitional arrangements.

    So, what are those arrangements?

    Previous AST tenants, as they become assured tenants, will:

    • Be able to pay rent monthly, and longer payment periods will be unenforceable. It is not yet clear whether rent already paid in advance will have to be refunded.
    • Be able to give two months’ notice and then leave their contracts.
    • Be able to remain in their property because the fixed-term nature of their previous contract has been abolished.

    So how will PBSA providers be able to guarantee room availability for the start of 2026-27?

    For those students living in houses in multiple occupation (HMOs), MHCLG say that providers will be able to give notice under the new repossession ground 4a for students. This will allow repossession to take place between June and September, thus ensuring those rooms are available for new student tenants. But here, the new system is not clear because, as Baroness Taylor Parliamentary Under-Secretary of State, Ministry of Housing, Communities and Local Government said in the Lords on 22 April 2025:

    The core aim of the Bill is to enhance the security of tenants in the private rented sector, including students. The prior notice requirement in ground 4A is key to this. If tenants are liable to be evicted through no fault of their own simply because of their student status, they must be informed of this reduced security before entering into a tenancy.

    And in the case of PBSA tenants, this notice will not have been given. MHCLG say that legislative changes will be made to allow for such a notice to be given within 28 days of the implementation of the Act but, so far, there is no sign of how that will be achieved, nor was it referenced in the Lords Committee debate.

    But ground 4a only applies to HMOs (roughly defined as a dwelling housing three or more students). PBSA has very few two-bed flats, but it does have 78,000 studio flats that will fall outside of ground 4a. In these cases, students can stay as long as they wish, provided they give two months’ notice of when they want to leave.

    Many of those involved at the coal-face in student accommodation will know that each year there are many requests (particularly from international postgraduates who make up the majority of the market for studios) to extend their contracts from September to just before Christmas (the reasons are various, ranging from over-running dissertation time to wanting to attend the pre-Christmas degree ceremonies). These students have to be moved on in order to make way for incoming new students – now they will be able to stay.  So, in the case of studios, PBSA suppliers will not be able to guarantee room availability to incoming students until the outgoing students have served notice (and they may ‘forget’ to do this anyway).

    If PBSA studio tenants decide to stay on for a further year (as some do as they move from masters to research degrees), then their transitional assured tenancy status will stay with them until they choose to leave.

    This added flexibility may sound great for current students, but it is very bad news for the cost and availability of accommodation for future students, particularly those looking for housing in 2026-27.

    For PBSA providers, this transitional phase is an administrative and legal nightmare; they

    • will have to re-tool their rent collection systems;
    • change their legal documentation;
    • serve specified notice to gain repossession;
    • deal with student tenants who can come and go as they wish; and
    • absorb the possibility of additional voids if students choose to leave their accommodation mid-year

    And there are other implications:

    • Students remaining in their accommodation when they are no longer students will cause many providers to be in breach of their planning permissions, which stipulate student-only occupation;
    • The Act does not allow landlords to discriminate against tenants who may have children, but it is generally accepted that PBSA studios are not a suitable environment to house children (and housing children may place the landlord in breach of any licensing conditions imposed by the local authority).

    Politicians may say ‘So what?’; this is only a transitional phase. But it is important to remember that in private sector housing, the tenant pays for everything, and so these added (and unnecessary) costs are likely to be reflected in future supply uncertainty and higher rent levels.

    Furthermore, this ‘transitional phase’ goes directly against what the Government said was going to happen when Matthew Pennycook, the Minister for Housing and Planning, said to parliament (on 19 December 2024):

    The Bill will exempt Purpose Built Student Accommodation (PBSA) from the assured tenancy system if the landlord is signed up to a government approved code of management practice.

    No mention of a disastrous ‘transitional phase’. The shifting goalposts approach of MHCLG has significantly eroded trust among housing providers in the Government’s ability to manage the transition of PBSA to common law tenancies without further problems emerging.

    Does it have to be like this?

    Well no. Firstly, the Government could seek to mitigate the effect of the transitional phase by having a time-limited new repossession ground (say 4b) which would allow repossession for students living in PBSA studios in line with existing Ground 4a. That would, at least, maintain the academic cycle on the availability of accommodation – but perhaps they are in too much of a rush to get the Bill approved to consider this.

    Secondly, the Government could seek to mitigate how many students were affected by these transitional arrangements by using powers the Secretary of State already has (under Section 8 of the Rent Act 1977 and paragraph 8 of Schedule 1 to the Housing Act 1988) to give specified status now to PBSA providers, ahead of the RRA implementation. Using those existing powers the wording in an SI could be:

    The following bodies of persons (whether unincorporated or bodies corporate) are hereby specified as bodies for the purposes of paragraph 8 of Schedule 1 to the Housing Act 1988, that is to say –

    any person managing or having control of purpose-built student accommodation if the accommodation let or to be let is registered with a code of practice which has been approved by the appropriate national authority under powers conferred by section 233 of the Housing Act 2004.

    This would mean that as soon as that Statutory Instrument was approved (and that could be done by the end of May 2025), tenancies issued after that would then be common law tenancies and this would drastically reduce the number of tenancies in any transitional stage.

    In the Lords, Baroness Taylor said the reason that Ministers were seeking additional powers to create specified status (in clause 34 of the Bill) instead of using powers they already had was:

    Although there is an existing power in the Housing Act 1988 to exempt PBSA landlords, it would have required government to frequently update secondary legislation with a list of landlords, causing a duplication of work between code administrators and officials and a lag in the link between code membership and exemption status.

    Even if this were true (there is no reason why the list of ‘landlords’ needs to be individually specified), this supposed ‘duplication of work’ over the transitional period would require a great deal less work to be done than that being caused by the Government’s currently disruptive and onerous proposals.

    Why has this ‘transition problem’ appeared now? 

    It may be unkind to conclude that after three year’s discussion with Unipol (who run the relevant Government-approved Code and the BPF) that real work by MHCLG has only just started on their own proposal and there are issues to be resolved. Even following the Minister’s statement that new powers will be granted under Clause 34 of the Housing Act, where are those new powers? There is, as yet, no evidence of any drafting of the new Statutory Instrument/s now that those are apparently needed.

    This ‘dog’s dinner’ rushed approach to the PBSA transition period has still to play out fully, and more detailed work is still required to achieve implementation.

    The Lords Committee Stage

    There was considerable discussion about students on 22 April 2025 in the Lords and it is worth highlighting some of the points made because they provide a clear indication of how the Government is thinking about student housing. As Baroness Taylor said in this debate:

    The Government made a clear manifesto commitment to transform the experience of private renting by levelling the playing field decisively between landlords and tenants…One of the reasons the Government do not want to reintroduce fixed terms or anything like them is that they add complexity into the system. Having a simple, single system of periodic tenancies will make it easier for both parties to better understand their rights and responsibilities.

    All the discussion on this Bill has been polarised into a landlord v tenant framework. This approach does not work well in addressing issues within student housing, where a third educational aspect is also relevant: the availability of good-quality housing at the right time of year, allowing students to undertake their studies in the most productive way.

    Security of tenure (the central pillar of the Bill) has only limited value to a very small minority of students and this has been recognised by what might be called ‘intermediary sector bodies’ such as UUK, CUBO, ASRA and Unipol – none of which easily fall into the Bill’s landlord v tenant framework.

    Lord Willetts, in proposing what would have been a useful amendment, eloquently summed up what has happened to student housing during discussions on the Bill:

     I understand the arguments that the Minister makes about the need for tenants to have security and be able to put down roots in the long term, but so many of her arguments for this legislation do not apply to students who are seeking reliable accommodation for an academic year. The model that she proposes is clearly not in their interests.

    The Government have clearly accepted that there is a need for some special arrangements for student lets…The Government have made some concessions to recognise the student market. There is already one exemption from the legislation, which is for purpose-built student accommodation.

    There is now a second category that has been added, and that is ground 4A, which is essentially for HMOs with three bedrooms or more in the private rented sector.

    But that leaves a third group for whom the Government are not currently providing any exemption. These are students in smaller accommodation, maybe one or two-bedroom properties, for whom none of the special exemptions are going to apply. It is therefore very odd that, in the Government’s model to tackle this problem, you could have three university students who are friends and are in three totally different rental regimes because of the structure of the exemptions which the Government are trying to offer.

    Lord Willetts’ analysis reflects how, initially, the previous Government Bill failed to take much account of the housing needs of students and how pressure from the sector had caused some of those special needs to be recognised and accounted for in a rather grudging and piecemeal fashion.

    In rejecting the amendment (which was supported by Lords from all the major parties), Baroness Taylor, on behalf of the Government said:

    We have thought very carefully about the design of ground 4A. Limiting it to HMOs captures the bulk of typical students—that is, groups living in a house share. Meanwhile, students who need more security of tenure, such as single parents living with their children, postgraduate couples living together who have put down roots in an area, or families containing students, will be protected.

    The core principle of the Bill is that tenants should have more security in their homes, and we think it is right that these groups should not be exposed to potential eviction using ground 4A. Self-contained one-bedroom and two-bedroom homes are also easier to let to non-students than student HMOs are, so, if a landlord cannot gain possession in line with the academic year and the tenants leave in the middle of the next one, the landlord is highly likely to be able to let the property out to non-student tenants…

    What this says indirectly is that the Government accepts that between 25% and 32% (estimates vary) of off-street student housing could be lost by being occupied by non-students, as landlords let properties when they become vacant rather than fitting into the academic cycle. This loss of 138,000 beds (taking the lower estimate) will hit different University towns and cities differently, depending on their housing stock and is likely to take place over the next few years. As an earlier HEPI blog said back in June 2024,

    The concern in student housing was not only about overall supply but the specific reduction of student housing supply because, if students were no different to any other tenant group and could come and go as they pleased, then why would landlords rent to students and incur void periods, when they could rent to other rental groups without having empty rooms in the context of rising overall demand for renting?

    There has been no suggestion of how this lost stock could be replaced – certainly not by newly developed higher cost PBSA bed spaces which has seen net growth of only around 48,000 beds over the last three years and few of these would have been affordable and appropriate for students looking to share with a friend or partner in a lower rental bracket.

    In reality, the Government has not really accepted the sector view that students are a special group and should be catered for separately. The calls for a specialist student tenancy regime have been firmly rejected. As Baroness Taylor made clear:

    It would not be either right or fair for students to have less flexibility than other tenants just because of their educational status.

    As my HEPI blog said back in October 2024:

    It could be that the big gainers from this tenure reform are longer-term family renters and professional renters and that the poorest and most vulnerable in society together with student renters could become ‘collateral damage’. These reforms are well-intentioned by those who campaigned for them, but that does not mean all tenants will be winners from these changes.

    The discussion in the Lords has now confirmed that this collateral damage for students is part of the design within the Bill. Landlords renting non-HMO properties can be reassured about their rent by simply switching their lettings to non-students – tough luck on the students, as their housing supply contracts.

    The revised Unipol/ANUK National Code

    My previous blog on 3 February 2025 outlined possible changes to the private providers’ Code and those have now been worked up into a revised Code. Briefly, these changes are:

    • The continued protection of deposits using a Government-approved deposit protection scheme;
    • Improving the flexibility for students either leaving their institution of study or not gaining a place to study, giving them the right to leave their agreement with a notice period of 4 weeks;
    • That in the event of the death of a tenant, any guarantor agreement would not be proceeded with or enforced;
    • The Code now references the Building Safety Act, the Fire Safety Act and tighter guidance on how to respond to damp and mould; and
    • In handling complaints, timescales have been tightened, and Code Members have been given a clearer pathway to ensure they respond promptly to students complaining.

    Only one significant addition has been made to the revised Code and that follows the Education Minister, Janet Daly MP clarifying the positon of students withdrawing for medical reasons from their studies and the proposed four week notice period has been extended to cover ‘if the occupant has been absent from their course for more than 60 days due to illness and has agreed with their higher education (HE) provider to suspend their studies.

    These proposals are subject to both a sector and public consultation period which is taking place across 9th April – 22nd May 2025. Details can be found online here and those interested are encouraged to respond.

    The changes to the Code are designed to protect and improve students’ rights in renting PBSA but, because of the uncertainty caused by the ‘transitional arrangements’ for PBSA providers, they are going into a sector that is now increasingly hostile to the Government’s approach to them and the additional administrative and legal burdens connected with assured tenancy status that have suddenly appeared. It could well be that some responses to these Code changes will be affected by a ‘feel-bad’ factor and may be opposed by some Members.

    Just two observations on the consultation. Firstly, the Code has been drafted so that the additional flexibility given to tenants to give notice on their agreement is restricted to common law tenancies, so these will not apply to transitional assured tenancies (so no ‘double-whammy’) and secondly, it is important for the PBSA sector to look beyond the immediate transitional mess and concentrate on the longer term purpose of the Code which has been a force for good, not just for student housing rights and standards, but for the sector itself, giving the student market a set of recognised value-based rules that is rarely seen in private sector renting. This demonstrates real recognition from the Code’s Members (since the Code’s inception in 2004) that students and the role of housing in education are special and need a bespoke regulatory framework.

    Conclusion

    As reflected throughout HEPI’s work, this blog approaches the issue of student housing as an educational issue and seeks to provide evidence-based observations on the student housing sector. It also seeks to offer some practical suggestions so that the possible cost and chaos in the transitional phase of the Act can be mitigated, particularly for PBSA providers.

    There are still discussions to be held with MHCLG and practical issues to be resolved on how future Statutory Instruments and specified status is to be achieved. So far, although the Government say they are in ‘listening mode’ they seem not to have heard terribly well and the way in which students have been ‘accommodated’ within the Bill has been both secretive and unpredictable. It would be good if a more open relationship on future proposals could be established.

    Finally, this is the first mention of the Department for Education in this blog because they appear to have had no discernible influence or input into a Bill that will both disrupt the student housing market and see some significant reduction in supply. Going back to 24 October, Education Minister Janet Daby MP stressed that the Department for Education was:

    ‘Working with the Ministry of Housing, Communities and Local Government to promote the importance of a strategic approach to meeting student housing needs to providers and local authorities.

    Going forward, it would be good to see some, or any, evidence of that.

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  • Advising in a time of uncertainty

    Advising in a time of uncertainty

    • By Sarra Jenkins, Director of Future Pathways at Loughborough Grammar School.

    The headlines made by the financial uncertainties within the Higher Education sector have been widespread in recent months. QMUCU has a running list of the currently 90 organisations with redundancy and restructuring programmes, and the Office for Students predicts more than one-third of universities will face ‘serious cash flow problems’. For the sector and those in it, this creates uncertainty. It also creates uncertainty for students making decisions on their university choices, in both an emotional and logistical way. So, what challenges do university advisers face when advising students in the current climate?

    Before application

    When students are considering their higher education options, research is crucial. I have previously written about the importance of ‘best fit’ for trying to ensure a student will thrive at university. However, when students are researching institutions about which headlines have been written in terms of their financial security, it creates uncertainty and raises questions for students. These questions are often ones that do not have obvious or immediate answers, but they can make it difficult for students to feel that they can make effective decisions.

    This also makes it difficult to advise students on the post-18 plans. When the sector within which the students are researching is facing the financial concerns that it currently is, it makes it challenging to advise them accurately. One training session I attended drew attention to this, but effectively argued that students should not be too concerned with what is going on. This is well-meaning advice, but it does little to reassure them in the face of the headlines they see when they conduct their research.

    Course withdrawals during application

    Another way students may experience the impact of the financial issues in higher education is through course withdrawals. There have been news reports of universities deciding to cut courses due to the financial challenges they face. But this also affects prospective students. If a course is withdrawn before an application is made, at least the research that a prospective student carries out can take this into account in their decision-making. However, what about after an application is made?

    I had a student this year who was delighted to get an offer from the university they wanted to be their first-choice institution. They had put considerable effort and focus into their post-18 research and were able to get their application sent very early in the application cycle. This allowed them to focus on their A Levels and on getting the grades they would need to get in if they received an offer. In October, they received the offer they wanted, only to have it withdrawn in January after it was decided the course would not run in this academic year. As all of this occurred before the Equal Consideration Deadline, the student could remove this withdrawn option and put another university and course onto their UCAS form. But this logistical solution hides the emotional toll this took on the student.

    Initially, all of their well-formed and carefully researched plans were now in disarray. They could look at other options, and we did identify similar courses at different institutions. But understandably, these other options were not what the student wanted or had planned for. Having received an offer, they had set both their heart and their head on accepting it. Having it withdrawn was not simply a case of ‘finding something else’; rather, it undid months of research in the manner that every university adviser hopes their students will approach this decision.

    Students may also see other changes occurring during their application. At one university, headlines were created when departments were merged. In this case, I had a student who held an offer at one of these departments, and who then raised questions about what this meant for them. The answer might be that such changes may have relatively little impact on the student experience, however it does create uncertainty and unsettles the student.

    As a university adviser in this situation, we can try and help the student make the best decisions in the circumstances. But it does undermine the plans they had started to put together, either internally or in reality, about their next steps. This could also potentially undermine the success and speed of their transition to HE.

    Course withdrawals during a course

    Some withdrawals happen once a course has begun. Whilst universities might be supportive of students who find themselves in this unfortunate situation, it still undermines the research a student has done and the subsequent choices that they have made in accepting and taking up an offer.

    I had a student get in touch this year having had their course withdrawn just before Easter of their first year. Being so relatively new to university, the student came back and sought advice and support for an entirely new application. They had been offered a place on a different course by their university, but it did not have the focus and modules that they wanted. Instead of seeking a transfer, they sought to re-apply to university and begin again elsewhere in the first year.

    Again, whilst universities or school university advisers can try and help students make the best decisions in these circumstances, a decision has ultimately been placed on the student beyond their control. This does happen within the world of work too, however when students are paying to take up their higher education choices, it is important that they have agency in the choice and that their decision is right for them, not simply a fallback over which they had little control.

    Moving forward

    None of these situations reflects a preferred situation for a university, let alone a student. Clearly, none of these decisions are taken lightly by universities. Equally, this is, of course, not a UK-specific problem. Having visited the Netherlands recently, we saw protest signs about higher education cuts in Utrecht, and as I write this piece, reports are coming from the US of the Pentagon ending all funding for social science research. Those facing redundancies and restructuring are undoubtedly feeling the brunt of these financial concerns.

    Additionally, though, perhaps it is worth recognising the impact of this uncertainty on prospective students. The resilience they need to deal with such changes may yet not be fully formed, and this is one of the first major decisions in their lives over which they are likely to have considerable agency. Knowing these possibilities can help university advisers better prepare students. As universities look to their new intake in September, and open day season in the coming months, perhaps they could consider the reassurances that are possible to prospective students too.

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  • Top Hat Is Now ISO/IEC 27001:2022 Certified!

    Top Hat Is Now ISO/IEC 27001:2022 Certified!

    TORONTO – April 28, 2025 – Whether it be student grades, assessment responses, engagement data, or contact information, the safety of your data is our priority at Top Hat. As the leading engagement platform used by more than 750 higher education institutions, we’ve implemented several technical and operational measures to keep our promise. That’s why we’re thrilled to announce that Top Hat has received a certificate of compliance for ISO/IEC 27001:2022!

    Read on to learn what this means for our business and users.

    A new milestone in Top Hat’s privacy and security journey

    The ISO/IEC 27001:2022 certification is the international gold standard for information security management. This achievement highlights our dedication to safeguarding user data through a complete set of information security controls, which are routinely audited by an independent third party. CPSI Certifications Inc., a certification body with more than 30 years of experience, performed the audit and awarded the certification. Our certification reflects our continuous commitment to upholding the highest level of security standards to protect user data. This credential applies to both the Top Hat and Aktiv SaaS platforms. 

    “Achieving ISO/IEC 27001:2022 certification is a significant milestone for us. It reflects the strong security foundation we’ve built to protect our users’ data and demonstrates our commitment to maintaining the highest standards of information security,” says Que Sengmany, Director of Information Security at Top Hat. “For our users and partners, this certification provides assurance that we’re following globally-recognized best practices to manage risks and safeguard information.”

    Our security philosophy

    At Top Hat, we’ve used the following pillars to guide our security philosophy.

    1. Confidentiality: Ensuring that information is accessible only to authorized individuals
    2. Integrity: Maintaining the accuracy and completeness of information and processing methods
    3. Availability: Guaranteeing that only authorized users have access to information when needed

    These principles continue to be our North Star as we continue to safeguard sensitive company and user data. Curious to know more about our technical security measures? Visit our Security page today.

    About Top Hat

    As the leader in student engagement solutions for higher education, Top Hat enables educators to employ proven student-centered teaching practices through interactive content and tools enhanced by AI, and activities in in-person, online and hybrid classroom environments. To accelerate student impact and return on investment, the company provides a range of change management services, including faculty training and instructional design support, integration and data management services, and digital content customization. Thousands of faculty at 750 leading North American colleges and universities use Top Hat to create meaningful, engaging and accessible learning experiences for students before, during, and after class.

    Contact press@tophat.com for media inquiries.

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  • Thinking about the support of Chinese students: a response to HEPI’s recent report

    Thinking about the support of Chinese students: a response to HEPI’s recent report

    In December 2024, HEPI and Uoffer Global published How can UK universities improve their strategies for tackling integration challenges among Chinese students? by Pippa Ebel. In this blog, academics at the Manchester Institute of Education, University of Manchester give their thoughts on the report. Beneath that, Pippa Ebel has provided her response.

    • By Dr Paul Vincent Smith, Lecturer in Education; Dr Alex Baratta, Reader in Language & Education; Dr Heather Cockayne, Lecturer in International Education; and Dr Rui He, Lecturer in Education, who are all at the Manchester Institute of Education, University of Manchester.

    The HEPI and Uoffer Global report How can UK universities improve their strategies for tackling integration challenges among Chinese students?, by Pippa Ebel, provides a series of ideas for supporting Chinese students. This clear and succinct report left us wanting more detail on some of its conclusions. However, we also noted that the report’s focus on integration is one that has been problematised in recent publications. In this response, we suggest some contrasting perspectives on the support of Chinese students for the purposes of further discussion.

    Generalising along national lines

    The framing of the report along the lines of national identity unavoidably makes for a broad-brush approach. We suspect Ebel would agree with us when we suggest that we cannot assume Chinese students will have uniform ambitions and desires. Although the structural conditions under which students are recruited must be taken into account (see ‘Admissions’ below), there is an increasing recognition of students as independent agents, capable of making their own choices, rather than being passive vessels of their national culture.

    Further, there are other student characteristics to bear in mind. For example, we suggest that the distinction between undergraduate and postgraduate student experiences should be reflected in how students are offered support. At the University of Manchester, international students comprise around one-third of the student body; at the taught postgraduate level, it is more than half. Many of these are students from China. When considering educational level alone, then, there are likely to be differences between students who will spend three years in a setting of student diversity, and those who will spend a calendar year in the UK, predominantly among compatriots.  

    What do students really need universities to do?

    The report suggests that ‘Most Chinese students would like more digital support from their institutions’ (p. 41), with the report tending to focus on social media. Yet (p. 27) 60% of Chinese learners are nonetheless described as using Whatsapp and Instagram; they simply have a preference for the continued use of equivalent Chinese platforms.

    We infer from the report the idea that Chinese students are missing out by not using ‘our’ platforms. It is suggested (p. 41) that Chinese students could be involved in marketing decisions on whether to use Western or Chinese platforms for social media messaging. This would have the advantage of directly involving Chinese students. It begs the question, though, of whether time is better spent on choosing the best platform for a given purpose, or on establishing a broad social media presence to maximise coverage.

    Our experience suggests that students find their domestic digital ecosystem enabling in a UK context. It also suggests that there might be some question of validity when it comes to the report findings. Is this a case of higher education researchers asking: ‘Would you like more support?’, and the students understandably answering ‘yes’?

    Admissions to UK universities

    The report has much to say on how Chinese students are admitted to UK universities. The ‘ethnic clustering’ addressed in the report is an index of how the university sector is organised and how universities generate income. Several of UK universities recruit thousands of Chinese students annually. It is well documented that many students will base their choices on university standings, purposefully selecting universities that are in the top 100 of world rankings. In this context, there is a limit to what agents who are charged with ‘promoting under-subscribed courses’ (p. 40) could achieve.

    The use of AI-supported interviews to further test applicants’ spoken English is again thought-provoking, but requires more discussion. This practice seems to be an invitation for universities to spend money on additional admissions arrangements, in order to reduce income by rejecting students who, while they may have otherwise met the formal language criteria for admission, fall foul of new spoken English tests, the requirements of which are in their formative stages.

    Institutional responses to proficiency in English

    The report takes a particular position on the English proficiency of Chinese students. We agree that universities and their staff must be able to invoke standards of language for purposes including admissions and assessment. As teaching staff, though, we find that there are many steps to traverse before we conclude that any particular student behaviour can be attributed to linguistic proficiency.  Have we met the students on their own terms, and found out about them as learners? Before we insist on invoking linguistic standards, are we satisfied that there are no better explanations for (e.g.) classroom silence? The issue of classroom passivity is not one specific to international students, although it seems that the wider issue is being put to one side in favour of a focus on some international students.

    Not least among these matters is that of how China English is manifested in student academic writing. In many cases, the language used in student texts is highly systematic and obeys the rules of a fully-fledged language. There is a need to raise awareness of these features. With regard to spoken language, perceived proficiency is not always about the grasp of the language itself, but can also be associated with the spaces students are working in. Lack of confidence (as noted on p. 16 of the report), mental health, sense of belonging, and divisive university-level language policies may all have an impact.   

    The discussion of IELTS in the report is notable for what it omits. Is it the case that universities are putting IELTS to a purpose it is not fit for; or that universities think of IELTS as a guarantee of proficiency rather than a time-and-space-constrained test result for which universities themselves, along with UKVI, have set the standards for success? We welcome the contribution of the report on this point, and we would be interested to read more on the author’s broader perspective and recommendations on IELTS.   

    Integrating or including?  

    Chinese students remain the largest international group on UK campuses, attracting ongoing attention from higher education policy-makers and practitioners. Nonetheless, where we see a focus on a single group, we need to ask how universities can manage their support without falling into the trap of re-hashing existing deficit narratives. Work on internationalisation in universities has suggested that ‘practice[s] with the most demonstrable impact on students’ include embedding internationalisation holistically across the institution, and encouraging inclusion – as opposed to integration, which is not always well-conceptualised. There is a balance to be struck between the economy of generalising according to background, and providing local, co-constructed spaces for students as independent agents to meet their own needs.

    I have been pleasantly surprised by the degree and depth of feedback received in response to my report published at the end of last year. It is always better to have engagement of any kind than none at all. Two threads of response have been most striking: the first by management teams of universities and education organisations wanting to better understand the report and how to apply it to their own strategies. Secondly, by Chinese students themselves on platforms like Little Red Book, with whom the report has thankfully resonated and prompted further discussion and exchange. Both are incredibly heartening. Yet as expected, responses have not all been glowing, and I am particularly grateful for the response issued by academics at the University of Manchester which critically addresses several points. It reflects in a nuanced way on my arguments and contributes valuable questions.

    I hope to add the following reflections in order to continue the dialogue on the report, as well as acknowledge the time and effort they put into forming a response.

    The value of identifying patterns & trends within a single ethnic group

    As suggested, I recognise that Chinese students do not have ‘uniform ambitions or desires’. My extensive conversations with Chinese students from a range of backgrounds have shown me how personal and individual every university experience is. However, in a report focusing exclusively on one group – partly chosen for the fact it represents the second largest international student group in the UK – a principle aim is to extract trends and patterns which can be useful in promoting better understanding and empathy. My report does not make statements such as ‘the Chinese student experience is X’ or ‘all Chinese students think…’, instead it focuses on which challenges were most consistent among a diverse group of Chinese respondents. It is important, for instance, for universities to understand that probably their entire Chinese student body uses WeChat, and how this cultural phenomenon might shape their digital behaviour on campus.

    A more detailed explanation of divergent social media usage

    My report is in fact entirely in agreement with the respondents in finding that China’s own social media platforms – such as Little Red Book – are enabling when transposed to a UK context, providing key information about the locality (for instance, hospital services and banks).

    The report does not ask whether Chinese students should continue to use their own software, or switch to a local one. Rather, it investigates the habits and preferences of Chinese students in the UK, in order to raise awareness of differences with other local and international students. How universities choose to engage with this information is an open question, but it raises the point that if universities wish to improve communication channels with Chinese students they must first understand which platforms are being used, and how.

    Promoting undersubscribed courses, not institutions

    The respondents rightly observed that the preference of UK institutions among Chinese students is the result of an emphasis on rankings, leading to a preference for the top 100 institutions. However, the respondents misunderstood my assertion that agents should promote ‘less well-known courses’ to mean they should promote a broader range of universities. Since agents often work on behalf of universities, this would clearly not be a realistic suggestion, as they would not be incentivised to promote an institution that was not their client.

    My suggestion was to help agents promote different courses which are less well-known and undersubscribed among international students. Furthermore, it was to encourage universities to maintain closer dialogue with their agents to better communicate their needs (and gaps), as well as to receive useful information from agents who are in daily conversation with prospective students. During a conversation with a senior faculty member from a UK institution with a meaningful agent network in China, the complaint was raised that the more niche or newer courses in science have surprisingly few Chinese students. Whilst this is a single anecdote, it was consistent with prior findings. Chinese students veer towards courses which are actively promoted, or undertaken by fellow students in their network: Business, Engineering, Marketing… This means that more niche, but perhaps highly suitable courses are overlooked. Do prospective students, for instance, know that Bristol has 16 courses related to Economics, or might they presume quite reasonably that there is just one?

    Language challenges, explained

    The respondents thoughtfully add to my point on language challenges of Chinese students by highlighting the differences in the education systems of China and the UK. These are indeed pertinent and have been written about at length (one reason why I chose not to focus on this area). My interviews with students indeed reflected surprise with the academic environment at UK institutions, which promoted a form of debate and discussion they were unused to. This aspect, however, doesn’t contradict the argument of Chinese students being underconfident in expressing themselves in English, but adds another dimension in explaining their underconfidence within a classroom setting.

    The response asks for further clarity on my assessment of IELTS as a suitable language evaluation tool. As stated, I believe that IELTS is too heavily relied on as a tool for understanding a student’s overall language ability and their suitability to enrol in a course. Whilst IELTS provides an indication of level, it is incomplete and as Manchester points out ‘a time-and-space constrained test’. The report suggests that universities consider additional methods of evaluation, for instance online or pre-recorded interviews, in order to gain a more holistic and accurate perspective. In a world where AI is proving increasingly central to our lives, universities might benefit from investment into AI tools which could elevate and enhance their recruitment processes.

    (Hopefully not) a final word

    My report does not assume that students should or must integrate. Rather it questions assumptions around the degree to which Chinese students wish to engage with their institution (particularly socially), and highlights distinct facets of the Chinese experience which may be less well known by institutions and non-Chinese students.

    I do not personally see the term ‘integration’ as problematic. I interpret it to mean engaging with and understanding a local context, not compromising one’s own unique identity and background to fit in. I commend the respondents’ use of the term ‘inclusion’ and agree we should all be aspiring towards a more inclusive environment on campuses. However, I assert that in order to make an environment more inclusive, it is first necessary to raise awareness and understanding of the individuals we are attempting to include. Without this understanding, how do we know what inclusive looks like?

    Awareness of the unique and precise challenges international students face – Chinese or otherwise – is the first step to actually making them feel included. It is not showcasing a range of faces on the front page of a brochure, or hosting Chinese calligraphy workshops on campus. It is creating structural opportunities in which students can give feedback and embedding representative voices of these different groups within the institution at diverse levels, be it the students’ union, alumni office or governing board.

    I welcome any additional points, and again reiterate my thanks for a thoughtful response to my original report.

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  • Charting a Collaborative Course for Higher Education

    Charting a Collaborative Course for Higher Education

    • Mark Taylor is Chief Finance Officer at GuildHE.

    The concept of shared services in higher education is far from novel. In my early career, back in 1992, I witnessed the ambitious yet ultimately unsuccessful Management and Administrative Computing (MAC) Initiative. This early experience highlighted the deep-seated challenges the sector faces when attempting to collaborate. The MAC Initiative failed due to a ‘we are different’ culture which hindered standardisation, and possessed a lack of strong leadership and absence of clear governance, which allowed institutional size to dictate priorities, overshadowing mutual respect and trust. These factors still hinder collaboration in higher education, as confirmed by the recent Jisc/KPMG report.

    However, the current climate leaves institutions with no choice but to explore innovative solutions, focusing on collaboration and efficient spending, as highlighted by Jacqui Smith’s emphasis on these two areas:

    ‘These are difficult times for government finances, and there won’t be a large injection of public money. Therefore, there will need to be strong sector collaboration and much more effective spending’ – Jacqui Smith, Monday 20th January 2025

    Collaboration opportunities are, however, varied and each model has different governance implications and efficiency and risk/reward outcomes. Institutions must define their objectives, either simply cost reduction or a more strategic shift towards greater collaboration, and look at why and what they can change to find the best legal model to suit their needs.

    This blog delves into the complexities of collaboration and cost-sharing, examining the current obstacles and proposing potential pathways forward. It draws upon insights from sector stakeholders, whose perspectives illuminate the challenges and opportunities ahead.

    Does collaboration save money?

    The initial financial hurdles in collaborative cost-sharing arrangements are often significant. Management time and upfront costs for due diligence and legal fees are substantial. The VAT implications of shared services are frequently misunderstood, adding another layer of complexity, especially when budgets are tight. The relevant legislation focuses on cost-sharing between exempt bodies, not the provision of services from one entity to another. By operating on a non-profit basis and charging members only for expenses incurred, cost-sharing groups can effectively navigate VAT concerns. The BUFDG CSR submission proposes an amendment to allow universities to recharge costs ‘at cost,’ without VAT, recognising these as non-business activities.

    Joint procurement initiatives through sector bodies have been successful, as shown by Jisc regional consortia like the Southern Universities Purchasing Consortium (SUPC).  Our GuildHE Research consortium demonstrates the tangible benefits of collective purchasing by providing services such as an open-access research repository and HIVE tracker which smaller institutions would otherwise be unable to afford individually. However, the power of monopoly suppliers is a challenge, and procurement alone may not be enough for long-term financial resilience.

    Protecting institutional identity

    The risk of losing institutional identity through more formal collaborative approaches remains a significant concern, particularly for smaller providers. Structural change is also probably one of the most challenging things for Boards. Boards often take a position around defending the independence of an institution rather than taking a broader view of how collaborative structures could create different futures which need to be evaluated on the basis of student provision and choice rather than out-and-out independence. GuildHE does not believe that a homogenised sector is in the interests of the public, students or industry and will continue to advocate for a wide range of institutional types to be protected within the system.

    Group structures are an alternative to mergers, allowing institutions to retain their brand and identity while sharing resources. However, the OfS registration process demonstrates the difficulties in maintaining collaborative structures. Due to inflexible accountability requirements for providers in group structures, the long-standing Conservatoire for Dance and Drama consortium was forced to disband in order to join the register. To alleviate Governing Body concerns, a flexible approach to data and metrics is also required to accommodate short-term risks that may arise from merging two institutions with differing metrics. Regulatory reform is therefore needed to remove barriers to collaboration and innovation.

    Learning from Examples: Success Stories and Ongoing Initiatives

    Falmouth Exeter Plus, a joint venture between Falmouth University and the University of Exeter, demonstrates the potential of cost-sharing groups, particularly where campus assets are shared, such as library services. In another example, the Luminate Group is a tertiary structure encompassing FE colleges and Leeds Conservatoire. Brand identities have been firmly retained whilst allowing for real cost savings and synergies from integrated operations and leadership. A number of other GuildHE institutions also sit within much larger group structures, whilst retaining their own brand and identity. At a national level, the Advanced Procurement for Universities & Colleges (APUC) in Scotland is providing a model for shared service optimisation. Universities Wales is exploring deeper collaboration, recognising common challenges but potential benefits.

    These examples illustrate savings in overheads and cost efficiencies from shared assets and operations within collaborations and group structures. These are more complex and nuanced than traditional straight mergers, but ultimately retain the benefits of specialisation and variation in mission to maintain student choice.

    Charting a Collaborative Future: Recommendations

    Collaboration is essential for the sector’s sustainability. GuildHE has just launched a series of roundtables and a new development programme for our community to help foster the types of discussions and initial explorations needed to determine how to take first steps towards greater collaboration, including joint procurement channels.  There are undoubtedly other organisations in the sector offering similar help and support, which we’d be keen to hear from in our own efforts to role-model greater collaboration.

    To ensure a more sustainable future for all institutions, the DfE and the OfS should reform regulatory structures to incentivise collaboration. This will help secure a more stable foundation for institutions and ensure that smaller-scale, specialist, and non-traditional institutions are not overlooked during the deepening financial crisis, which is most acutely affecting larger-scale, multi-faculty institutions. Furthermore, a culture of mutual trust and respect needs to be fostered between institutions and their governing bodies.

    As Walt Disney famously said, ‘The best way to get started? Quit talking and start doing.’

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  • The OfS’s fine on Sussex is a blow against free speech, not for it

    The OfS’s fine on Sussex is a blow against free speech, not for it

    • Peter Scott is Emeritus Professor of Higher Education Studies at UCL and was Vice-Chancellor of Kingston University between 1998 and 2010.

    Freedom of speech and academic freedom are difficult enough to define and police. The task has become more difficult because they have got caught up in the two most toxic issues of the moment – Palestinian rights and anti-Zionism (seen as shading into anti-semitism) on the one hand and support for the Israeli Government on the other; and women’s and trans rights and transphobia. Never has it been more true that hard cases make bad law.

    This seems to have been lost on the Office for Students with its recent decision on the Kathleen Stock case, whose gender-critical views had led to protests and demonstrations by trans activists, to fine the University of Sussex more than £500,000 (with the threat that fines could be even higher for universities which, in the eyes of the OfS, fail to protect free speech and academic freedom in a similar way). Unsurprisingly, that decision is being challenged by Sussex on a number of grounds, including the OfS’s refusal to meet the University’s representatives face-to-face before reaching it, a curious decision in the light of normal proceedings in legal and quasi-legal cases. Remember the lawyers’ old Latin tag audi alteram partem.

    The Stock case was one of three recent high-profile free speech cases. The two others were the case of David Miller, the University of Bristol professor who won an employment tribunal case after his dismissal by the University for his anti-Zionist views and that of Jo Phoenix, the Open University (OU) professor who won a similar case for constructive dismissal following the University’s failure to support her when attacked for her gender critical views.

    The same two toxic issues were in play in all three cases. It is difficult to see how, from the OfS’s perspective, Bristol and the OU were not as much in breach as Sussex of the OfS’s regulatory condition E1 for failing to uphold the relevant public interest governance principles (ensuring staff have the freedom ‘to question and test received wisdom’ and ‘to put forward new ideas and unpopular opinions’ without placing themselves in jeopardy). Two separate employment tribunals found that this is exactly what happened to Professors Miller and Phoenix, although in the first case through gritted teeth. Constructive dismissal and dismissal certainly count as being placed ‘in jeopardy’.

    The OfS opened its investigation into ‘free speech matters’ at Sussex under the general powers it had under its regulatory framework. The fine was assessed within the same framework. The Higher Education (Freedom of Speech) Act, which has given the OfS extra powers to investigate individual complaints, had not yet been passed. In any case, the incoming Labour Government chose last year not to implement some key provisions in that Act. So, when it launched the Sussex enquiry, the OfS did not yet have the power to investigate individual cases. Officially, it did not do so in the case of Kathleen Stock, although it appears she was interviewed as part of the investigation.

    So it remains a mystery why the OfS decided not to investigate the Miller and Phoenix cases which, on the face of it, raised the same issues and, as a result, should have led to the same concern – and similar fines? Surely not because of the political and media firestorm that the Stock case set off. Instead, the OU was allowed to ‘mark its own homework’ by setting up the Dandridge review, which failed to placate Professor Phoenix. Bristol publicly expressed its ‘disappointment’ at the tribunal’s findings, so no regrets and no acknowledgement that free speech had been an issue. The involvement of employment tribunals was no bar to an OfS investigation. Any differences between the three cases cannot explain why Sussex was picked out, because the OfS did not carry out investigations into the other two cases and so could not be aware of any differences.

    The OfS report is a curious document. It is largely context-free, in the sense that Professor Stock’s case is so briefly sketched that anyone unfamiliar with the case would find it difficult to understand what had happened. The formal reason for this context-lite brevity is that the OfS was not investigating what had happened to Professor Stock. Officially there was no Stock case. But a more substantial reason surely is that this absence of context was necessary in the light of its claim, in the words of the Director for Freedom of Speech and Academic Freedom, Professor Arif Ahmed, that ‘The OfS will continue to focus on a protection and promotion of lawful speech – irrespective of the views expressed. We will continue to be impartial and viewpoint neutral in our regulation and decisions’.

    In truth, free speech and academic freedom, even within the law, can never be absolute. This is explicit in section 43 of the Education (No. 2) Act of 1986 which states that universities ‘must take such steps as are reasonably practical to ensure that freedom of speech within the law is secured’. ’As are reasonably practical’ is an essential phrase, to which I will return. There will always be views which it is lawful to express but nevertheless are highly objectionable in the eyes of many people, and especially of those who feel they are threatened.

    Nor can they really be ‘viewpoint neutral’. The two toxic issues under discussion demonstrate this clearly. The expression of anti-Israeli and anti-Zionist views, because it is sometimes in danger of shading into anti-Semitism, is treated as beyond the pale. Gender-critical views, in contrast, despite the fact that they may be perceived to be transphobic, are firmly within it. The former, therefore, deserve to be banned and universities that tolerate their expression stigmatised or punished; the latter to be protected and universities that do not do so punished – as Sussex has been with its hefty fine. To be clear, I am not expressing an opinion about these viewpoints, just highlighting how they are treated differently.

    Why? Both Jewish and trans people, rightly or wrongly, feel threatened by what for them are hostile views. That is not sufficient in itself to override freedom of speech or academic freedom which, remember, are expected to be ‘unpopular’. This difference in treatment can only be explained with reference to history and politics. But, if the definition, and protection, of free speech and academic freedom are essentially political, the ‘viewpoint neutrality’ espoused by the OfS is an illusion. Its own decision to investigate Sussex was clearly partisan. The 2023 Act, which gave the OfS the mandate to investigate individual complaints, arose in a particular political context. It reflected the belief that conservative viewpoints were unwelcome in universities and therefore needed to be protected. Protecting liberal views was never the game.

    If free speech and academic freedom are context-specific, two questions arise. The first is practical. If that context is to be assessed and common sense applied – or, in the phrase in the 1986 Act, steps ‘as are reasonably practical’ defined – who is best placed to do that? In short, who is competent to make these complex decisions in which competing, and passionate, differences must be balanced? The effective choice is between officials in a State agency who are likely to have limited experience at the sharp end of university management, and vice-chancellors, their senior colleagues and university communities at large who know the people and personalities and real-world contexts. Free speech cases will not always be straightforward. They may contain multiple strands – breakdowns in professional relationships, complaints by students (ostensibly sovereign ‘customers’), even underperformance.

    The second question is one of principle, and much more important. In a liberal democracy that aspires to be an open society, should the State, or State agencies, ever be allowed to decide these delicate issues, particularly with regard to academic freedom, in the process invading and inevitably reducing the autonomy of universities? Of course, authoritarian and totalitarian States routinely behave in this way. They have no interest in academic freedom. But in a democracy, a foundational principle of academic freedom is surely that it is not defined or policed by the political authorities.

    The only conceivable justification for State intervention in a free society is that, if universities do not protect freedom of speech, they must be made to do so, as the partially implemented 2023 Act prescribes. There are two answers to this.

    • First, during the modern era, the practice has always been to trust universities to protect academic freedom because they understand it best. When I was a member of the board of the former Higher Education Funding Council for England two decades ago, no one would have suggested that HEFCE should have the power to fine universities for failing to uphold free speech. What is truly chilling is the erosion of institutional autonomy, with remarkably little protest or pushback. It is interesting how the political right, while believing passionately in a small State in the context of public services, economic regulation and taxation, believes equally passionately in a very strong State in the context of ideological surveillance.
    • Second, is there really a problem here – or, more accurately, a new problem? There is little evidence that universities have become less trustworthy in terms of protecting academic freedom. Of course, there have always been issues with ‘viewpoint diversity’ (in the phrase used by the US Government to justify its assault on Harvard – I’m coming on to Trump next…). In Economics departments dominated by econometricians behavioural economists are not always welcome. Some education departments may have ‘coloniality’ on the brain. Even peer review or the Research Excellence Framework may have ‘chilling effects’ in certain circumstances. But overall universities have always known, better than politicians, that intellectual creativity and productivity depend on a variety and diversity of ideas and of people.  

    … which brings me finally to Trump and Harvard. In a crooked sense, we should be grateful to President Trump for his brutish honesty. No serious attempt to disguise partisanship beneath a cloak of dispassionately protecting all free speech and academic freedom, just the driving desire to punish America’s greatest universities for refusing to toe the MAGA line in an extraordinary spasm of national self-harm. Harvard has been asked, and bravely refused, to allow the US Government to carry out ‘audits’ of departments suspected of being ‘woke’, to influence admissions, to vet academic appointments, to have access to lists of students, especially international students, who have taken part in demonstrations against Israel’s actions in Gaza, and outlaw all policies designed to promote diversity, equity and inclusion.

    The US example is important for two reasons, however little the OfS may appreciate being bracketed with Trump. First, the political focus on free speech, in the current form of the ‘war on woke’, has all the marks of being ‘made in America’, ideology borrowing rather than truly home-grown. Now we have been shown the future, and it stinks. Do we really want to go there? Second, the same politically partisan focus has actually made it more difficult to have a measured debate about free speech and academic freedom which, very sadly, is badly needed in a world from which reason, trust and mutual respect appear to have fled – and online abuse, fake news and AI have arrived. The OfS report on Sussex, and its disproportionate fine, are – in effect – a blow against rather than a blow in favour of free speech in higher education.

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  • Private School Marketing: SEO Strategies for Visibility

    Private School Marketing: SEO Strategies for Visibility

    Reading Time: 8 minutes

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

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

    Struggling with enrollment?

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

    The Unique Challenges of Private School SEO

    Private schools face a distinct set of Search engine optimization challenges that require tailored solutions – can you relate to any of these? 

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

    How can you create a strategy that offsets these unique challenges? Let’s explore the importance of SEO and how you can implement it effectively. 

    The Importance of SEO for Private School Marketing

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

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

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

    Image 1Image 1

    Best Practices for Optimizing SEO for Private Schools

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

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

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

    Image 2Image 2

    Source: HEM

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

    1. Conduct Thorough Keyword Research

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

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

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

    Image 3Image 3

    Source: HEM

    2. Optimize On-Page SEO Elements

    Once the right keywords have been identified, they should be strategically incorporated into website elements such as:

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

    Image 4Image 4

    Source: HEM

    3. Create High-Quality, Engaging Content

    Content marketing is an essential component of SEO. Private schools should focus on producing valuable, informative, and engaging content that answers common questions and concerns of prospective families. This includes:

    • Blog posts on topics like “How to Choose the Right Private School for Your Child.”
    • Parent testimonials and student success stories.
    • Virtual campus tours and video interviews with faculty.
    • FAQs addressing tuition, admissions, and extracurricular activities.
    • In-depth guides on topics such as “How to Apply for Financial Aid at a Private School” or “What to Expect in Your Child’s First Year of Private School.”

    Publishing fresh, relevant content regularly helps keep the website dynamic and signals to search engines that the site is actively maintained.

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

    YouTube videoYouTube video

    Source: CTS College of Business & Computer Science

    4. Implement a Local SEO Strategy

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

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

    5. Enhance Website Performance and User Experience

    Search engines prioritize websites that offer a seamless user experience. Private schools should ensure their websites are:

    • Fast-loading: Page speed impacts rankings, so schools should optimize images, leverage browser caching, and minimize code.
    • Mobile-friendly: With many parents researching schools via mobile devices, responsive design is essential.
    • Secure: HTTPS encryption builds trust and improves rankings.
    • Structured with Clear Calls-to-Action (CTAs): Encouraging prospective students and parents to schedule a visit, request information, or apply online enhances conversions.

    A well-structured site with intuitive navigation reduces bounce rates and encourages visitors to explore more pages.

    6. Build a Strong Backlink Profile

    Backlinks, links from other reputable websites to a school’s site, signal authority to search engines. Schools can earn high-quality backlinks by:

    • Partnering with local businesses and educational organizations.
    • Contributing guest posts to education-related blogs.
    • Issuing press releases about notable achievements or events.
    • Getting listed in school directories, alumni association pages, and educational forums.

    Additionally, ensuring the school is listed on authoritative education directories and accreditation bodies’ websites can further boost credibility.

    7. Leverage Social Media for SEO

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

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

    Image 5Image 5

    Source: Rundle Schools | Instagram

    Get Support to Elevate Your Private Schools SEO Strategy 

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

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

    Struggling with enrollment?

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

    Frequently Asked Questions 

    Question: How to market a private school? 

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

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

    Answer: Maintain active profiles on platforms like Facebook, Instagram, and LinkedIn, regularly sharing engaging content and linking back to key web pages. Encouraging faculty, alumni, and students to share content can increase organic reach and generate social signals that indirectly benefit SEO.

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  • Social capital and the degree awarding gap: spaces, places and relationships

    Social capital and the degree awarding gap: spaces, places and relationships

    • Amira Asantewa is Director of Programmes, Grit Breakthrough Programmes
    • Reuel Blair is Lead Diversity Programmes Coordinator at the Centre for Student and Community Engagement, Nottingham Trent University

    Progress on the Black-white degree awarding gap has gone into reverse.  Figures published by Higher Education Student Data (HESA) in autumn 2024 show that in 2022/23 the difference in the percentage of Black students and white students getting a first- or upper-second-class degree went up to 21.4 percentage points (pps) – from 19pps in 2021/22 and 17.6pps in 2020/21.

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

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

    Black leaders

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

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

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

    Spaces for Black students

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

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

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

    Identity and representation

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

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

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

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

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

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

    On 5th June at Nottingham Trent University, Grit Unleashed will take a deep dive into the university experience for Black students and Students of Colour across the UK in a day co-designed and co-delivered by student participants. For more details email vicky@grit.org.uk

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