Category: Blog

  • Embracing Workforce Diversity in Higher Education for a Sustainable Future

    Embracing Workforce Diversity in Higher Education for a Sustainable Future

    • Professor Antony C. Moss is Pro Vice Chancellor Education and Student Experience at London South Bank University.

    The recent announcement from Universities UK that it will be setting up a taskforce to look at efficiency and transformation across the higher education sector is very welcome, if not long overdue. As our sector faces existential challenges regarding financial sustainability, it is absolutely right that we look more critically at the way we organise ourselves and run our institutions. This means more than looking at shared professional service models, moving IT systems into the cloud, or diversifying income streams. The argument I want to develop here is that we desperately need a more diverse workforce to support a higher education sector which serves a far broader purpose for society than it did when our current workforce model was first established.

    The Uneven Growth of the Higher Education Sector

    It is a fascinating exercise to visualise the growth of the UK higher education sector over time. Robbins reported the total number of full-time UK students in 1960 was just short of 200,000. Fast forward to the latest data available via the Higher Education Statistics Agency, and in 2022/23, that number has grown to almost three million. While that 1960 figure does not include student numbers enrolled in the polytechnics of the day (which of course mostly became universities in 1992, stimulating a sudden burst of growth in student numbers), this remains an extraordinary expansion by any standard.

    As a sector, we have weathered much criticism in recent years regarding the extent to which we are recruiting too many students. While this might be a tempting conclusion given the figures cited above, it is worth keeping in mind that the needs of our labour market have also changed dramatically since 1960. For example, in 2021/22, over 160,000 of the 2.25 million students in higher education that year were studying towards a nursing qualification. In other words, the nursing student population of 21/22 equates to more than three-quarters of the entire full-time UK university student population in 1960. We all benefit from advancements in modern medicine, but this requires us to invest in a workforce with an ever-increasing level of technical knowledge and skill. This same argument could be made for the workforce in many other sectors of our economy, and so we should continue to expect expansion and diversification of our education sector to support the types of jobs and skillsets required for the future.

    While we might debate and reflect on the number of students entering higher education, it is less common to hear debates and discussions on the size of the workforce who are the backbone of our own sector. While I have been unable to locate accurate workforce data as far back as 1960, the Higher Education Statistics Agency have published data from 2005/6. At that time, UK higher education providers employed a total of 355,410 staff, of which 164,875 were in academic roles. Moving ahead to 2022/23, we now employ 480,845 staff, of whom 240,420 are in academic roles. In itself, this is a significant workforce expansion – a total increase in staffing of over a third, and a 50% increase in academic staff numbers over a 17-year period. Or in more human terms, that is a net increase of 75,545 full-time equivalent academic staff.

    What is perhaps most remarkable is that this expansion of our workforce has been, at a national level, an organic process. We have no whole-sector workforce plan and no sector-wide discussion around the shape and size of the workforce we need in 5, 10, or 25 years’ time. In their 2021 review of HE sector workforce changes, Alison Wolf and Andrew Jenkins illustrated both the expansion and changing shape of the sector workforce but also demonstrated that this has been largely reactive and not driven by a clear set of principles or plans.

    The reason this all matters in the context of discussions about financial sustainability is that the expansion of the higher education sector has been uneven in terms of the growth of our different areas of activity. As illustrated in Figure 1, over the past ten years, the overwhelming majority of our income growth has been linked to teaching.

    Figure 1: Income of UK Higher Education Providers by income type and academic year (£ millions)

    From a workforce perspective, with teaching income rising sharply against relatively stable income for research, it would be reasonable to assume that the additional 75,454 academic staff noted above would be almost entirely focused on teaching. However, the best available data we have on the proportion of time spent by academics on different activities – the Transparent Approach to Costing (TRAC) returns published by the Office for Students – shows that there has been almost no change in the proportion of academic staff time spent on research activity. For years where there are comparable TRAC data, we can see that in 18/19, research activity accounted for 35.3% of academic activity, while in 22/23 that figure was 34.1% (and from Figure 1, we can see that teaching-related income grew over this period by over £7bn, while research income only grew by £821m). If research income to the sector had been growing at the same rate as teaching income, these figures would not be a concern – but that is very clearly not the case.

    One interpretation of these figures could simply be that this is how higher education has always operated. Tuition fees are, in part, spent on recruiting academic staff, and academics are typically recruited on contracts which include an expectation of them engaging in research and scholarly activities. Moreover, the argument goes, this is fundamental to the mission of universities, which is not solely to teach degree courses but also to generate new knowledge.

    This argument is flawed, however, due to a decade of tuition fee freezes set alongside the massive growth in student numbers, which far outstrips growth in research-related income. Our workforce model cannot simply continue growing in a linear fashion while the demands and expectations placed on the workforce are changing as significantly as they have. To provide an analogy, if the government were to announce a massive boost in research funding for universities, and the sector were to respond to this by indicating that around a third of this money would actually be spent on teaching, I would expect eyebrows to be raised across the board. But this is precisely what we have been doing, over a long period of time, in relation to teaching-related income.

    Developing a Workforce Model for the Future

    As noted above, our sector does not have a workforce plan; we have essentially grown our workforce using traditional contract types and workload models. On the other hand, the NHS Long Term Workforce Plan is an example of taking a whole-sector approach to reflect on workforce needs for a large and complex sector. Importantly, the plan proposes a significant expansion of its workforce, which will depend heavily on the capacity and ability of our further and higher education sectors to deliver. This does not simply entail the expansion of current training routes for existing professions, but the diversification of the types of qualification we offer, and continued development of curricula to ensure the skills being taught reflect long-term workforce needs.

    There are many examples of other sectors and, indeed, government departments developing workforce plans and strategies which similarly rely upon the capacity and expertise of further and higher education institutions to fulfil education and training needs. What is invariably missing from such plans is any meaningful reflection on the assumptions made about the capacity and structure of our tertiary education sector. Shortages in teachers can be addressed by funding more training, but are we confident that we have a large enough workforce of teacher-educators to meet this demand? Similarly for nurses, doctors and allied healthcare professionals and, indeed, for any other sector who may be assuming that the tertiary sector is ready and waiting to absorb a continued expansion of students to meet their own future workforce needs.

    Moving beyond subject expertise and whether we can simply recruit a large enough workforce to teach, the higher education sector has also changed beyond recognition in terms of the range of qualifications we offer. The three-year undergraduate degree remains the most common study route, but higher education providers now also offer degree apprenticeships, higher technical qualifications, and a growing number of professional and technical qualifications which are quite different to traditional university study. These differences arise due to the type of students they attract, the content of the qualifications themselves, and also the very different regulatory frameworks which underpin their delivery and monitoring.

    These changes place a very different set of needs and expectations on our workforce – both academic and professional services colleagues. Degree apprenticeship programmes require a different pedagogic approach to a traditional undergraduate degree, and come with a significant set of additional regulatory expectations. Very few academics will have ever encountered the Education and Skills Funding Agency prior to the growth of apprenticeships standards, and Ofsted was the regulator of everyone except us (outside of university education departments). These changes are not trivial, but they have happened rapidly, and without overt consideration of the way we need to support, develop and expand our own workforce.

    While 1960s higher education was, in relative terms, a fairly monolithic sector, today’s higher education sector is extraordinarily diverse and delivers massive economic and societal benefits, which are incomparable to the past. Our sector has changed, and I would strongly argue it has changed for the better. However, in the current climate of deep financial challenge, we must also reflect critically on the way we develop and diversify our own workforce. This, in my view, means stepping outside the well-trodden path of introducing so-called ‘teaching only contracts’ for academics – essentially, academic contracts where the focus is on professional practice and pedagogic leadership, which still retain a career pathway through to the highest academic ranks. Rather, we need to invest in developing a new segment of our workforce, of expert educators who are specialised in areas such as skills development and technical education. If done well, this has the potential to deliver a range of benefits:

    1. Stabilising the financial precarity of our sector. When teaching income is rising faster than research income, we need to ensure we are not disproportionately growing the cross-subsidy of research from teaching income (while recognising that some degree of cross-subsidy is part of the higher education funding model).
    2. Improving the quality of education. By developing more specialised roles within the sector, we can deliver better experiences and outcomes for students, and ensure that they are better able to succeed beyond their time in higher education.
    3. Improving working conditions for all staff. Through the creation of more specialised roles and career pathways which are better aligned to the needs of the sector as a whole.
    4. Supporting our national ambitions for Growth and Skills. As Skills England looks at our future workforce needs, it is critical that we have a stable and high-performing education sector to educate and train the workforce. We cannot continue to take for granted that our education sector can organically bend itself to meet changing industrial and economic needs, without a strategy to support the reforms which will be required.

    Universities UK and its taskforce on efficiency and transformation should, I suggest, prioritise a review of our underpinning workforce model to ensure that we are collectively fit for the future. But this work cannot happen in isolation. Our sector will be able to respond more effectively to changing demands if we work together with Skills England and the Department for Education to better understand the role that higher education can play in delivering on national ambitions for growth and skills development.

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  • 10 Key Strategies to Improve Student Retention

    10 Key Strategies to Improve Student Retention

    Reading Time: 11 minutes

    Student retention is one of the most critical challenges faced by colleges and universities. While recruitment is essential to maintaining a thriving institution, keeping students engaged and enrolled until they complete their programs is just as vital. Why is that? 

    High dropout rates can impact institutional reputation, funding, and overall student satisfaction. As an education marketer, ask yourself: how can you create an experience that ensures students feel supported and motivated to stay the course? You’re in luck because today, we’re discussing the answer to this question at length. 

    Understanding the factors contributing to student retention in higher education is the first step toward building effective marketing strategies that help students persist through their academic journey. From engagement initiatives to personalized support systems, there are various approaches you can take to increase student retention and position your institution as one that truly cares about student success. Let’s explore ten of them together!

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    Understanding Retention Marketing

    What is retention marketing? Retention marketing is the strategic use of targeted campaigns, communication, and engagement initiatives that keep current students enrolled and actively involved in their educational journey. Unlike traditional marketing, which focuses on acquiring new students, retention marketing is about maintaining student satisfaction and addressing concerns before they result in attrition. 

    Investing in retention marketing helps schools build stronger student relationships, providing the necessary support to ensure academic persistence. Now let us explore key college student retention strategies to incorporate into your marketing plan.

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    Source: HEM

    1. Personalizing Communication to Address Individual Student Needs

    One of the most effective ways to retain students is through personalized communication. Today’s students expect tailored messaging that speaks directly to their needs, challenges, and aspirations. 

    Automated email campaigns, segmented messaging, and personalized advising can go a long way in making students feel seen and heard. Implementing AI-driven chatbots and predictive analytics can help anticipate student concerns before they escalate, allowing your institution to intervene at critical moments.

    2. Creating a Strong Sense of Community and Belonging

    Feeling connected to a campus community is a key driver of student success. Institutions that foster a sense of belonging through student organizations, mentorship programs, and social events tend to see higher levels of college student retention. 

    Marketing teams can contribute by showcasing stories of engaged students and alumni, creating social media groups, and facilitating virtual and in-person networking opportunities that keep students feeling involved.

    Example: Here, Nichol’s College demonstrates its commitment to student belonging with a dedicated Instagram for making its current students feel at home. In addition to fostering belonging in your classrooms, clubs, and offices, to improve retention through your digital marketing efforts, it’s essential to champion each student’s role as a valued member of your community in posts and site content.

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    Source: Nichols College | Instagram

    3. Offering Robust Academic Support Services

    Academic challenges are one of the leading reasons students drop out. By promoting tutoring centers, academic coaching, and faculty office hours, your institution can reinforce its commitment to student success. Marketing these services effectively ensures students know where to get help when needed. Outreach campaigns can highlight real student success stories, demonstrating the impact of these resources.

    Beyond traditional support, schools can integrate technology-driven solutions such as virtual tutoring and on-demand academic workshops. Proactively reaching out to students who show signs of struggling, such as declining grades or low attendance, can also prevent academic disengagement. 

    Additionally, faculty can offer structured study groups or mentoring programs to ensure students receive guidance outside of class hours. By fostering a strong academic support network, institutions can significantly improve student persistence and overall satisfaction.

    Example: Discover the robust academic support system available to students at UC Berkeley. On their website, they make it clear that they are committed to meeting the learning needs of every student. Below, you’ll see an array of academic resources tailored to different subgroups of the Berkeley student body. Low-income, underrepresented, first-generation, and students with disabilities are acknowledged and supported to reach their full potential.

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    Source: UC Berkeley

    In addition, UC Berkeley leverages technology to serve its students through the AIM platform, specifically tailored to learners with disabilities. AIM, pictured at the bottom, is an accessible Student Information System designed to facilitate communication between students and faculty, streamline the process of requesting accommodations, and centralize the management of their information.  

    To boost retention, make sure students know how you support their learning. Make it as convenient and inclusive as possible for students to access your resources. 

    4. Providing Career Development Opportunities Early On

    Students often enroll in college with long-term career aspirations in mind, yet many feel uncertain about how to achieve their goals. By integrating career services from day one, schools can help students see a clear pathway from education to employment. Internship programs, networking events, and job placement support should be at the forefront of marketing efforts. When students perceive that their investment in education will lead to tangible career outcomes, they are more likely to persist.

    To enhance engagement, institutions should provide hands-on career workshops, alumni networking events, and mentorship opportunities that connect students with professionals in their fields of interest. Career counselors can conduct personalized career assessments to help students identify potential career paths that align with their strengths and interests. 

    Additionally, integrating career-focused coursework, such as resume-building sessions and mock interviews, can help students feel more confident about their job prospects post-graduation. Schools that establish strong employer partnerships can also facilitate job placement programs, internships, and co-op opportunities that give students real-world experience while still in school, reinforcing their motivation to stay enrolled and complete their studies.

    Example: In this video, AAPS, an institution that mainly appeals to graduate students who are focused on starting or developing their careers, markets its career services which include: access to career and employment experts, resume writing support, and interview workshops.

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    Source: Academy of Applied Pharmaceutical Sciences | YouTube

    Their marketing shows how effective the career services at AAPS are, citing their 100% employer satisfaction rate and a solid 88% graduation rate. As you promote your career services, be sure to provide tangible results because that’s what your prospects and current students are looking for. 

    5. Focus on Student Engagement Initiatives 

    Student engagement plays a crucial role in student retention, as engaged students are more likely to complete their programs and feel a strong connection to their institution. Schools must take proactive steps to foster engagement through meaningful initiatives that encourage academic, social, and extracurricular involvement.

    One way to drive engagement is by creating dynamic student events, such as leadership workshops, cultural festivals, and career networking opportunities. These events provide students with valuable connections, skills, and a greater sense of belonging, reducing feelings of isolation and disengagement.

    Another highly effective strategy is gamification, where game design elements, such as rewards, leaderboards, and challenges, are integrated into academic and extracurricular activities. For instance, you could introduce a points-based system that rewards students for attending classes, participating in discussions, or completing extra-curricular workshops.

    Social media engagement is another powerful tool. Schools can create dedicated student communities on platforms like Discord, LinkedIn, or Instagram where students can connect, share experiences, and support one another. Institutions that regularly post interactive content, student highlights, and live Q&A sessions see stronger student participation.

    Additionally, peer mentorship programs help students build support networks that enhance their academic and personal experiences. New students, especially freshmen, often struggle with the transition to college life. Pairing them with experienced peers who can guide them through academic and social challenges creates a sense of stability and reassurance, leading to increased persistence.

    Finally, experiential learning opportunities, such as service-learning projects, research collaborations, and internships, allow students to see the real-world value of their education. When students feel that their coursework directly impacts their future career prospects, they are more likely to remain engaged and committed to completing their studies.

    Example: As part of their Student Life Program, the University of Toronto offers Mentorship and Peer Programs to increase student engagement, keeping them invested in both their studies and social lives at  U of T, in turn, supporting student retention. In this video, they make the voices of their student body heard, allowing them to express just how the Mentorship and Peer Support programs at U of T have impacted their education. When promoting your student engagement initiatives, try to leverage student testimonials for better relatability and credibility.

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    Source: U of T Student Life | YouTube

    6. Utilizing Data-Driven Insights to Address Student Challenges

    Predictive analytics and student data tracking allow institutions to identify at-risk students and intervene early. By analyzing factors such as attendance, engagement levels, and academic performance, schools can proactively reach out to students who may be struggling. Automated alerts and personalized advising sessions ensure students receive timely support tailored to their individual needs.

    In addition to tracking academic performance, you can use data insights to improve curriculum design and support services. For example, if a large number of students are struggling with a specific course, faculty can adjust the syllabus, provide supplemental learning materials, or offer additional tutoring sessions. 

    Schools can also analyze patterns of student engagement in extracurricular activities and campus events to determine what initiatives are most effective in fostering a sense of community. By using data to refine support systems continuously, institutions can create a proactive, student-centric approach that minimizes dropouts and maximizes success.

    7. Enhancing Financial Aid Awareness and Support

    Financial difficulties are one of the biggest reasons students leave college before completing their programs. Many students are unaware of the full range of financial aid options available. Your school’s marketing team can provide students access to vital scholarships, grants, and payment plans. Institutions should regularly communicate financial aid opportunities through social media, email campaigns, and student portals to alleviate financial stress and keep students enrolled.

    Example: Unfortunately, many students leave their education behind due to their financial situations. Surely, some of these students are unaware of the financial assistance options available to them. To boost student retention, let your community know you can help them invest in their futures. Here, Queen Beauty Institute promotes its financial aid programs on social media, letting students know that support is available should they need it.

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    Source: Queen Beauty Institute Instagram

    8. Promoting a Flexible and Inclusive Learning Environment

    Flexibility is key to student retention in higher education, particularly for non-traditional students balancing work, family, and school. Online learning options, hybrid models, and asynchronous coursework can make higher education more accessible. Schools should highlight these flexible learning opportunities in their marketing materials, emphasizing how they accommodate diverse student needs and lifestyles.

    In addition to offering different learning formats, you can provide adaptive scheduling options that allow students to select courses that fit their personal and professional commitments. Some colleges have introduced weekend or evening classes to serve students with full-time jobs or family obligations. Additionally, having a robust support system for online students, such as virtual study groups, 24/7 tech support, and faculty office hours, ensures they receive the same level of engagement as in-person learners.

    Another important aspect of fostering inclusivity is providing accessible resources for students with disabilities. Ensuring that digital learning platforms are compatible with screen readers, offering captioned lecture videos, and creating inclusive classroom environments can greatly enhance the learning experience. You can also implement specialized advising services to assist students in navigating academic and personal challenges, further reinforcing your commitment to diversity and inclusion.

    Example: Here, the Academy of Learning Career College introduces students to its Integrated Learning System, an educational resource designed to put students “in the driver’s seat of their learning experience”. It fosters flexibility and was created with many learning styles and neurodiversity in mind. Make it known how your school aims to meet students where they are.

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    Source: The Academy of Learning Career College | YouTube

    9. Encouraging Faculty-Student Engagement

    Professors play a crucial role in retaining students. Meaningful connections between students and faculty members can significantly impact a student’s decision to persist in their studies. Your marketing team can facilitate this by spotlighting faculty members in newsletters, creating video content featuring faculty mentorship stories, and promoting faculty office hours as a key resource.

    Institutions can also encourage faculty to take an active role in student success by implementing early intervention programs. If a professor notices a student struggling, they can reach out with personalized support or recommend tutoring services. Additionally, fostering a culture of open communication through regular check-ins, discussion forums, and one-on-one mentorship opportunities helps build trust and rapport between faculty and students.

    Another approach is incorporating faculty-led engagement opportunities such as research projects, community outreach programs, and interdisciplinary collaborations. When students work closely with faculty on meaningful academic projects, they feel more invested in their studies and are less likely to disengage. Schools that promote faculty involvement as a cornerstone of student support will see stronger connections, higher levels of academic motivation, and improved retention rates.

    10. Establishing Clear Pathways for Student Success

    Students are more likely to stay enrolled when they clearly understand their academic roadmap. Schools should provide structured academic pathways, regular progress check-ins, and advising support to help students navigate their journey efficiently. Marketing teams can assist by crafting student success stories highlighting how structured pathways have helped past students graduate on time and achieve their goals.

    In addition to offering clear course sequences, institutions can provide academic planning workshops that help students map out their degree completion plan. Schools should also ensure that students have easy access to academic advisors who can guide them in selecting courses aligned with their career goals. By integrating digital tools such as degree audit software, students can track their progress and receive real-time updates on their academic standing. 

    Offering flexible course options, such as summer sessions or online alternatives, can further help students stay on track and avoid delays in graduation. When students feel they are making steady progress, they are more likely to stay motivated and complete their degrees successfully.

    How to Improve Student Retention With a Comprehensive Marketing Strategy

    How to improve student retention? A comprehensive marketing strategy should involve consistent engagement with students through multiple touchpoints, addressing common concerns before they lead to dropout. By implementing strategic communication, financial aid awareness, community-building initiatives, and academic support, you can foster an environment where students feel valued and encouraged to complete their education.

    At Higher Education Marketing, we specialize in crafting tailored marketing strategies that attract students and keep them engaged throughout their academic journey. HEM specializes in student retention strategies that drive measurable success. Let’s craft a marketing plan that keeps students engaged from enrolment to graduation. that fosters long-term student success.

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    Frequently Asked Questions

    Question: What is retention marketing?

    Answer: Retention marketing is the strategic use of targeted campaigns, communication, and engagement initiatives that keep current students enrolled and actively involved in their educational journey.

    Question: How to improve student retention?

    Answer: A comprehensive marketing strategy should involve consistent engagement with students through multiple touchpoints, addressing common concerns before they lead to dropout. By implementing strategic communication, financial aid awareness, community-building initiatives, and academic support, you can foster an environment where students feel valued and encouraged to complete their education.

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  • ‘How can I know what I think till I see what I say?’: How AI is changing education and writing

    ‘How can I know what I think till I see what I say?’: How AI is changing education and writing

    • Following HEPI’s recent Policy Note on students’ use of artificial intelligence (AI), HEPI Director Nick Hillman reviews a new book from the United States on what AI means for writing.

    ‘ChatGPT cannot write.’ It’s a bold statement but one near the start of the new book More Than Words: How to Think about Writing in the Age of AI that explains what comes in the following 300 pages.

    The author John Warner’s persuasive argument is that generative AI creates syntax but doesn’t write because ‘writing is thinking.’ (I hope this is the only reason why, when asked to write a higher education policy speech ‘in the style of Nick Hillman’, ChatGPT’s answer is so banal and vacuous…) People are, Warner says, attracted to AI because they’ve not previously been ‘given the chance to explore and play within the world of writing.’

    Although Warner is not as negative about using ChatGPT to retrieve information as he is on using it to write wholly new material, he sees the problems it presents as afflicting the experience of ‘deep reading’ too: ‘Reading and writing are being disrupted by people who do not seem to understand what it means to read and write.’

    The book starts by reminding the reader how generative AI based on Large Language Models actually works. ChatGPT and the like operate as machines predicting the next word in a sentence (called a ‘token’). To me, it is reminiscent of Gromit placing the next piece of train track in front of him as he goes. It’s all a bit like a more sophisticated version of how the iPhone Notes app on which I’m typing this keeps suggesting the next word for me. (If you click on the suggestions, it tends to end up as nonsense though – I’ve just done it and got, ‘the app doesn’t even make a sentence in a single note’, which sounds like gibberish while also being factually untrue.)

    ‘The result’, we are told of students playing with ChatGPT and the like, ‘is a kind of academic cosplay where you’ve dressed up a product in the trappings of an academic output, but the underlying process is entirely divorced from the genuine article.’

    Writing, Warner says, is a process in which ‘the idea may change based on our attempts to capture it.’ That is certainly my experience: there have been times when I’ve started to bash out a piece not quite knowing if it will end up as a short blog based on one scatty thought or flower into a more polished full-length HEPI paper. Academics accustomed to peer review and the slow (tortuous?) procedures of academic journals surely know better than most that writing is a process.

    The most interesting and persuasive part of the book (and Warner’s specialist subject) is the bit on how formulae make writing mundane rather than creative. Many parents will recognise this. It seems to me that children are being put off English in particular by being forced to follow the sort of overweening instructions that no great author ever considered (‘write your essay like a burger’, ‘include four paragraphs in each answer’, ‘follow PEE in each paragraph’ [point / evidence / explain]). Warner sees AI taking this trend to its logical and absurd conclusion where machines are doing the writing and the assessment – and ruining both.

    Because writing is a process, Warner rejects even the popular idea that generative AI may be especially useful in crafting a first draft. He accepts it can produce ‘grammatically and syntactically sound writing … ahead of what most students can produce.’ But he also argues that the first draft is the most important draft ‘as it establishes the intention behind the expression.’ Again, I have sympathy with this. Full-length HEPI publications tend to go through multiple drafts, while also being subjected to peer review by HEPI’s Advisory Board and Trustees, yet the final published version invariably still closely resembles the first draft because that remains the original snapshot of the author’s take on the issue at hand. Warner concludes that AI ‘dazzles on first impression but … has significantly less utility than it may seem at first blush.’

    One of the most interesting chapters compares and contrasts the rollout of ChatGPT with the old debates about the rise of calculators in schools. While calculators might mean mental arithmetic skills decline, they are generally empowering; similarly, ChatGPT appears to remove the need to undertake routine tasks oneself. But Warner condemns such analogies: for calculators ‘the labor of the machine is identical to the labor of a human’, whereas ‘Fetching tokens based on weighted probabilities is not the same process as what happens when humans write.’

    At all the many events I go to on AI in higher education, three areas always comes up: students’ AI use; what AI might mean for professional services; and how AI could change assessment and evaluation. The general outcome across all three issues is that no one knows for sure what AI will mean, but Warner is as big a sceptic on AI and grading as he is on so much else. Because it is formulaic and based on algorithms, Warner argues:

    Generative AI being able to give that “good” feedback means that the feedback isn’t actually good. We should instead value that which is uniquely human. … Writing is meant to be read. Having something that cannot read generate responses to writing is wrong.

    The argument that so many problems are coursing through education as a result of new tech reminds me a little of the argument common in the 1980s that lead pipes brought down the Roman Empire. Information is said to become corrupted by AI in the way that the water supposedly became infected by the lead channels. But the theory about lead pipes is no longer taken seriously and I remain uncertain whether Warner’s take will survive the passage of time in its entirety either.

    Moreover, Warner’s criticisms of the real-world impact of ChatGPT are scattergun in their approach. They include the ‘literal army of precarious workers doing soul-killing tasks’ to support the new technology as well as the weighty environmental impact. This critique calls to mind middle-class drug-takers in the developed world enjoying their highs while dodging the real-world impact on developing countries of their habit.

    In the end, Warner’s multifarious criticisms tot up to resemble an attack on technology that comes perhaps just a little too close for comfort to the attacks in the early 1980s by the Musicians’ Union’s on synthesisers and drum machines. In other words, the downsides may be exaggerated while the upsides might be downplayed.

    Nonetheless, I was partially persuaded. The process of writing is exactly that: a process. Writing is not just mechanical. (The best young historian I taught in my first career as a school teacher, who is now an academic at UCL, had the worst handwriting imaginable as his brain moved faster than his hand / pen could manage.) So AI is unlikely to replace those who pen words for a living just yet.

    Although, paradoxically, I also wished the author had run his text through an AI programme and asked it to knock out around 40% of his text. Perhaps current iterations of generative AI can’t write like a smart human or think like a smart human, but they might be able to edit like a smart human? Perhaps AI’s biggest contribution could come at the end of the writing process rather than the beginning? Technology speeds up all our lives, leaving less time for a leisurely read, and it seems to me that all those ‘one-idea’ books that the US floods the market with, including this one, could nearly always be significantly shorter without losing anything of substance.

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  • Bridging Further and Higher Education: Building a Truly Tertiary Education System

    Bridging Further and Higher Education: Building a Truly Tertiary Education System

    • Professor David Phoenix OBE is Vice-Chancellor of London South Bank University and Chief Executive of LSBU Group.
    • Dr Katerina Kolyva is Chief Executive Officer of The Education and Training Foundation.

    Post-16 education in England is at a pivotal moment, with increasing efforts to create a more integrated and collaborative system. While elements of competition remain, the reintegration of the sector into the Department for Education presents new opportunities for colleges and universities to enhance their contributions to local communities. Both further and higher education providers play distinct yet complementary roles in supporting diverse learners, but significant challenges remain in achieving a fully joined-up system. The establishment of Skills England, along with the skills and industrial strategies, signals a growing recognition of these complexities, highlighting the need for a cross-government approach. Achieving greater alignment across the post-16 landscape could provide an opportunity to shape a system that empowers learners, strengthens local economies, and supports national prosperity.

    In February, the Education and Training Foundation and London South Bank University therefore brought together a range of relevant stakeholders to discuss existing models of best practice and the workforce characteristics needed to help develop an effective tertiary education system.

    University and college mergers, franchise agreements, Institutes of Technology and Group models are all examples of imaginative approaches to post-16 collaboration. Workforce characteristics found within these models include a leadership team with a clear vision, strong awareness of institutional values, and resilience against the prevailing winds of policy. Having the correct personnel with a positive and creative mindset can foster strategic risk-taking and allow for continuous learning with the avoidance of blame, though people and culture initiatives alone cannot be relied upon to deliver a coherent system.

    Our marketised higher education system and a focus on further-higher education transitions around level 4 could risk missing the bigger picture. We need government to develop a national framework within which local skills and innovation strategies can be developed. Such strategies would seek to consider issues related to the skills pipeline (including key areas such as adult education and gateway qualifications) but would also look at job creation by leveraging universities to drive innovation with business. Such a system-based approach needs to also consider what post-16 provision in the schools sector looks like and how this interfaces with further education, as well as the interface between further and higher education. This is essential if we are to provide alternative study pathways that meet the needs of the majority whilst also preventing duplication and redundancy at all levels.

    Published in December 2024, the government’s Devolution White Paper could be a first step towards establishing a framework for regional collaboration and addressing these missing elements. Strategic Authorities could take an important role in working alongside further and higher education providers and employers to identify skills shortages and promote clear pathways from education and training into employment through a combination of specialist institutions. The government, through a coordinated approach across departments, could use various regulatory and financial levers to encourage genuine collaboration between providers where there is a mismatch between skill demands and provision, while also simplifying the complex regulatory landscape.

    A greater level of specialisation and the recognition of the importance of different institutional missions has the potential to support a greater diversity of missions and a shift to a more collaborative framework. When combined with designing a corresponding careers, information, advice and guidance service, this will allow institutions to build more pathways for learners, meaning a more inclusive system. Those who are educationally disenfranchised would have more options to re-enter education and work, breaking down a key barrier to opportunity and, in the long term, boosting economic growth.

    Regulation, market forces, and financial constraints can both foster and hinder collaboration. If government can find the correct balance, post-16 education will better serve learners and employers, boosting equality of opportunity and economic growth. Government commitments to boost devolution, publish an industrial strategy and reduce intra-governmental bureaucracy tacitly acknowledge the problem, but an overarching framework for addressing this is lacking. Once the IFATE Bill, which will formally establish Skills England, achieves Royal Assent, government must establish a mechanism to ensure cross-departmental coordination, bringing together Skills England, regional authorities, education providers, and employers to drive structural change.

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  • Making a sustained case for international student mobility

    Making a sustained case for international student mobility

    Today on the HEPI blog, Professor David Phoenix OBE and Dr. Katerina Kolyva explore how England’s post-16 education system can move beyond competition to create a more integrated, collaborative approach that benefits learners, local economies, and national prosperity. You can read the blog here.

    Below, colleagues at the University of Surrey explore the evolving landscape of global student mobility, highlighting innovative programmes and making the case for a new approach to student placements.

    • Professor Amelia Hadfield is Associate Vice-President for External Engagement and Founding Director of the Centre for Britain in Europe, and Liz Lynch is International Mobility Manager, both at the University of Surrey.

    In recent years, the UK’s governments have developed new initiatives such as the Turing Scheme, the Taith Scheme in Wales, and the Scottish Government’s Scottish Education Exchange Programme (SEEP). These mobility programmes aim to support students’ global experiences. While they have undoubtedly provided valuable opportunities for students – particularly for those from disadvantaged backgrounds – what is truly needed is a longer-term commitment from government to sustain and expand these life-changing opportunities.

    At the end of February, the annual Global Mobility conference hosted by Universities UK International (UUKi) brought together higher education professionals and thought leaders to explore the latest developments in global student mobility and what the future looks like. The conference showcased how universities are leveraging these funding opportunities to create meaningful and impactful programmes. However, it also highlighted the significant challenges faced by UK institutions, particularly in the aftermath of Brexit, the Covid-19 pandemic, the UK’s withdrawal from Erasmus+ and the ongoing financial pressures on both universities and students. These factors have created a complex landscape, making investment in international mobility more crucial than ever.

    The Impact of Mobility on Student Outcomes: Insights from UUKi Research

    During the conference, UUKi presented early-stage findings from their latest research, Gone International: A New Generation, conducted in collaboration with Jisc and the Northern Consortium. While the data revealed a significant decline in the number of students going abroad, perhaps reflecting the impact of recent global challenges, there remains strong evidence of the benefits to students. Reaffirming 2019 findings, the data continues to show students participating in mobility programmes not only attain higher degrees but are also more likely to earn higher salaries, secure professional-level jobs and experience lower unemployment rates. The research underscores the important role of global mobility in fostering social mobility.

    Nevertheless, while those of us working in the sector already understand the intrinsic value of international experiences, having concrete data to back up these claims strengthens the case for continued support and expansion of such opportunities. The University of Manchester, for example, has been evaluating the impact of its international mobility programmes on student outcomes, and the findings have helped raise the profile and importance of these opportunities across their institution. This kind of evidence-based approach is essential for ensuring that the sector – and governments – remain committed to facilitating global mobility for students.

    The Broader Benefits of International Mobility

    The British Council highlights the broader societal benefits of international student mobility, particularly in fostering cross-cultural understanding and long-term relationships between nations. By participating in mobility programmes, students develop cross-cultural competence, language proficiency, and global perspectives – all vital skills for success in today’s interconnected world. Inbound mobility, in particular, contributes significantly to the UK economy, with international students bringing cultural diversity, innovation, and fresh perspectives to campuses. These exchanges also build cross-cultural networks, which can endure long after students return to their home countries, fostering greater trust and understanding between nations and supporting the UK’s soft power overseas.

    All of this is in addition to the economic benefit that stems from the UK’s ability to attract international students, as discussed recently on the HEPI blog.

    Blended Mobility: Enabling flexibility and accessibility

    Blended mobility programmes represent a forward-thinking solution for making global education more accessible and flexible. Cardiff Metropolitan University, for example, has embraced a hybrid model supported by the Taith funding, combining one week of virtual learning with one week of physical mobility. This approach not only maintains the essence of cultural exchange but also offers students the flexibility to engage in international experiences that might otherwise be logistically or financially out of reach. The combination of virtual, blended, and physical mobility opens doors for students who might not be able to commit to a full-term study abroad programme, making global learning more inclusive and scalable.

    Whilst the Turing Scheme in its current form does not include blended mobility, the recent reduction in minimum duration to 14 days is a positive step towards providing greater accessibility for students. Hopefully, in future years, blended mobilities and shorter 7-day mobilities could be incorporated into future Turing projects, taking the impactful examples from both Taith and Erasmus+ as evidence of the value and enabling engagement from the most disadvantaged and underrepresented groups.  This, along with funding for staff mobility (offered by both Taith and Erasmus+), will only serve to enhance Turing overall.

    Surrey’s Approach: Empowering Students through International Mobility

    At the University of Surrey, we are committed to increasing the participation of our students in a range of international opportunities, whilst simultaneously expanding the international dimension of the student experience at our Guildford campus. In this respect, placement training options, study abroad opportunities, enhanced ‘global and cultural intelligence’ and ‘collaborative online international learning’ (COIL) content in degree pathways, as well as our Global Graduate Awards, ‘international’ is necessarily widely defined, and ‘mobility’ can take place intellectually, culturally, and socially, as well as just physically,

    Mobility also brings together traditional approaches to cross-border opportunities with enhanced approaches to supporting new demographics. A key strategic objective at Surrey, therefore, is focusing on access for underrepresented groups. We target Turing funding and additional grant funds to students who meet Surrey’s widening participation criteria to address inequality amongst underrepresented groups who may wish to experience international mobility but are unable to do so without grants. The portfolio of both longer-term and shorter mobility options we have developed facilitates equal access for all. As previous placements have illustrated, longer-term mobility provides deeper cultural experiences and learning opportunities for those able to commit to a full semester/year abroad. Shorter options can widen access for students from disadvantaged backgrounds and underrepresented groups.

    Through their international experiences, our students build global academic and professional networks and improve their job prospects. They return to Surrey as confident, resilient, and globally minded individuals, prepared to tackle the challenges of tomorrow’s world. Feedback from students who participated in Surrey’s Turing 2023 project shows the impact mobility has on their personal and professional development. 94% reported an increase in intercultural awareness, and 93% felt the experience enhanced their employability and professional skills.

    Looking Ahead: The Future of Global Mobility

    The global mobility landscape is changing, with rapid technological advancements and a growing emphasis on inclusivity and sustainability. At Surrey, we are embracing technological innovations that will enhance both the student experience and the efficiency of mobility programme management. Process automation, for example, is helping streamline administrative tasks, freeing up resources to better support students. We are also starting to use virtual reality (VR) to promote international opportunities, allowing students to virtually explore campus life abroad. Future opportunities for blended learning, as well as the incorporation of COIL projects within the curriculum, will nurture the skills necessary for students to engage with the world and develop the confidence and curiosity needed to thrive in an interconnected society.

    By incorporating data-driven approaches, we will continue to assess the impact of our mobility programmes, identifying areas for improvement and ensuring that our offerings align with both institutional and student goals. As the sector evolves, collaboration and innovation will be key in ensuring that all students can access transformative international experiences.

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  • Strengthening data and insights into our changing university research landscape by Jessica Corner

    Strengthening data and insights into our changing university research landscape by Jessica Corner

    The UK continues as a global leader in research and innovation and our universities are uniquely strong contributors, among which are the highest performing in the world. We have some of the highest-intensity innovation ecosystems in the world, with universities as the core driver. As a country, our invention record is well recognised. The UK, with its powerful life sciences effort, delivered one of the first UK COVID-19 vaccines, saving millions of lives around the world and only possible because of long-standing investment in research that became serendipitously essential. In cities across the UK, universities act as pillar institutions with positive and reinforcing effects on their local economies. We have a rich network of specialist institutions that excel in music, the arts, medicine and life sciences. Our universities continue to deliver discoveries, technologies, creative insights, talent for our industries and public services and so much more. Many have the scale and reach to deliver across the full span of research and innovation to enterprise and commercialisation.

    A unique feature, and underpinning this extraordinary record, is our dual support funding system. That system balances competitive grant funding from UKRI Research Councils, charities, business, and others with long-term stable underpinning funds to enable universities to pursue ambitious and necessary strategies, develop research strengths, foster talent, pivot towards new fields, collaborate and maintain research infrastructure.

    However, the sector faces unprecedented challenges. Erosion of the value of student fees and the growing costs of delivering education, disruptions to anticipated income from international student fees, a slow erosion of the value of QR, rising costs of research and a mismatch between this and cost recovery from grants has created a perfect storm and unsustainable operating models for most institutions. The additional £5bn a year in funding from universities’ own surpluses towards research and innovation is no longer guaranteed. The sector has and continues to evolve in response to a changing landscape, but consideration is needed about how best to support the sector to change.

    Research England’s role is to support a healthy, dynamic, diverse, and inclusive, research and innovation system in universities in England6. We work by facilitating and incentivising system coherence, acting as both champion and challenger. In partnership we aim to create and sustain the conditions for the system to continue delivering excellence and leverage resources far beyond funding provided by government. We are working to enhance the data and evidence to support our role as expert, evidence-based funder and on the outcomes that the funding delivers. In fulfilling this role and against the current context, Research England has two initiatives that we will be taking forward in the coming weeks.

    Our ongoing programme to review the principles underpinning our funding and mechanisms by which we allocate research funds to institutions has reached a point where we are seeking to increase the visibility and transparency of how these funds are deployed by institutions. We are developing an approach, designed to be light touch and low burden that asks universities to report back on their use of strategic institutional research funding. We will begin testing the approach with a selection of institutions in the coming months and, subject to the outcomes of this initial engagement, aim to roll out a pilot with institutions in the 2025/26 academic year. We will be communicating to institutions directly about the pilot in the early Autumn. In the second phase of this work, we intend to work with institutions to develop a forward-looking strategic element that will give insight into plans and then how decisions are made about the deployment of funding. For the programme, we are also reviewing the effectiveness of the different unhypothecated and ring-fenced research funds provided to institutions. When fully implemented, the information we will acquire will enable Research England greater visibility of the role of institutions and the contribution of our formula-based research funding (including QR) to the research and innovation system while also contributing to efforts to have more systematic and timely data.

    A second strand of work is our programme to monitor the implications for the sustainability of research in universities against the current financial context. We are seeking to better understand how challenges are impacting universities’ ability to deliver research and innovation and maintain research capabilities, capacity, and facilities and, in turn, further strengthen assurance with more robust data. In partnership with the Department for Innovation Science and Technology, we have commissioned the Innovation Research Caucus with OMB Research Ltd to undertake a survey into how institutions are responding to current pressures with respect to research and innovation. The survey will provide important data that can support advice to government and others on the extent of universities’ financial challenges, how these issues are being managed, and how this impacts their investment and planning in the research and innovation space. The approach is to provide insights that are currently not available at an aggregate level or in a timely way through national data sets. Additionally, Research England will be asking institutions to report on material changes they are making to research and innovation capabilities and capacity or in relation to wider changes in institutional form or organisation when these may affect the basis on which our funding is awarded.

    We continue to see our role as facilitator, enabler and partner and believe we have a strong reputation for having timely and robust insights into the conditions underpinning our great research and innovation system. These two programmes of work are being taken forward in support of universities and, against the current backdrop, will strengthen Research England’s fundamental role in the research and innovation system. We look forward to working in close partnership with universities as we take these critical work programmes forward.

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  • However: the curriculum and assessment review

    However: the curriculum and assessment review

    • Professor Sir Chris Husbands was Vice-Chancellor of Sheffield Hallam University between 2016 and 2023 and is now a Director of  Higher Futures, working with university leaders to lead sustainable solutions to institutional challenges.

    Almost everyone has views on the school curriculum. It’s too academic; it’s not academic enough; it’s too crowded; it has major omissions; it’s too subject-dominated; it doesn’t spend enough time on subject depth.  Debates about the curriculum can be wearying: just as everyone has a view on the school curriculum, so almost everyone has views about what should be added to it, though relatively few people have equally forceful ideas about what should be dropped to make room for Latin, or personal finance education, or more civic education and so on.

    One of the achievements of Becky Francis’s interim report on school curriculum and assessment is that it tries to turn most of these essentially philosophical (or at least opinionated) propositions into debates about evidence and effectiveness and to use those conclusions to set out a route to more specific recommendations which will follow later in the year. It’s no small achievement.  As the report says, and as Becky has maintained in interviews, ‘all potential reforms come with trade-offs’ (p 8); the key is to be clear about the nature of those trade-offs so that there can be an open, if essentially political debate about how to weight them.

    The methodology adopted by Becky and her panel points towards an essentially evolutionary approach for both curriculum and assessment reform.  The first half of that quoted sentence on trade-offs is an assertion that ‘our system is not perfect’ (p 8) and of course, no system is. But the report is largely positive about key building blocks of the system, and it proposes that they will remain: the structure of four key stages, which has been in place since the 1980s; the early focus on phonics as the basis of learning to read, which has been a focus of policy since the 2000s; the knowledge-rich, subject-based approach which has been in place for the last decade; and the essentials of the current assessment arrangements with formal testing at the end of Key Stage 2 (age 11), key stage 4 (essentially GCSEs) and post-16 which were established in the 1988 Education Reform Act.

    More directly relevant to higher education, the report’s view is that ‘the A level route is seen as strong, well-respected and widely recognised, and facilitates progression to higher education’ (p 30) and that ‘A-levels provide successful preparation for a three-year degree’ (p 7).  Whilst the review talks about returning to assess ‘whether there are opportunities to reduce the overall volume of assessment at key stage 4’ (p 41), it does not propose doing so for A-level. The underlying message is one of system stability, because ‘many aspects of the current system are working well’ (p 5).

    However: one of the most frequently used words in the interim report is, in fact, ‘however’: the word appears 29 times on 37 pages of body text, and that doesn’t include synonyms including ‘but’ (32 appearances), ‘while’ (19 appearances) and a single ‘on the other hand’.  Frequently, ‘however’ is used to undercut an initial judgement. The national curriculum has been a success (p 17),'[h]owever, excellence is not yet provided for all: persistent gaps remain’, The panel “share the widely held ambition to promote high standards. However, in practice, “high standards” currently too often means ‘high standards for some’”(p 5).

    These ‘however’ formulations have three effects: first, and not unreasonably in an interim report, they defer difficult questions for the final report.  The final report promises deep dives ‘to diagnose each subject’s specific issues and explore and test a range of solutions’, and ‘about the specificity, relevance, volume and diversity of content’ (p.42). It’s this which will prove very tough for the panel, because it is always detail which challenges in curriculum change. If the curriculum as a whole is always a focus for energetic debate, individual subjects and their structure invariably arouse very strong passions. The report sets up a future debate here about teacher autonomy, arguing, perhaps controversially in an implied ‘however’ that ‘lack of specificity can, counter-intuitively, contribute to greater curriculum volume, as teachers try to cover all eventualities’ (p 28). 

    Secondly, and in almost every case, the ‘however’ undercuts the positive systems judgement: ‘the system is broadly working well, and we intend to retain the mainstay of existing arrangements. However, there are opportunities for improvement’ (p 8).  It’s a repeated rhetorical device which plays both to broad stability and the need for extensive change, and it suggests that some of the technical challenges are going to rest on value – and so political – judgements about how to balance the competing needs of different groups. Sometimes the complexity of those interests overwhelms the systems judgements. The review’s intention is to return to 16-19 questions, “with the aim of building on the successes of existing academic and technical pathways, particularly considering [possibly another implied ‘however’] how best to support learners who do not study A levels or T Levels” (p 9) is right to focus on the currently excluded, but the problem is often mapping a route through overly rigid structures.

    The qualifications system has been better geared for higher attainers, perhaps exemplified by the EBacc [English Baccalaureate] of conventional academic subjects.  Although the Panel cites evidence that a portfolio of academic subjects aids access to higher education, ‘there is little evidence to suggest that the EBacc combination [of subjects] per se has driven better attendance to Russell Group universities’ (p 24) – the latter despite the rapid growth of high tariff universities’ market share over recent years. This issue is linked to one of the most curious aspects of the report from an evidential point of view.  It is overwhelmingly positive about T-levels, ‘a new, high-quality technical route for young people who are clear about their intended career destination’ which ‘show great promise’ (p 7). But (“however”) take up (2% of learners) has been very poor, and not just because not all 16-year-olds are ‘clear about their intended career pathway’.   The next phase of the Review promises to  ‘look at how we can achieve the aim of a simpler, clearer offer which provides strong academic and technical/vocational pathways for all’ (p 31).  But that ‘simpler, clearer offer’ has defied either technical design or political will for a very long time. If it is to succeed, the review will need to consider approaches which allow combinations of vocational and academic qualifications at 16-19, partly because much higher education is both vocational and academic and more because at age 16, most learners do not have an ‘intended career pathway’.

    And thirdly, related to that, the ‘howevers’ unveil a theme which looms over the report, the big challenge for national reform which seeks to deliver excellence for all. Pulling evidence together from across the report tells us that 80% of pupils met the expected standard in the phonics screening check and at age 11, 61% of pupils achieved the expected standards in reading, writing and maths (p 17). Some 40% of young people did not achieve level 2 (a grade 4 or above at GCSE) in English and maths by age 16 (p 30). To simplify: attainment gaps open early; they are not closed by the curriculum and assessment system, and one of the few graphs in the report (p 18) suggests that they are widening, leaving behind a large minority of learners who struggle to access a qualifications system which is not working for them.  As the report says, the requirement to repeat GCSE English and Maths has been especially problematic.  

    The report is thorough, technical and thoughtful; it is evolutionary not revolutionary, and none the worse for that. Curriculum and assessment policy is full of interconnection and unintended consequences.  There are tough challenges in system design to secure excellence and equity, inclusion and attainment, and to address those ‘howevers’. The difficult decisions have been left for the final report. 

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  • Financial sustainability in UK higher education: the limits of self-help?

    Financial sustainability in UK higher education: the limits of self-help?

    • Matthew Howling, Principal Associate at Mills & Reeve LLP, and Poppy Short, Partner at Mills & Reeve, reflect on a February round table discussion amongst university leaders chaired by Nick Hillman of HEPI.

    On 26 February 2025, a group of 18 university leaders, advisors and stakeholders met to reflect on how universities can best position themselves in the current financial climate. The meeting was a follow-up to our joint dinner with HEPI on 10 October 2024 at the Royal Society in London. As we remarked at the time, there was a clear desire to continue the conversation, and the fast-paced and content-rich discussion here was a testament to that desire.

    Our theme was the limits of self-help. Given the current financial headwinds, institutions have been restructuring their activities on an unprecedented scale. However, once the severance schemes, asset sales and course closures have come to pass, will these remedies be sufficient to put institutions back on a sound enough financial footing to continue to serve their students and communities for the longer term? The unspoken and yet resounding understanding across the group was that further and more radical changes are needed across the sector to stabilise the situation.

    What is the role of the private providers in helping to improve the financial health of the sector? Several voices suggested that foreign investment could help to save certain British universities and that the sector needs to be less reticent about such investment. Other participants thought that, while foreign investment might work in the context of smaller providers, it was less likely to be successful when dealing with larger, more complex institutions, particularly those that have a legacy of contracts with trade unions and other stakeholders. It is well known that a number of private providers and foreign investors are waiting in the wings to acquire UK degree-awarding powers from distressed higher education providers if the opportunity presents itself. The sector should be prepared to consider its response to this.

    In a recent HEPI poll, when students were presented with a list of 10 options for what could happen if their own higher education institution were to fall over financially, a takeover by a foreign company was the joint least popular option. Foreign investors would have to work hard to tackle these negative perceptions.

    In some ways, the antithesis of self-help is a forced merger. It was noted that, in other jurisdictions, forced mergers are not as uncommon as might be thought. Estonia, France, Germany and Denmark had all experienced forced university mergers. Is this the direction of travel for the United Kingdom? There was a feeling that, in Wales and Scotland, there was a willingness to consider higher education provision on a more holistic basis than in England.

    In terms of state support, it was felt that the sector had to acknowledge government spending pressures. The evidence of cuts to budgets elsewhere (such as foreign aid) strongly suggests that there will be no chance of further increases to the home undergraduate tuition fee in the foreseeable future and despite the need, other forms of financial help are not expected.

    If government funding will not be forthcoming, the other obvious source of funds is existing lenders. Participants observed that, while sector borrowing was high, much of the recent debt taken on by providers was in the form of revolving credit facilities (which provide short-term funds up to a specified limit for a stipulated period of time, all or part of which can be repaid and re-borrowed as required), rather than the term loans that universities have traditionally found more attractive (which provide long-term funds for a specified period of time). There was concern that, in some cases, banks might be considering withdrawing those lines of credit when they come up for renewal. There was also a concern about how many institutions might be relying on revolving credit facilities to satisfy the OfS’s minimum liquidity requirements. There was anecdotal evidence that certain banks were focussing their new lending on higher tariff institutions, partly because of credit risk but also because of the ancillary opportunities to make money from larger institutions. This risks a self-fulfilling cycle of winners and losers.

    It was generally felt that a new Special Administration Regime would make life easier as opposed to harder in terms of access to funds. It is not necessarily about encouraging enforcement by banks. It is highly unlikely that a UK clearing bank would want the adverse publicity associated with enforcing against a UK university (although foreign lenders may be less PR squeamish). However, giving lenders a clear line of sight as to a recovery process, even if not used in practice, may further encourage commercial lending to the sector. 

    Beyond the question of more money, there was a feeling that certain sector skills were lacking to navigate these troubled waters. As one participant put it, transformation expertise was what was needed, not just transformation funds. And how does all this transformation happen at pace?

    Above all, there was a sense that the sector needed to move as one on certain key issues. One example was the increased costs for post-92 institutions associated with the Teachers’ Pension Scheme. Another key area where the sector needs to work together is soliciting the opinion of the Competition and Markets Authority (CMA) on how universities can collaborate without breaching competition law. There were grounds for optimism: the CMA guidance on applying the competition rules to sustainability agreements and collaborations is an example of the CMA taking a proactive approach to assuage concerns that competition law should not hinder legitimate collaboration where this was in the public good. In other areas, such as procurement and shared services, it was felt that there was much that the sector could be doing together to be more efficient and reduce the cost of delivery.

    As an hour of rapid and informed discussion drew to a close, perhaps the overall conclusion was that it is only by acting collectively that the sector can arrive at solutions to allow institutions to truly put their houses in order at an individual level. Universities need to start planning how they will support themselves through this next phase. To survive they will need to mobilise themselves to work at pace to foster local and regional connections to drive forward the priorities for their regions.



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  • Top 10 Best Summer Camp Marketing Strategies

    Top 10 Best Summer Camp Marketing Strategies

    Reading Time: 11 minutes

    Marketing your summer camp successfully requires a well-rounded approach  integrating digital strategies to maximize reach and engagement. With families and students searching online for the perfect summer experience, schools must stay ahead of the competition by adopting fresh, innovative methods. 

    This blog explores ten of the best summer camp marketing strategies to ensure your program stands out.

    Struggling with enrollment?

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

    1. Leverage Content Marketing to Build Trust and Authority

    You’ve probably heard this before, but we’ll say it again: Content is king! One of the most effective ways to promote your summer camp is by creating blog posts, videos, and articles about the benefits of attending your camp. This helps engage prospective attendees and parents. Highlight success stories, showcase daily camp activities, and provide insights into what makes your program unique. 

    The first step to creating an effective summer content marketing campaign is choosing what platforms to use. You might be wondering, “Where can I promote my summer camp?” The best places include social media sites like Facebook, Instagram, and TikTok, as well as Google Ads and YouTube for targeted paid campaigns. 

    Local community websites, parenting blogs, and school newsletters are effective promotional channels. Focus on building credibility and encouraging trust among parents evaluating different options.

    Example: Here is a simple way to garner interest in your summer camp program. Visual Arts Mississauga posts a video of the activities they provide, including studio and outdoor creative activities, a variety of themes (a new one each week), and special guests. Try filming a few brief snippets of your daily camp activities and list some of your campers’ favorite things about the experience. With minimal editing and some upbeat music, you can certainly catch the attention of a parent searching for a positive camp experience for their child. It worked for Visual Arts Mississauga!

    As you can see in the comments, a parent inquired for pricing information. The great thing about social media platforms like TikTok? You can answer questions directly. Don’t forget to obtain permission from parents and campers before posting them.

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    Source: Visual Arts Mississauga | TikTok

    2. Optimize Your Website for Search Engines

    If your website isn’t optimized for search engines, you’re missing a significant number of potential campers. Search Engine Optimization (SEO) ensures that your summer camp appears when families search for programs online. By enhancing your site’s structure, improving page speed, and using long-tail keywords like “summer camp programs in (insert your location here),”  you can improve visibility. 

    To further enhance visibility, you should optimize your summer camp program pages by structuring them with clear headings, engaging descriptions, and high-quality images of camp activities. Adding frequently asked questions (FAQs) to the page improves user experience and provides quick answers to common inquiries. 

    Internal linking to other relevant pages, such as registration forms or blog posts, boosts SEO by keeping visitors engaged. Additionally, integrating schema markup allows search engines to understand the content better, increasing the chances of appearing in featured snippets.

    Example: This is what an FAQ section could look like on your camp landing page. Adding structured data to your FAQs increases the likelihood of appearing as a featured snippet on search engines. Be sure to use conversational language to optimize for voice search results. Don’t forget to leverage your FAQs for content planning. This is a great way to add value for site visitors – providing the answers they’re searching for in detail in more detail.

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    Source: Kustermans

    3. Create a Strong Social Media Presence

    Beyond posting regularly, an effective social media strategy involves using platform-specific features to maximize engagement. Instagram Stories and Reels allow you to share real-time updates, camper testimonials, and behind-the-scenes glimpses of camp life. 

    Facebook Groups can build a community of returning campers and interested parents, fostering discussion and sharing updates. TikTok offers a creative space to showcase fun camp activities through short, engaging videos that appeal to younger audiences.

    Additionally, paid social media advertising is a great way to extend your reach. By running targeted ad campaigns on platforms like Facebook and Instagram, you can ensure your summer camp marketing efforts reach families actively looking for programs. 

    Geo-targeting and interest-based targeting allow you to refine your audience, ensuring your ads reach parents who are most likely to enroll their children. Running contests and giveaways on social media can also increase engagement and word-of-mouth promotion as parents and campers share your content with their networks.

    Example: Here, Western University uses its active Facebook page to maintain a strong presence, notify parents of important dates, build anticipation for the summer, and show off all of the fun activities in store. Their page features consistent branding setting them apart from other school summer camps.

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    Source: Sport Western Summer Camp | Facebook

    4. Utilize Email Marketing Campaigns

    Email marketing remains a powerful tool for reaching prospective campers and their families. Sending out newsletters with enrolment updates, discounts, and testimonials keeps your audience informed and engaged. 

    An effective email marketing strategy involves segmentation, where prospective families are grouped based on their engagement levels, preferences, and past interactions. You can ensure that each recipient receives relevant messaging by tailoring content to different segments, such as new inquiries, returning campers, and families who haven’t yet completed registration.

    Drip email campaigns are particularly valuable for nurturing leads. These automated sequences gradually provide information about your camp, from program details to testimonials, making it easier for parents to commit. Additionally, incorporating visually appealing emails with compelling subject lines improves open rates and engagement.

    5. Targeted Digital Advertising Campaigns

    Traditional advertising is still effective, relevant, and part of a well-rounded marketing campaign. “How do I advertise my summer camp?” you ask. To advertise your summer camp using targeted ads, leverage platforms like Google Ads, Facebook, and Instagram to target parents actively searching for summer programs. By utilizing geo-targeting, interest-based segmentation, and retargeting campaigns, you can maximize ad visibility, drive inquiries, and increase enrolment conversions efficiently.

    Google Ads enables your summer camp to appear at the top of search results when parents look for camp programs, increasing visibility. Running display ads and retargeting campaigns ensures that those who have previously visited your website are reminded of your offerings, improving conversion rates. Additionally, YouTube Ads allow you to showcase engaging video content of camp activities, testimonials, and program highlights to attract more interest.

    Facebook and Instagram Ads offer detailed audience segmentation tools, allowing you to reach parents based on location, interests, and browsing behavior. Carousel, video, and story ads create immersive experiences that engage prospective campers and their families. To further boost engagement, A/B testing different ad creatives and copy variations helps refine messaging to determine what resonates best with your audience.

    A/B testing involves creating multiple versions of an advertisement, landing page, or email to determine which version performs best. In digital advertising, A/B testing can compare different ad headlines, images, calls to action, and audience targeting strategies. 

    Advertisers can analyze performance metrics such as click-through rates (CTR), conversion rates, and engagement levels by running multiple variations simultaneously. The winning version can then be scaled for maximum impact, ensuring your budget is allocated to the most effective ad variations.

    Example: When you invest in YouTube ads like the one pictured below, you can show up at the top of the platform’s summer camp search results and greatly expand your reach.

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    Source: YouTube

    6. Encourage Camper and Parent Testimonials

    Word-of-mouth remains a powerful marketing tool. Encouraging past campers and their parents to leave reviews on Google, Facebook, and your website adds credibility to your program. Video testimonials are particularly effective at providing an authentic look into the camp experience. Families researching camps trust peer reviews, and showcasing positive experiences helps establish trust and attract new registrations.

    Example: Encourage happy campers to leave high-value testimonials highlighting how your program has positivly impacted their lives. The two pictured below are excellent examples of moving word-of-mouth endorsements that improve your program’s public reception and potentially incite desired action.

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    Source: Double H Ranch

    7. Develop an Ambassador Program

    Leveraging past campers as ambassadors can create a community-driven summer camp marketing effect that builds long-term brand loyalty. Encouraging past attendees to share their experiences and recommend your camp to friends and family fosters authentic promotion. 

    One of the most effective approaches is a structured referral program, where returning campers receive discounts or perks when they bring a friend. Offering rewards such as camp merchandise, VIP experiences, or exclusive access to special activities can further incentivize participation. 

    When working with minors as ambassadors, schools should obtain parental consent, follow child privacy regulations such as COPPA, and ensure that all promotional activities align with ethical guidelines to protect student identity and well-being.

    Beyond peer referrals, partnering with local influencers, parenting bloggers, and community leaders can significantly amplify your reach. Inviting these ambassadors to visit your camp, create content, and share their experiences with their followers can increase visibility among parents searching for reputable programs. Providing them with branded hashtags, social media templates, and storytelling prompts ensures consistent and compelling messaging.

    To sustain engagement, camps should maintain an ongoing relationship with ambassadors by featuring them in newsletters, social media posts, and alumni spotlights. Creating private groups or online communities for ambassadors fosters a sense of belonging and motivates them to continue advocating for your camp. Implementing an easy-to-use referral tracking system helps measure success and refine strategies for maximum impact.

    8. Highlight Your Camp’s Unique Selling Points (USPS)

    In a competitive summer camp market, it is crucial to clearly define and communicate your camp’s unique selling points (USPs) to stand out from the rest. Parents and campers have many choices, so highlighting what makes your camp different will help you attract the right audience and increase enrolment.

    A USP is a distinct feature or quality that sets your camp apart. To effectively market your camp, you must identify and promote these features across your website, social media, and advertising campaigns. Below are some strong examples of USPs that summer camps can highlight:

    • Specialized Programs 
    • Small Camper-to-Counselor Ratio
    • Exclusive Locations
    • Highly Qualified Staff
    • Customizable Camp Experiences
    • Unique Themes or Storylines
    • Exclusive Partnerships 
    • All-Inclusive Pricing and Amenities 

    Once you’ve identified your USPs, ensure they are featured prominently on your website homepage, camp brochures, social media posts, and digital advertising. Use testimonials from past campers and parents to reinforce the uniqueness of your offerings.

    Example: The School of Magic is unique because of its emphasis on connecting with nature and developing real-world skills. Those unique selling points are evident in the Instagram post below. What sets your summer camp program apart?

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    Source: The School of Magic

    9. Partner With Schools and Community Organizations

    Collaborating with schools and local community centers broadens your marketing reach. Schools can distribute flyers and email newsletters promoting your camp, while community organizations can help you reach families looking for summer activities. Building partnerships with educational institutions ensures that your camp gains credibility and visibility in trusted spaces where families make enrolment decisions. Create a buzz around any partnerships in your content across various platforms. 

    Example: On its website, the Canadian Adventure Camp has a tab called Memberships and Partnerships. There, they list and explain their collaborations and community involvement, showcasing how they add value for campers, families, and those in need. If you’re collaborating with any organization or if you’re involved in charity work, be sure to highlight how you make a difference!

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    Source: Canadian Adventure Camp

    10. Optimize Your Camp’s Mobile Experience

    With more parents researching and booking camps on their smartphones, having a mobile-optimized digital presence is essential. A slow or non-responsive website can drive potential campers away, leading to lost enrolment opportunities. To ensure a seamless mobile experience, camps should prioritize mobile usability in all aspects of their digital marketing strategy.

    Responsive web design is the foundation of a successful mobile experience. Your website should automatically adjust to different screen sizes, ensuring readers can easily browse your camp’s programs, pricing, and enrolment details on any device. Without this adaptability, parents may abandon their search in favor of a competitor with a more mobile-friendly platform.

    Fast load times are another critical factor. If a webpage takes too long to load, parents may become frustrated and leave before completing the registration process. Optimizing images, minimizing unnecessary code, and leveraging browser caching can significantly improve site speed. Google prioritizes fast-loading websites in search results, meaning that a well-optimized mobile site can enhance your summer camp advertisement efforts by increasing visibility in search rankings.

    Once a parent arrives on your site, easy navigation and registration are essential. Mobile users should be able to access key pages; such as program descriptions, schedules, and pricing, within a few taps. Registration forms should be concise, requiring only necessary information, and offer autofill features to streamline the process.

    Providing click-to-call and chat features offers immediate communication options for parents with questions. A simple button allowing users to call directly from their mobile device or engage in a live chat session with a representative can make a huge difference in converting inquiries into sign-ups. Chatbots can also be used for quick responses outside of business hours, ensuring prospective campers receive the information they need when they need it.

    Finally, mobile-friendly payment options make transactions seamless. Integrating secure, one-click payment solutions like Apple Pay, Google Pay, or PayPal can speed up registration and reduce drop-offs. Parents should be able to complete payment without switching devices or navigating through a complex checkout system.

    Boost Your Camp Enrolment Today!

    Marketing a summer camp successfully requires a well-rounded, strategic approach that meets parents and campers where they are—online! By leveraging SEO, content marketing, social media, email campaigns, paid advertising, and mobile optimization, you can increase visibility, boost engagement, and ultimately drive more enrolments. Highlighting your camp’s unique selling points, developing a strong ambassador program, and ensuring a seamless mobile experience will set your camp apart in a competitive market.

    With the right mix of digital marketing techniques, your summer camp can attract the right audience and maximize registrations year after year. Whether refining your summer camp advertisement strategy, improving your website, or launching targeted ad campaigns, a data-driven approach ensures long-term success.

    At Higher Education Marketing, we specialize in helping camps and educational institutions implement proven digital marketing strategies that deliver results. If you’re ready to take your summer camp marketing to the next level, reach out to us today to learn how we can help you achieve your enrolment goals.

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  • Will the UK’s AI Action Plan Force Universities into a U-turn?

    Will the UK’s AI Action Plan Force Universities into a U-turn?

    The AI Opportunities Action Plan, led by Matt Clifford CBE and announced in January, documents recommendations for the government to grow the UK’s AI sector to ‘position the UK to be an AI maker, not an AI taker’ in the field and help achieve economic growth.

    The UK’s AI Action Plan highlights the critical need to harness international talent and expand the workforce with AI expertise. However, this ambition is at odds with recent moves by the British government to limit international student numbers through stricter visa regulations, leading universities to make difficult decisions—cutting courses, slashing budgets, and exploring alternative strategies to maintain financial stability and global relevance.

    The AI Action Plan: A policy contradiction

    Despite a well-documented skills gap in the UK’s AI sector, the Government’s actions have forced universities to pivot toward establishing global campuses in a bid to preserve financial stability and maintain and promote international collaboration in general. This trend is exemplified by universities like Coventry University, which opened a campus in Delhi last year, and the University of Lancaster’s partnership with Deakin University in Indonesia. Today, UK universities operate 38 campuses across 18 countries, educating more than 67,750 students abroad.

    While these international campuses help extend the UK’s academic reach, the UK’s immigration policies are creating significant barriers to attracting top-tier AI talent to work domestically. Many international graduates, trained to UK standards, are struggling to secure postgraduate visas for themselves and their families, preventing them from contributing their skills to the UK economy.

    Visa barriers for graduates

    One of the main visa routes intended to help international talent integrate into the UK workforce is the High Potential Individual (HPI) visa. The HPI visa is a UK immigration pathway designed for recent graduates from 40 top global universities, allowing them to live and work in the UK for several years. However, this scheme remains restrictive. To qualify, applicants must have a qualification from one of the eligible global universities in the last five years. Of the universities included, 47.62% are from the US, and there is just one institution from the entire southern hemisphere on the list.

    The AI action plan recommended the government consider reforming the HPI pathway with ‘graduates from some leading AI institutions, such as the Indian Institutes of Technology and (since 2020) Carnegie Mellon University in the US, are not currently included in the High Potential Individual visa eligibility list’.

    The AI Action Plan itself highlights the need for a rethink of the UK’s immigration system to attract graduates from top AI institutions worldwide. However, the government has only ‘partially agreed‘ with this recommendation, pointing to existing visa schemes that they believe meet the needs of skilled workers, including AI graduates. However, it can be argued that the UK visa process is often expensive, and Global Talent Visas require employer sponsorship while failing to account for the challenges that international graduates face when trying to secure long-term employment, especially in industries with rapidly evolving skills like AI. Even if the HPI eligibility list was expanded, our existing visa pathways are too restrictive to support a rapid influx of skilled graduates.

    Government and university collaboration

    The AI Action Plan calls on the government to ‘support Higher Education institutions in increasing the number of AI graduates and teaching industry-relevant skills.’ The reality is that many UK universities have already adjusted their strategies to cope with both domestic financial pressures and the measures introduced to quell international students through restricted immigration pathways.

    The question remains whether universities will be expected to reverse course, intensify efforts to recruit domestically and retain AI talent to meet the government’s urgent targets. Without a targeted and affordable visa system to support these efforts, the AI Action Plan’s goals risk falling short of their potential.

    This is not about asking Universities to ensure that their international students have clear career pathways post-graduation or providing AI-specific courses. The government must create an AI-specific visa that allows graduates from top global institutions to work in the UK.

    The real need lies in fostering closer collaboration between higher education institutions and government policymakers, particularly when it comes to visas. The government must take responsibility for creating a new visa pathway if it wants to meet the aims of the AI action plan.  Universities cannot be expected to U-turn- develop new courses in the face of financial constraints and restrictive visa policies.

    Mauve Group is a global HR, Employer of Record and business consultancy provider. Mauve specialises in supporting organisations of all sizes to expand overseas, helping companies navigate the complexities of employing workers across borders. 

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