Category: Blog

  • The Role of Apprenticeships: Cultivating an Entrepreneurial Mindset in UK Higher Education

    The Role of Apprenticeships: Cultivating an Entrepreneurial Mindset in UK Higher Education

    • Gary Gillon is a lecturer in business and management at the University of the West of Scotland. Alan Martin is a lecturer in enterprise at the University of the West of Scotland. Dr Robert Crammond is a senior lecturer in enterprise at the University of the West of Scotland.

    In its competitive market, the UK’s universities face growing pressure to be enterprising and produce graduates with real-world skills and innovative thinking. Employers frequently voice concerns about graduates lacking practical skills required in today’s workplace. At the same time, a new generation of students is more entrepreneurial and digitally agile than ever.

    A 2023 survey published by the Association of Accounting Technicians found 64% of Generation Z (aged 16 – 25) have started or plan to start their own business, in addition to nearly 5,000 start-ups that were established in UK universities during the 2022-2023 academic session.

    With regards to university students specifically, around 27% are managing a business (around 14.4% amongst graduates) or intend to do so. A good figure, but it represents a fraction of the overall student population: so what are universities missing?

    Bridging this gap between academic learning and enterprise-ready skills is critical. One promising solution, which links universities and industry, lies in apprenticeships. Called Graduate Apprenticeships (GAs) in Scotland or Degree Apprenticeships (DAs) in England, these programmes combine university study with paid and relevant work experience.

    By design, GAs or DAs place students in work-based projects from day one, nurturing an entrepreneurial mindset through hands-on problem-solving, collaboration with industry, and continuous skills development. Through this comprehensive work-integrated learning model, students simultaneously acquire practical expertise while pursuing a degree qualification.

    Bridging Theory and Practice through Apprenticeships

    Admired by politicians and desired by university management wishing to bolster their institutional offering, apprenticeships have become an integral policy instrument for addressing skills shortages in fields from STEM to digital technology.

    Introduced in 2016, they have been central to Scotland’s efforts to reduce youth unemployment. The appeal of the GA pathway is clear: apprentices earn a wage, gain a degree, and directly apply academic theory to workplace projects. Government and industry bodies recognise the value of GAs for building a skilled, innovative workforce.

    The Scottish Government’s Future Skills Action Plan (2019) highlights the role of work-based learning in addressing skills gaps and promoting economic growth. Similarly, the UK Innovation Strategy (2021) identifies apprenticeships as essential for creating an “innovation-ready workforce”.

    In short, apprenticeships effectively bridge the gap between knowing and doing and naturally encourage an entrepreneurial way of thinking far better than traditional lecture-based university programmes, producing graduates who are work-ready and adept at translating theory into practice. In addition, they reward lifelong learning and lead to the gaining of new knowledge, experiencing varied modes of learning, and the acquisition of relevant skills development for today’s organisations and markets.

    However, forms of apprenticeships have their critics. Equitable, structured accessibility and supportive routes towards the degree award, amidst low completion rates and arguable bureaucracy, remain particular challenges.

    Therefore, drastic reform on regulation and administration, as well as an image change to increase the desirability of apprenticeships to meet demand, are needed.

    This can be achieved through universities highlighting enterprising and business growth benefits as key outcomes of the apprenticeship programme.

    Entrepreneurship in Action, Not Just in Theory

    A common criticism of higher education, often expressed in media outlets, is that it teaches ‘about’ entrepreneurship rather than providing opportunities ‘for’ entrepreneurship. Apprenticeships flip this script. By spending most of their time on industry projects, apprenticeship students learn entrepreneurship by doing: identifying opportunities, testing ideas, implementing solutions and seeing results. This ‘learning by doing’ approach is far more effective than studying entrepreneurship only in theory, and apprenticeships exemplify its success.

    Hands-on work-based learning projects allow students to generate original solutions to real needs and act on them even as conditions change. This is the essence of the entrepreneurial mindset. Crucially, the aim of apprenticeships is not to turn every student into a start-up founder, but to instil entrepreneurial thinking that applies in any context, including within established organisations.

    Many apprentices initially see themselves as employees rather than ‘entrepreneurs’, so educators frame entrepreneurship as personal development, taking initiative, adapting to change, and solving problems on the job. By graduation, apprenticeship students may still pursue a conventional career but carry an entrepreneurial mindset that drives them to innovate and add value in any role. In essence, universities are creating intrapreneurs with the initiative and vision to act like entrepreneurs inside established companies.

    Key Skills Developed on the Job

    Fostering an entrepreneurial mindset requires developing a broad suite of skills and attributes. Apprenticeships are uniquely positioned to strengthen these through on-the-job learning.

    These include:

    1. opportunity recognition (spotting inefficiencies and identifying opportunities for improvement),
    2. creative problem-solving (inventing solutions under real constraints),
    3. comfort with uncertainty (making decisions with incomplete information and learning from failure),
    4. self-direction (taking initiative and managing projects independently),
    5. communication (building professional relationships), and
    6. resilience (maintaining a work-life balance).

    These are qualities employers seek in graduates. A national survey of hiring managers identified such traits as key markers of ‘work-ready’ graduates. By embedding these capabilities, Apprenticeships produce alumni who are not only academically qualified but also primed to drive innovation.

    Developing an Entrepreneurial Culture for All Students

    Maximising the impact of apprenticeships and making them more appealing requires universities to actively build a supportive entrepreneurial culture. This means going beyond isolated modules or one-off initiatives and making enterprise and innovation a core part of the learning experience.

    The University of the West of Scotland (UWS) provides a compelling example. UWS has promoted an ‘entrepreneurial mentality’ across its Business Management portfolio. Initiatives include a Student Innovation Hub where students, staff and industry partners collaborate on projects to expand their knowledge and skills around innovation and entrepreneurship in one space that leads to industry recognition.  

    Other universities are taking similar steps, integrating entrepreneurship into curricula and extracurricular activities, leveraging alumni and partners to provide students with project opportunities. Some universities have set up innovation hubs or incubators accessible to all students, offering resources to help turn ideas into ventures. This inclusive approach ensures that even those who do not identify as ‘entrepreneurs’ can gain entrepreneurial experience – whether by launching a social initiative, improving a workplace process, or starting a side business.

    By normalising entrepreneurial activity as a valued part of education, universities help students see it as a natural extension of their studies rather than a risky deviation. Combining this notion with apprenticeship offerings affirms the university as being at the service of its immediate community, transforming individuals and businesses, and contributing to local and regional economic growth.

    Professional Insights and Recommendations

    To fully realise the potential of apprenticeships in developing entrepreneurial mindsets, universities, employers and policymakers must work together. Here, we outline our recommendations:

    • Integration of entrepreneurship across the curriculum: embed entrepreneurial projects and assessments in all disciplines. National funding initiatives in Scotland already encourage such integration.
    • Empower and mentor educators: academic staff delivering apprenticeship programmes need targeted support and recognition. Well-supported educators can better guide apprentices in recognising opportunities, creating and building resilience.
    • Leverage alumni and industry networks: involve successful entrepreneurs and industry leaders in apprenticeship programmes as in-residence professionals or guest speakers. This gives apprentices expanded networks and firsthand insight into entrepreneurial careers.

    Conclusion: Shaping an Entrepreneurial Generation

    Universities appreciate that an entrepreneurial mindset is increasingly essential for creating value, whether someone is founding a company, driving change within an existing organisation, or thriving within an enterprise ecosystem. Apprenticeships provide a powerful model for contributing to this ecosystem by developing entrepreneurial mindsets and blending academic theory with practical application. This aligns higher education with the needs of a changing economy and with students’ aspirations for self-directed, innovative careers.

    Embedding entrepreneurship in higher education requires a deliberate culture change, supportive structures, and community engagement – it will not happen automatically. Apprenticeships shed light on business and societal realities, which can aid in this endeavour.

    But when achieved, the payoff is significant. Graduates leave university not only with a degree and work experience, but also with the ability to think and act entrepreneurially.

    By championing apprenticeships and entrepreneurial mindsets for all students, UK universities can drive innovation from within and empower the next generation to shape their own futures beyond graduation.

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  • 10 Tips for Hosting a Successful School Open House

    10 Tips for Hosting a Successful School Open House

    Reading Time: 12 minutes

    Planning an open house for your school?

    Good call. A well-run open house can be one of the most powerful tools in your enrollment and engagement strategy. Whether you’re welcoming new elementary parents, high school prospects, or college hopefuls, this is your chance to make an unforgettable first impression. An open house in school is important because it helps build a sense of community, foster parent involvement, and drive enrollment.

    But a memorable open house doesn’t happen by accident. It requires careful planning, creative ideas, and attention to detail. From initial promotions to day-of execution and follow-up, every step counts.

    So, how do you make it count?

    Let’s walk through ten practical (and proven) tips to take your school’s open house from good… to exceptional.

    Struggling to stand out in a crowded market?

    Boost enrollment with tailored open house strategies!

    1. Start Planning Early And Promote Like a Pro

    Here’s the truth: If no one shows up, nothing else matters.

    That’s why promotion is the first step, and it’s a big one. First, get clear on your goals. Are you looking to boost applications? Showcase new facilities? Strengthen relationships with current families? Your goals will shape everything from the schedule to who you invite.  

    How do you prepare for an open house at school? Start by setting clear goals and selecting a date that works for your audience. Plan the schedule, secure staff and student volunteers, and prepare promotional materials. Promote the event across multiple channels (website, email, social media), tidy up the campus, and organize signage, welcome tables, and printed resources to ensure a smooth, welcoming experience.

    Example: Queen’s University (Canada) demonstrated advanced planning by creating a dedicated “Fall Preview” Open House webpage months ahead. The page provided key details (date, schedule, location) and prominently featured a call-to-action for prospective students to register, ensuring maximum visibility and early sign-ups.

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    Source: Queen’s University

    Then, plan your outreach. Don’t wait until the last minute. Get your date on the calendar months in advance, and begin promoting it strategically across various online channels:

    • A dedicated landing page on your school’s website (with RSVP).
    • A short email series to build awareness and excitement.
    • Countdown posts, teaser videos, and stories on social media.
    • Text reminders or personal phone calls to those most likely to attend.

    Example: Bishop’s University (Canada) boosted promotion by publishing a blog post prior to their Open House that walked readers through what to expect at the event. This preview-style post generated excitement and informed prospective students and parents about the Open House experience in detail.

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    Source: Bishop’s University

    Still want more attendees? Consider offering a virtual option. Whether it’s a livestream, a digital campus tour, or a short webinar, giving families more than one way to experience your school expands your reach.

    2. Make Arrival Smooth and the Welcome Unforgettable

    Let’s face it, no one enjoys showing up somewhere and feeling lost.

    That’s why the moment guests arrive at your open house, the experience should feel seamless and friendly.

    Start with signage. Make sure every guest knows exactly where to park and where to go. Have greeters ready: staff, student leaders, or enthusiastic parent volunteers. A welcome table with a map, a friendly smile, and a short overview of what’s ahead can work wonders.

    Example: University of Oxford (UK): For its 2023 undergraduate Open Days, Oxford enlisted staff volunteers as greeters and guides. These volunteers welcomed visitors, helped with directions around campus, and served as friendly points of contact at entrances and info tables, ensuring guests felt comfortable and never lost.

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    Source: University of Oxford

    Don’t stop there. Decorate with banners, student art, or a slideshow of school activities. Create a warm and exciting vibe the moment families step inside. You’re not just showing them the campus, you’re showing them the community they could be a part of.

    Example: UC Santa Cruz (USA): At its “Banana Slug Day” admitted-students open house in 2025, UC Santa Cruz set up check-in tables at key parking areas and deployed student guides (the “S.L.U.G.” ambassadors) throughout campus. Visitors were greeted at these welcome points and guided by the student ambassadors, making navigation easy and the arrival experience warm and organized.

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    Source: UC Santa Cruz

    3. Spotlight the People Who Make Your School Special

    The facilities are nice. Programs are great. But what really wins hearts?

    Your people.

    That’s why teachers, support staff, coaches, and counselors need to be front and center during the open house. Make sure they’re not just present but prepared. Equip them with key talking points and FAQs so they feel confident answering questions and reinforcing your school’s values.

    What should teachers do for open house? Teachers should prepare a welcoming classroom with student work on display, provide a brief overview of their curriculum, and have handouts with contact information and expectations. During the event, they should greet families warmly, answer general questions, and encourage follow-up meetings for individual concerns.

    Example: During Nevada State’s Open House, faculty participation was a centerpiece. The event agenda included “Meet with Faculty” sessions where professors from various departments (Education, Liberal Arts & Sciences, Nursing, etc.) were on hand to chat and answer questions. This gave visitors a chance to connect face-to-face with the educators and get a feel for the academic community.

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    Source: Nevada State University

    Encourage classroom displays that show what day-to-day learning looks like. And while teachers should be warm and approachable, remind them this isn’t the time for parent-teacher conferences. Keep it general, upbeat, and informative.

    Want to go the extra mile? Kick off the event with a welcome from your school leader, followed by a quick intro to the key staff attendees. Let families know who’s who, and who they can talk to about specific interests like arts, athletics, or academics.

    Example: Bucknell’s Fall Open House actively involved faculty and staff in mingling with prospects. Visitors could tour facilities and meet professors and current students to ask questions about programs and campus life, rather than only hearing formal presentations. This personal professor-student engagement at Open House helped put a human face on the university’s academics.

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    Source: Bucknell University

    4. Let Students and Parents Do the Talking

    Your current students and parents are your school’s best spokespeople. Hearing about the school’s strengths from an administrator or teacher is valuable, but hearing it from a peer can be even more persuasive. In marketing terms, it’s social proof, and it carries a lot of weight. In fact, one study found that 93% of people trust recommendations from friends and family, while only 38% trust advertising.

    Applying this to an open house, a prospective student is likely to trust the words of a current student, and parents will trust the perspectives of other parents, more than any brochure or formal presentation.

    That’s why student ambassadors and parent advocates are some of your most valuable open house lead generation assets.

    Hand-pick current students who represent the best of your school; friendly, positive, and articulate. Let them lead tours, greet visitors, or share their experience during a short panel. Their enthusiasm is contagious.  As one education marketing expert put it, hearing directly from current students and parents can be one of the most powerful ways to engage prospective families.

    Example: University of Central Lancashire (UK) : At UCLan’s Open Days, current students act as official ambassadors (identifiable in special red attire). These student ambassadors welcome visitors at entrances, give campus directions, and share honest insights about student life and their courses. Attendees are encouraged to approach them with any questions, making the experience peer-guided and relatable.

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    Source: University of Central Lancaster

    Similarly, invite a few involved parents to chat with prospective families. Their personal stories, why they chose the school, how their child has grown, carry a weight that even the best marketing can’t match.

    You’re not just saying, “We’re great.” You’re showing it.

    5. Make the Event Fun, Interactive, and Memorable

    Let’s be honest: No one wants to sit through a two-hour lecture.

    So here’s your mission: Turn your open house into an experience. 

    How do you make an open house at school fun? Incorporate interactive elements like hands-on activities, themed scavenger hunts, live demonstrations, or student performances. Offer refreshments, set up a photo booth, and keep presentations short and engaging. The goal is to create an energetic, memorable experience that showcases school spirit.

    Instead of a long presentation, create a rotating itinerary. Let families move through classrooms, labs, and activity spaces at their own pace. Throw in a scavenger hunt or “passport” that gets stamped at each stop. Offer a prize at the end for completing the journey.

    Example: New Mexico State (USA): The College of ACES Open House 2025 at NMSU was designed as a family-friendly, interactive event. Visitors could roam through animal exhibits, science labs and museums with hands-on demonstrations and learning games at each stop. From petting zoo stations to chemistry experiments, attendees of all ages were invited to actively engage, making the Open House both educational and fun.

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    Source: New Mexico State University

    What else works? Hands-on demos. Let students try a science experiment, play with robots, sample the art room, or participate in a music warm-up. The more your visitors can do, not just see, the more they’ll remember.

    Don’t forget the snacks. Coffee, cookies, or treats from the culinary class add comfort and create natural mingling moments. Bonus points if they’re decorated with school colors or logos.

    And yes, music, performances, or even a visit from your mascot can energize the space and give families that “wow” moment.

    Example: UC Santa Cruz (USA): The Banana Slug Day Open House combined campus exploration with fun activities. Prospective students and families joined student-led tours, watched student performances, visited a resource fair, and even sat in on mock mini-lectures by faculty. These interactive elements (plus chances to snag some UC Santa Cruz swag at the bookstore) turned the day into an immersive campus experience rather than a passive info session.

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    Source: UC Santa Cruz

    6. Keep Presentations Short and Sweet

    You’ve got a lot to say, but that doesn’t mean you should say it all at once.

    Keep any formal presentations concise and dynamic. Ten to fifteen minutes max is ideal. Focus on the core message: What makes your school stand out? What are the values driving your mission?

    Break up speeches with visuals; videos, photos, and student voices make everything more relatable. If you can, include a current student or alum to co-present. Their stories add authenticity and emotion.

    Whatever you do, rehearse in advance. A confident, polished delivery makes all the difference.

    Example: Bucknell keeps Open House presentations brief and purposeful. Its Fall Open House schedule is broken into short sessions: for example, a 15-minute welcome and admissions overview followed by a 15-minute “Why Liberal Arts?” talk. Instead of long lectures, Bucknell offers multiple bite-sized talks and student panels, which keep visitors engaged and allow them to sample various topics without fatigue.

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    Source: Bucknell University

    7. Personalize the Experience

    Here’s where you go from good to unforgettable.

    Before the event, ask registrants about their interests: academics, sports, arts, etc. Use this intel to tailor their visit. Match them with the right teacher, program head, or club coordinator. Let them know you were expecting them.

    Even on the fly, personalization is powerful. Train ambassadors and staff to ask questions and respond accordingly: “You’re interested in robotics? You’ve got to meet Mr. Jackson. Let me introduce you.”

    Name tags, interest-specific packets, or a simple, “Hi Sarah, we’re so glad you’re here,” can go a long way in helping families feel seen.

    And yes, be mindful of accessibility needs, language support, and dietary restrictions. Every thoughtful detail adds up.

    Example: University of Cincinnati (USA): Cincinnati’s Open House model allows each guest to “build your own day.” Attendees register for the specific academic sessions and special topics that interest them most. For example, a student could choose two different college info sessions (say, Engineering and Business) and several niche interest workshops. The itinerary is flexible – with options like honors program talks, campus tours, residence hall tours, etc. – so each visitor crafts a personalized schedule aligned with their goals.

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    Source: University of Cincinnati

    8. Send Families Home with Something to Remember

    You’ve done the work. Now end strong.

    Before families leave, hand them something to take home, whether that’s a branded folder with your materials, a printed photo from a photo booth, or even just a small keepsake like a sticker or magnet.

    More importantly, give them the info they need to take the next step. Include your admissions contact, an FAQ sheet, key dates, and a personalized thank-you letter from the principal.

    A friendly goodbye, a handshake, and a “We hope to see you again soon” can seal the deal emotionally. People remember how you made them feel. Make it good.

    Example: Temple College (USA): This community college makes sure guests leave with smiles (and photos). At its Open House, Temple College set up a fun photo booth with their mascot, “TC Leopard.” Students and families could snap pictures with the mascot – a keepsake to post on social media – and even win prizes. This lighthearted closing activity gave attendees a lasting memory and positive vibe to associate with the school.

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    Source: Temple College

    9. Follow Up While You’re Still Top of Mind

    The event may be over, but your job isn’t.

    Send a thank-you email the next day. Personalize it if you can. Include links to the application page, upcoming deadlines, and photos from the event. Invite further questions and make it easy to get in touch.

    If a family asks about something specific, say, learning support or scholarship details, make sure someone follows up with a personalized message.

    Want to keep the momentum going? Enroll attendees in a short email series spotlighting your programs, alumni, or events. Nurturing that relationship can turn a visitor into an applicant.

    Example: Morton College (USA): After the Open House, Morton College immediately followed up with attendees and the broader community on social media. They posted a thank-you message to everyone who came, reinforcing that visitors are always welcome on campus. Importantly, the message included a next-step call-to-action, a reminder that registration was open for upcoming semesters, nudging interested students to take the next practical step toward enrollment.

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    Source: Facebook

    10. Debrief, Reflect, and Get Ready to Do It Even Better Next Time

    One last tip, and it’s a game changer.

    After the event, take time to evaluate. Meet with your team and ask: What worked? What didn’t? What feedback did families share?

    Review your numbers: RSVPs, attendance, applications started. Be sure to look for patterns. Did most families come from a certain neighborhood? Were particular sessions packed while others lagged?

    Use this insight to adjust your strategy for next time. Update your checklists. Refine your flow. Keep evolving.

    Oh, and don’t forget to celebrate your wins. Share event highlights in a post or newsletter. Thank your team. Show appreciation.

    Final Thoughts

    An open house is more than just an event, it’s an invitation.It’s your chance to say, “Here’s who we are. Here’s why we care. Here’s how your family fits in.”

    When you plan with intention, create moments of connection, and follow through with heart, your open house becomes more than a tour. It becomes a story families want to be part of.

    So get planning, and get ready to make your next open house your best one yet.

    Would you like to receive tailored open house school ideas for your institution?

    Contact Higher Education Marketing for more information.

    Struggling to stand out in a crowded market?

    Boost enrollment with tailored open house strategies!

    Frequently Asked Questions

    Question: How do you prepare for an open house at school?

    Answer: Start by setting clear goals and selecting a date that works for your audience. Plan the schedule, secure staff and student volunteers, and prepare promotional materials. Promote the event across multiple channels (website, email, social media), tidy up the campus, and organize signage, welcome tables, and printed resources to ensure a smooth, welcoming experience.

    Question: What should teachers do for open house?

    Answer: Teachers should prepare a welcoming classroom with student work on display, provide a brief overview of their curriculum, and have handouts with contact information and expectations. During the event, they should greet families warmly, answer general questions, and encourage follow-up meetings for individual concerns.

    Question: How do you make an open house at school fun?

    Answer: Incorporate interactive elements like hands-on activities, themed scavenger hunts, live demonstrations, or student performances. Offer refreshments, set up a photo booth, and keep presentations short and engaging. The goal is to create an energetic, memorable experience that showcases school spirit.

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  • Rethinking Exams in the Age of AI: Should We Abandon Them Completely?

    Rethinking Exams in the Age of AI: Should We Abandon Them Completely?

    • By Dr Andrew Woon, Senior Lecturer in Strategic Management at Queen Mary, University of London.

    In recent years, universities around the world have been moving away from traditional exams in an effort to improve assessment practices, address equity concerns and adapt to the evolving educational landscape.

    Top institutions such as Oxford and Cambridge are also shifting towards more inclusive forms of assessment to reduce awarding gaps. This raises the question: Do inclusive assessments omit certain opportunities for students’ learning and development?

    Critics argue that exams often measure test-taking ability rather than genuine understanding and may fail to assess all students’ knowledge and skills accurately. Others contend that exams do little to prepare students for their future careers.

    As a result, universities are adopting a range of assessment methods to support student learning and ensure inclusivity. These approaches aim to recognise a broader range of skills and attributes essential for future success.

    I believe the key argument for retaining exams is not that they are more ‘secure’, but that their true value lies in ensuring students, especially those in high-stakes professions like Medicine and Education, could develop a deep, internalised understanding of their subject matter.

    Take Medicine, for example. We wouldn’t want to be treated by a doctor who relies on ChatGPT to make clinical decisions. While AI can assist with diagnostics and offer suggestions, it lacks the human ability to assess a patient holistically, considering subtle symptoms, emotional cues and contextual factors. These are skills that must be trained, practiced and tested rigorously.

    This is why accounting professional bodies such as ACCA and ICAEW continue to use exams as a primary assessment method, as they provide a standardised and objective measure of knowledge and skills. Exams help ensure that future professionals are not just good at looking up answers, but are also able to think critically, connect the dots, and make informed decisions independently.

    Moreover, the purpose of exams extends beyond evaluating academic knowledge; they also help students identify their weaknesses and develop critical skills. While in-person exams can be stressful and inflexible, they offer benefits beyond knowledge testing. They cultivate vital skills such as time management, organisation and resilience under pressure, key competencies for both interpersonal growth and employability.

    Many students shy away from exams because they struggle to perform well in a high-pressure, time-constrained environment with limited support. This may indicate a need to develop key competencies, such as time management and stress regulation, rather than suggesting that exams are inherently flawed.

    Traditionally, students were trained to master literacy skills — to read, write, and think critically. While exams may miss opportunities to develop other important skills such as teamwork, communication and leadership, removing exams altogether may also reduce opportunities for students to improve their academic literacy. Writing, in particular, requires a good understanding of content and the ability to think critically, skills that are often cultivated through exam preparation and performance.

    One of the most common arguments against exams is that they are not authentic and offer limited opportunities for skill development. According to Newman et al. (1998), assessment is considered authentic when it evaluates products or performances that hold meaning or value beyond mere academic success. Similarly, Wiggins (1989) defines authentic assessment as involving tasks that represent real-world challenges within a given discipline. These tasks are designed to mirror complexity, requiring depth over breadth.

    Clearly, a well-designed exam can be authentic when it provides opportunities for meaningful skill development. For example, incorporating case studies into exams allows students to engage in deeper learning, apply knowledge to real-world contexts, and strengthen academic literacy at the same time.

    After all, traditional exams, when thoughtfully designed, can play a valuable role in developing traditional literacy skills, including reading, writing and critical thinking, which remain essential in the age of AI.

    As AI tools increasingly streamline reading and writing tasks across the education system, reinforcing these foundational skills becomes even more important. Promoting reading and writing through assessment can help combat aliteracy — a growing issue where students are capable of reading but choose not to, often due to the influence of social media and digital distractions.

    I believe exams offer a rare opportunity and space for students to engage in undivided intellectual immersion, because exams create structured, distraction-free environments that demand focused engagement. They encourage deep reading, critical analysis and articulation without reliance on external assistance. Over time, such training can help counter aliteracy by reinforcing the value and interest of independent intellectual engagement.

    I embrace new technologies and innovative forms of assessment, but that doesn’t mean we should completely abandon traditional exams. Exams can and should coexist with other assessment methods, including those supported by AI, to enrich student learning. The purpose of assessment goes beyond assigning grades or preparing students for their first job; it is about equipping them for life in all its dimensions.

    While technologies will continue to evolve, essential skills such as reading, writing, and critical thinking will remain foundational. Therefore, students must be literate to effectively process information and use AI intelligently.

    Importantly, every assessment method has its advantages and disadvantages. Therefore, educators need to take a holistic approach to assessment design and policymaking. For example, using low-stakes, open-book exams can help reduce student stress while still supporting skill development. Additionally, providing tailored support for students with ADHD during exams can enhance their learning experience and ensure they are not placed at a disadvantage.

    Lastly, I hope this opinion piece encourages fellow colleagues to reflect before the new academic year begins. Rather than simply jumping on the AI bandwagon, we must remember the critical role we play in safeguarding our students’ futures. Our responsibility is to equip them with the life skills they need to thrive in an ever-evolving world.

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  • Redefining Academic Success: Why Career Progression Must Look Beyond Research

    Redefining Academic Success: Why Career Progression Must Look Beyond Research

    • By Professor Isabel Lucas, Pro-Vice Chancellor for Education at the Liverpool School of Tropical Medicine and outgoing Chair of the national Heads of Educational Development Group (HEDG).

    In higher education, prestige and promotion have long hinged on research output. But with growing numbers of academics focused on teaching, educational leadership and knowledge exchange, the old metrics no longer fit. A report by the European Association for Universities places academic career reform at the heart of its 2030 vision, highlighting the need to recognise impact beyond traditional research publications. This shift is not only about fairness – it’s about organisational effectiveness and employee wellbeing.

    Research has long dominated academic prestige, promotions, and funding. Sterling et al. (2023) argue that current academic career frameworks are weighted heavily toward research, often sidelining innovative teaching and educational leadership. Yet, as the higher education sector evolves, so too must our understanding of what counts as impactful academic work.

    The reality is already shifting. Data from HESA (2022) shows a 10% rise in teaching-only contracts between 2015 and 2022, balanced by a 9% decrease in research-related roles. This suggests a growing academic population for whom the current research-heavy promotion pathways simply don’t apply. However, ‘teaching-only’ staff (a problematic term as it is inevitably not only teaching) often find themselves ineligible – or unrecognised – within traditional academic progression systems. The lack of progression routes for these high-quality staff capable of transforming the education and student experience at a strategic level risks undermining job satisfaction and retention.

    What’s more, staff on Professional Service contracts, including roles like educational developers and academic skills support tutors, are engaged in academic work without the benefits or recognition of an academic title. HESA’s own definitions blur the lines: academic function is tied to the contract, not necessarily the work performed. This disconnect creates a situation where talented, impactful educators are ‘othered’ – excluded from meaningful recognition and progression.

    Key findings from sector analysis undertaken in 2024 via the Heads of Educational Development Group (HEDG) showed some alarming disparities among middle managers with institutional responsibility for learning and teaching:

    • Career Blockages:
      • 100% of academic contract holders in the study had access to promotion to Reader/Professor.
      • Only 39% of Professional Service contract holders had similar access—even when doing the same academic work as peers on academic contracts.
    • Misalignment of Identity and Contract:
      • Staff whose professional identity did not match their contract type (e.g. self-identifying as academic but on a Professional Service contract) reported significantly lower satisfaction and empowerment scores.
    • Promotion Criteria Gaps:
      • Respondents noted they could meet academic promotion criteria, but were ineligible due to contract type.
      • Job satisfaction scores were lowest where staff reported that promotion routes existed but were inaccessible due to the nature of their role.

    So, how can HE evolve its career structures beyond research? Establishing clear, visible academic promotion routes to Reader/Professor that recognise leadership in education, curriculum innovation, and pedagogic research would be a good starting point. Making sure promotion frameworks include non-research excellence – impact on student learning, institutional strategy, and sector-wide education initiatives – would be even more inclusive. Neither of these things should pose a significant operational or cost challenge to universities and would reap significant rewards in staff retention and satisfaction.

    Institutions that fail to adapt risk not just losing talent, but falling behind in impact, innovation, and reputation. It’s time to value all forms of academic excellence. The future of higher education, now more than ever, depends on it.

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  • Empowering Mature Students through Inclusive AI Literacy: Advancing Digital Equity and Social Justice in Higher Education

    Empowering Mature Students through Inclusive AI Literacy: Advancing Digital Equity and Social Justice in Higher Education

    • By Assoc. Prof. Dr. Eleni Meletiadou, Guildhall School of Business and Law, London Metropolitan University, PFHEA, NTF, UTF, MCIPD, MIIE.

    As higher education embraces artificial intelligence (AI) to drive digital transformation, there is a growing risk that older, non-traditional, or mature students will be left behind. This blog post draws on insights from the QAA-funded “Using AI to promote education for sustainable development and widen access to digital skills” project I have been leading alongside findings from the EU COST Action DigiNet (WG5), where I co-lead research into media portrayals and digital inequalities impacting mature learning workers.

    Through this work, and in collaboration with international partners, we have identified what genuinely supports inclusion and what simply pays lip service to it. While AI is often heralded as a tool for levelling the educational playing field, our research shows that without intentional support structures and inclusive design, it can reinforce and even widen existing disparities.

    Supporting mature students’ AI literacy is, therefore, not just a pedagogical responsibility; it is an ethical imperative. It intersects with wider goals of equity, social justice, and sustainable digital inclusion. If higher education is to fulfil its mission in an age of intelligent technologies, it must ensure that no learner is left behind, especially those whose voices have long been marginalised.

    Why Mature Students Matter in the AI Conversation

    Mature students are one of the fastest-growing and most diverse populations in higher education. They bring a wealth of life and work experience, resilience, and motivation. Yet, they are often excluded from AI-related initiatives that presume a level of digital fluency not all possess. However, they are often left out of AI-related initiatives, which too frequently assume a baseline level of digital fluency that many do not possess. Media portrayals tend to depict older learners as technologically resistant or digitally inept, reinforcing deficit narratives that erode confidence, undermine self-efficacy, and reduce participation.

    As a result, mature students face a dual barrier: the second-order digital divide—inequity in digital skills rather than access—and the social stigma of digital incompetence. Both obstruct their academic progress and diminish their employability in a rapidly evolving, AI-driven labour market.

    Principles that Support Mature Learners

    The QAA-funded project, developed in partnership with five universities across the UK and Europe, embedded AI literacy through three key principles—each critical for mature learners:

    1. Accessibility

    Learning activities were designed for varying levels of digital experience. Resources were provided in multiple formats (text, video, audio), and sessions used plain language and culturally inclusive examples. Mature students often benefited from slower-paced, repeatable guidance and multilingual scaffolding.

    1. Collaboration

    Peer mentoring was a powerful tool for mature students, who often expressed apprehension toward younger, digitally native peers. By fostering intergenerational support networks and collaborative projects, we helped reduce isolation and build mutual respect.

    1. Personalised Learning

    Mature students frequently cited the need for AI integration that respected their goals, schedules, and learning styles. Our approach allowed learners to set their own pace, choose relevant tools, and receive tailored feedback, building ownership and confidence in their digital journeys.

    Inclusive AI Strategies That Work – Based on What Mature Learners Told Us

    Here are four practical strategies that emerged from our multi-site studies and international collaborations:

    1. Start with Purpose: Show AI’s Relevance to Career and Life

    Mature learners engage best when AI tools solve problems that matter to them. In our QAA project, students used ChatGPT to refine job applications, generate reflective statements, and translate workplace policies into plain English. These tools became career companions—not just academic add-ons.

    ‘When I saw what it could do for my CV, I felt I could finally compete again,’ shared a 58-year-old participant.

    2. Design Age-Safe Learning Spaces

    Many mature students fear embarrassment in digital settings. We created small, trust-based peer groups, offered print-friendly guides, and used asynchronous recordings to accommodate different learning paces. These scaffolds helped dismantle the shame often attached to asking for help.

    3. Make Reflection Central to AI Literacy

    AI use can be empowering or alienating. We asked students to record short video reflections on how AI shaped their thinking. This helped them develop critical awareness of what the tool does, how it aligns with academic integrity, and what learning still needs to happen beyond automation.

    4. Use Media Critique to Break Stereotypes

    Drawing on my research into late-life workers and digital media, we used ageist headlines, adverts, and memes as classroom material. Mature learners engaged critically with how society depicts them, transforming deficit narratives into dialogue, and boosting confidence through awareness.

    How We Measured Impact (and Why It Mattered)

    We evaluated these strategies using mixed methods informed by both academic and lived-experience perspectives:

    • Self-reflective journals and confidence scales tracked growth in AI confidence and self-efficacy
    • Survey data from mature students (aged 55+) in the UK and Albania (from my older learners study) revealed the key role of peer support, professional experience, and family encouragement in shaping digital resilience
    • Narrative mapping, developed with COST DigiNet partners, was used to document shifts in learners’ digital identity—from anxious adopter to confident contributor
    • Follow-up interviews three months post-intervention showed sustained engagement with AI tools in personal and professional contexts (e.g., CPD portfolios, policy briefs)

    Policy and Practice: Repositioning Mature Learners in AI Strategy

    As highlighted in our Tirana Policy Workshop (2024), national and institutional policy often fails to differentiate between age-based needs when deploying AI in education. Mature students frequently face a “second-order digital divide,” not just in access, but in relevance, scaffolding, and self-belief.

    If UK higher education is serious about digital equity, it must:

    • Recognise mature learners as a distinct group in AI strategy and training
    • Fund co-designed AI literacy programmes that reflect lived experience
    • Embed inclusive, intergenerational pedagogy in curriculum development
    • Disrupt media and policy narratives that equate older age with technological incompetence

    Conclusion: Inclusion in AI Isn’t Optional – It’s Foundational

    Mature learners are not a marginal group to be retrofitted into digital learning. They are core to what a sustainable, equitable, and ethical higher education system should look like in an AI-driven future. Designing for them is not just good inclusion practice—it’s sound educational leadership. If we want AI to serve all learners, we must design with all learners in mind, from the very start.

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  • Bouquets or brickbats? How to interpret today’s announcement of £86 billion spending for research and development (R&D) to 2029/30

    Bouquets or brickbats? How to interpret today’s announcement of £86 billion spending for research and development (R&D) to 2029/30

    Nick Hillman, HEPI’s Director, tries to make sense of the Government’s new plans on R&D spending up to 2029/30.

    Perhaps the Speaker of the House of Commons will be unhappy the Government have pre-briefed the media on what this week’s Spending Review will mean for research spending. But what should the higher education and wider research community make of it?

    1. As the BBC story on the £86 billion reminds us, ‘Earlier this week, Reeves admitted that not every government department would “get everything they want” in Wednesday’s review’. We are meant to think the £86 billion is one of the rare exceptions, a surfeit of generosity (albeit with taxpayers’ money) – that is why it is being pre-briefed as a good news story a few days before the Spending Review itself. Ministers have even managed to squeeze positive endorsements from those tipped off in advance, such as the Russell Group. But let’s be honest, the Department for Science, Innovation and Technology (DSIT), which will oversee this £86 billion, is not getting what it wants. The £86 billion is thought to be a real-terms freeze; it is implausible to think DSIT Ministers have been lobbying the Treasury to stand still. If they had been, they would not have been doing their jobs. Some will wonder whether this explains why friends of the Secretary of State for Science, Innovation and Technology have been speaking up his chances of being moved to a bigger spending Department in due course.
    2. We have been here before. The proudest boast in the Government’s news release, apart from the total multi-year settlement of £86 billion, is of ‘a bumper funding package worth more than £22.5 billion a year in 2029/2030’. But hang on a moment; if Whitehall had more institutional memory, they might have worded this differently because it is five years since the Treasury, under a previous administration and despite being in the midst of COVID, boasted there would be public spending of £22 billion on R&D by 2024/25, just £500 million a year less and five years earlier than the new number for 2029/30. While the modesty of the new announcement might be partly excused by the sluggish economic growth seen since, it may also explain why the announcement seems not to have had the pickup in the Sunday newspapers that the Government would have been hoping for.
    3. A real-terms freeze is a cut in terms of the percentage of GDP spent on R&D, which is the usual way R&D spending is measured in the UK and internationally. In the past, policymakers have obsessed over whether the UK can reach 2.4% or even 3% of GDP on (public and private) R&D spending, putting such targets in many election manifestos. But by a stroke of the pen three years ago, the Office for National Statistics suggested the UK spends much more than we thought on R&D, meaning we had already hit the 2.4% target, overtaken the OECD average and even got close to the 3.0% ambition. So policymakers could claim they had already hit a target that had looked extremely stretching and shift their attention elsewhere. (The ONS’s change put red faces on those who had been lobbying for such targets, however: if the target you have been lobbying for has already been hit [even if it does not feel like it on the ground], what should your next move be? This is something no one quite seems to have worked out.) The new announcement is problematic in GDP terms because, if you assume any economic growth at all, then a real-terms freeze in research spending means a reduction in R&D spending as a proportion of GDP. The latest international data suggest the UK’s gross R&D spending  has been just above the OECD average (2.8% of GDP versus 2.7%). If the OECD average remains the same or (as has been happening) goes up somewhat, today’s announcement means the UK is likely to spend less on R&D as a proportion of GDP and once more fall behind our main competitors. (This is not absolutely guaranteed because today’s announcement is on public spending and most R&D spending is private spending. However, public spending on R&D is generally [though not universally] thought to ‘crowd in’ rather than ‘crowd out’ public funding.)
    4. It is easy for me to be a little cynical about all this because I was there when the same conversations happened between the Business, Innovation and Skills Department and the Treasury at the time of the 2010 Spending Review, which had a similar importance to this week’s forthcoming Spending Review. However, that experience also taught me that a flat settlement in a constrained environment can indeed be a win. The settlement in 2010 was flat-cash not flat real – in other words, it ignored future inflation, so was less generous even than the one being announced today. At one point during the 2010 negotiations, however, it had looked as if there would be actual cuts to the cash spent on research and development each year; expectations in the research community were running so low that, when flat cash was instead announced, it led to my boss, the Minister for Universities, being presented with a bouquet of white roses by the founder of Research Fortnight. 
    5. Today’s announcement is about the money but the Government’s spin doctors have also tried to focus on the uses to which the money is put. Voters are likely to find it hard to imagine what £86 billion spread over a number of years means in practice. However, as the Mirror reports, it could mean ‘In Liverpool, which has a long history in biotech, funding will be used to speed up drug discovery and in South Wales, which has Britain’s largest semiconductor cluster, on designing the microchips used to power mobile phones and electric cars.’ Those feels like things everyone can get behind, even if the focus on local spending may or may not mean a weakening of excellence as the key criterion on which to distribute research funding from central government. This focus on projects should also serve as a reminder to the research community that, whatever Ministers say now, there is likely to be more money available if they lobby smart in the months to come. After what was perceived as a good settlement for science in 2010, we still managed to secure additional funding at pretty much every subsequent spending review. There were lots of reasons for this to do with how effectively the Department lobbied (it helped having both a Lib Dem and a Tory Minister from the Department sit around the Cabinet table), George Osborne’s predilection for science (albeit generally for big new projects rather fully funding existing ones) and politicians’ ceaseless desire to have an exciting new building or two to don a hard hat for. Perhaps most importantly, the research community were ready with ideas of what additional projects should be funded whenever we went to them with the question; if we give policymakers the tools to lobby the Treasury in the years ahead, researchers could get more.
    6. Finally, I am left wondering what this five-year settlement means for the commitment in Labour’s 2024 election manifesto to ‘scrap short funding cycles for key R&D institutions in favour of ten-year budgets that allow meaningful partnerships with industry to keep the UK at the forefront of global innovation.’ It was always likely that this wording was a political trick to put the focus on the length of time rather than the quantum of money. But Spending Reviews are always about money and always have a fixed shorter timetable, so how this week’s announcement chimes with longer-term planning is an issue that won’t go away even if it primarily is for another week.

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  • If memory is the residue of thought, what are we learning from AI?

    If memory is the residue of thought, what are we learning from AI?

    • This is an edited version of a speech given by Josh Freeman, HEPI Policy Manager, to the Cardiff University Biochemical Society Sponsored Seminar Series on AI.

    I want to start with a thought experiment – one that will be on familiar ground for many of us. A lecturer sets an assignment and receives two student essays which are very similar in argument, structure, originality and so on. The difference is that one student used AI and the other didn’t.

    The student who used AI used it, as more than half of students (51%) do, to save time. They knew what they wanted to say, wrote a bullet-pointed list, fed this into ChatGPT and asked it to generate an essay ‘in the style of a 2nd year Biosciences student’ – which is what we know that students are doing. Perhaps they added some finishing touches, like a bit of their own language.

    The second student wrote their essay the old-fashioned way – they wrote a plan, then turned that into a draft, redrafted it, tweaked it and manually wrote their references.

    The question is: Which essay should we value more? They are functionally the same essay – surely we should value them equally?

    I don’t mean which essay should get the higher mark, or whether the student who used AI was cheating. Let’s assume for the moment that what they did was within the rules for this particular course. What I mean is, which essay better shows the fulfilment of the core purposes of a university – instilling intellectual curiosity, critical thinking, personal development in our students?

    I think most of us would instinctively say that something has been lost for the student who used AI. We don’t value students as content creators. We don’t see the value in the essay for its own sake – after all, many of us have seen hundreds or thousands of similar essays in our time in academia. What we value is the process that got the student to that point. There is something fundamental about the writing process, that in the act of writing, you are forced to confront your own thoughts, express them, sit with them. You have to consider how far you really agree with them, or if there is something missing. Though the student who used AI produced the same end result, they didn’t have that same cognitive experience.

    AI is, for the first time, divorcing the output from much of the cognitive process required to get that output. Before AI, if a student submitted an essay, you could be relatively confident – barring the use of essay mills or plagiarism – that they had thought deeply, or at least substantially, about the output they submitted. The content was a good proxy for the process. But with AI, it’s remarkably easy to generate the content without engaging in the process.

    I was a teacher previously, and the mantra we were told again and again was ‘Memory is the residue of thought.’ (With credit to Daniel Willingham.) We remember what we think about. When you have to sit with an essay, or a difficult academic text, it fosters more learning because your brain is working harder. If you can fast-track the essay or just read a summary of the important bits of the text, you skip the work, but you also skip the learning.

    This is a problem for all kinds of reasons, some of which I’ll go into. But in another way, it may also be a good thing. For a long time, the focus has been on the content that students produce, as the best marker for a students’ skills and knowledge. But I hope that AI will force us to think deeply about what process we want students to go through.

    In the time I have left, I want to touch on a few issues raised by our recent survey, showing that the vast majority of students use generative AI, including to help with their assessments.

    The first is that the rabbit is out of the hat. Almost all students are using AI, for a rich variety of purposes, and almost certainly whether or not we tell them they can. That will be obvious to anyone who has received a coursework submission in the last 18 months, but it is so key that it is worth emphasising. Barring the withdrawal of large language models like ChatGPT from the internet (unlikely) or the mass socialisation of our students away from GenAI use (also unlikely, but less so), AI is here to stay.

    The second is that the system of academic assessment developed over decades or more is suddenly and catastrophically not fit for purpose. Again, this will be known to many but I am not sure the sector has fully grappled with the implications of it. All assessments had some level of insecurity, insofar as essay mills and contract cheating existed, but we have always felt these methods were used by relatively few students; we were also able to pass national legislation to crack down on these methods.

    AI is different for two reasons. The first is ease of use – the barriers of seeking out an essay mill and coughing up the money are gone (though it remains true that the most powerful AI models still have a cost). The second is how students reckon with the moral implications. It is clear to almost everyone, I think, that using an essay mill is breaking the rules, so students would usually only use these when they are truly desperate. But AI is different. We saw in the report that there great uncertainty when it comes to using AI – lots of disagreement about what is acceptable or not. When it’s cloudy in this way, it’s easier to justify to yourself that what you’re doing is okay. Most people won’t overtly ‘cheat’ but they might push on hazy boundaries if they can tell a story about why it is acceptable to do so.

    So all of our assessments need to be reviewed. I recently read an essay from UCL Law School, talking about how they will be using 50-100% ‘secure’ assessment, meaning in-person written or oral exams. This is a good start, though it may not even be enough if 50% of your assessments are ‘hackable’ by students with little or no subject knowledge or with no grasp of the skills you are meant to be teaching them. And I am not convinced that ‘secure’ exams are always such. If essay questions are predictable, you can easily use AI to generate some mock essays for you and memorise them, for example.

    This is also why the claims that AI will generate huge efficiency gains for the sector are misplaced, at least in the short term. In the coming years, AI will put huge strain on the sector. Essentially, we are asking all of our staff to be experts in AI tools, even as the tools themselves constantly update. For example, AI tools hallucinate a lot less than they used to and they also produce fake references much less often – and there are now specific tools designed to produce accurate references (such as ChatGPT’s Deep Research or Perplexity.AI). It is an open question as to whether this radical redrawing of assessment is a reasonable ask of the sector at a time when budgets are tight and cuts to staffing are widespread – up to 10,000 jobs lost by the end of the academic year, by some estimates.

    The third issue returns to the thought experiment I presented you with at the start. We will now be forced to think deeply about what skills we want our students to have in an age where AI tools are widely accessible, and then again about how we give our students those skills.

    Think again of those two essays, one of which used AI and one didn’t. There is an argument in favour of the AI-assisted essay if you particularly value teaching AI skills and you think getting AI to help with essays is one way to enhance those skills. But like developing AI-proof assessments, this is a moving target. Some people will remember the obsession with ‘prompt engineering’ in the early days of GenAI – carefully crafting prompts to manufacture very specific answers from chatbots, only for them to update and all that work becoming entirely useless? By virtue of being natural language models, they are frequently very intuitive to use and will only become more so. So it is not at all clear that even the best AI courses available now will be very useful a few years into students’ long and varied careers.

    The same problem applies to courses designed to teach students the limits of AI – such as bias, the use of data without permission, hallucinations, environmental degradation and other challenges which we are hearing lots about. Small innovations could mean, for example, that the environmental cost of AI falls dramatically. There is already some research saying a typical ChatGPT prompt may now use no more energy than a Google search. In a few years’ time, we may be dealing with a very different set of problems and students’ knowledge will be out of date.

    I can’t pretend HEPI has all the answers – though we do have many, and we require all of our publications to include policy solutions, which you are welcome to investigate yourselves on our website. But my view is that the skills students will receive from a university education – critical thinking, problem solving, working as a team, effective communication, resilience – are as critical as ever. In particular, we will probably need to hone in on those skills that AI cannot easily replicate – soft skills of motivating others or building trust, emotional intelligence, critical thinking, which will endure in importance even as AI automates other tasks.

    But the methods we use will need to change. We hear a lot from academics about the enormous administrative burden academics face, for example. In my view, the best case is that AI automates the boring bits of all our jobs – paperwork, producing lesson materials, generating data – and freeing us up to do what matters, which is producing innovative research and spending more time with students. That will make sure AI enhances, rather than threatens, the enormous benefits our degrees impart to students in the coming years.

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  • UK universities are trapped in a box. Here’s what that means in practice

    UK universities are trapped in a box. Here’s what that means in practice

    • This guest blog has been kindly written by Professor Diana Beech, Director of the new public policy institute – the Finsbury Institute – and Assistant Vice-President of Policy and Government Affairs at City St George’s, University of London. Diana is one of the two authors of the latest HEPI debate paper (Debate Paper 40) and she writes here about the piece came about…

    Explaining the challenges facing UK universities today is not easy. The pace of change is rapid, the policy pressures are competing and the landscape is shaped by complex interplays between funding, regulation, mounting costs and increasing expectations.

    This makes the job of university governors particularly taxing. Many governors come from other sectors and industries, bringing valuable external experience, but often without a deep knowledge of higher education per se. As an independent governor myself – at the University of Worcester where I am also Vice-Chair of the Board – but with a background and experience in higher education policy, I’ve long felt a responsibility to help my fellow governors across the sector make sense of it all. That’s why I created a visual tool I call the ‘HE Box’.

    The original ‘HE Box’

    At first, the ‘HE Box’ was simple. It was a two-dimensional model created to depict a sector squeezed on all sides. It illustrated the four immediate pressures that were boxing universities in. These comprise:

    • The resource wall: Domestic per-student funding has been declining in real terms across the UK, meaning the money received no longer covers the basic costs of delivery.
    • The cost wall: Institutions are facing rising and often hidden operational costs – some a result of government policy changes, others responding to changing student expectations – but the net result is pressure on already constrained resource.
    • The regulatory floor: Instead of supportive foundations, universities face growing, disproportionate, disjointed – and sometimes even politicised – regulatory demands.
    • The international lid: Changes to visa and immigration terms and post-study work entitlements are threatening the continued flow of overseas students into UK universities.

    Although basic, this 2D box helped me to explain to university governors on my ‘board roadshow’ the main tension that has been growing in the sector of late – namely universities being forced to do more with less, with little relief or flexibility from any direction.

    The moving box

    Over the past year, the ‘HE Box’ has shifted in response to various policy changes. In England, for example, the one-off domestic fee increase granted by the Education Secretary should be offering some financial breathing room for providers from September 2025. Yet, any relief from the announcement was short-lived, with the hike in employers’ National Insurance contributions in April 2025 more than offsetting the gains in the scheduled domestic undergraduate fee rises.

    Similarly, the regulatory floor in England should have also seen some easing last year with the promise to ‘reset’ the Office for Students’ approach to regulation following the House of Lords’ report and Independent Public Bodies Review. Yet this, too, has been recently undercut by the UK Government’s Immigration White Paper, which pledged to reduce the post-study work rights of international graduates from UK universities from two years to 18 months. Gains on one side of the box have therefore been quickly reversed by pressures from another.

    Expanding the box

    Short-term pressures are, however, not the whole picture of the challenges facing UK universities. After presenting my original 2D model to the Council of City St George’s, University of London, shortly before joining in April 2025, Professor André Spicer helped evolve it into a more comprehensive 3D box – adding two more sides of long-term challenges to the ‘HE Box’ based on his own thinking on the sector’s predicament. These two new sides focus on:

    • Demographic shifts: The UK’s domestic 18-year-old population is projected to shrink over the next decade. Meanwhile, key overseas markets like China and India are experiencing major population changes of their own, as a result of declining birth rates or societal shifts related to the education of women.
    • Alternative pathways: From apprenticeships to online micro-credentials, viable alternatives to traditional university degrees are growing fast. In an age of scepticism about value for money and returns on investment, universities must work harder than ever to prove their worth for individuals and for wider society.

    Why the ‘HE Box’ matters

    The six sides of the ‘HE Box’ capture the full range of pressures currently squeezing the sector, both immediate and existential. Our latest report outlines these pressures in more detail and suggests how university governors, senior leadership teams and policymakers, together, can help universities break free from this dire ‘boxed-in’ situation.

    Of course, the sides of the ‘HE Box’ will shift again as policies evolve. But the 3D model as it stands today offers a practical framework to:

    • help new governors quickly grasp the policy landscape;
    • support better decision-making under pressure; and
    • push for a stronger, more strategic relationship between universities and governments right across the UK.

    The challenges for the UK’s higher education sector are real, but their outcomes are not inevitable. With clearer thinking and a shared understanding of the constraints, it is my sincere hope that we can start to find our way out of the ‘HE Box’ together.

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  • Top 10 Campus Recruitment Strategies You Need to Know

    Top 10 Campus Recruitment Strategies You Need to Know

    Reading Time: 11 minutes

    In today’s world, where attention spans are short and options are endless, student recruitment has become both an art and a science. Traditional methods (college fairs, brochures, high school visits) still play a role, but they can’t carry the weight alone anymore.

    Gen Z expects more. And so do their parents. They want seamless digital experiences, personalized content, and authentic connections. If your institution isn’t delivering those things, you risk losing them to one that does. So, how do you stand out?

    Whether you’re just starting to rethink your campus recruitment strategy or looking for new ways to level up, these 10 cutting-edge approaches, plus one powerful bonus, are designed to help you connect more deeply with prospective students and convert that interest into action.

    Struggling with enrollment?

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

    1. Hyper-Personalize the Student Experience

    Here’s the truth: blanket emails and generic web content just don’t cut it anymore.

    Students today expect you to know them; their interests, their goals, even where they’re browsing from. That’s where hyper-personalization comes in. Rather than treating your prospects as a monolithic group, modern recruitment strategies for colleges leverage data to deliver one-to-one digital experiences at scale.

    How does that look in action?

    • A high school student interested in business sees a landing page tailored with content about your BComm program, student stories, and upcoming info sessions.
    • An international applicant is greeted with region-specific admissions guidance and video testimonials from students from their home country.
    • A user who clicks on a scholarship link gets a follow-up email with a financial aid breakdown.

    In short, personalization isn’t a perk. It’s expected.

    Example: To personalize outreach at scale, the University of Idaho (U of I) introduced AI-driven personalized videos for interested applicants. Prospects received video messages addressing them by name, hometown, and academic interest.

    YouTube videoYouTube video

    Source: University of Idaho YouTube

    2. Make Mobile a Priority, Not an Afterthought

    More than 60% of student interactions with higher education websites now happen on mobile. If your site isn’t easy to navigate on a small screen, you’re likely losing leads by the dozen, especially since 53% of users will abandon a site that takes more than 3 seconds to load.

    And it’s not just about having a “responsive” website anymore.

    You also need:

    • Mobile-optimized application forms that are quick and easy to complete
    • Tap-friendly buttons and layouts that don’t frustrate the user
    • SMS alerts for key deadlines or virtual event reminders

    Even better? Google’s mobile-first indexing means this doesn’t just affect UX, it directly influences your search rankings.

    So if mobile optimization isn’t baked into your campus recruitment strategies, it’s time to fix that. Fast.

    Example: University of the District of Columbia (UDC) launched a newly redesigned, mobile-first website in 2025 to enhance recruitment.

    Image 1Image 1

    Source: UDC

    The site features a “mobile-friendly and accessible design” optimized for all devices. This responsive overhaul was part of a strategic initiative “aimed at…enhancing recruitment efforts” and making it easier for prospective students to explore academic programs. By improving navigation, search, and ensuring the site works seamlessly on phones, UDC’s digital entryway better serves today’s mobile-minded applicants.

    3. Use Video to Tell Real Stories

    Think about the last time you were captivated by a piece of content online. Chances are, it was a video. Video is more than just a nice-to-have. It’s one of the most effective ways to emotionally connect with prospective students and help them see themselves at your school.

    Today’s students have grown up on YouTube, Instagram, and TikTok,  and video content reigns supreme. Video accounts for over 80% of global internet traffic, and roughly 75% of video viewing now happens on mobile devices (aligning with Gen Z’s phone-first habits).

    A recent guide on education video marketing noted that compelling videos can communicate complex ideas in seconds and resonate emotionally, which is why Gen Z “responds favorably to videos that are authentic, visually appealing, and emotionally resonant”. 

    Additionally, social algorithms favor video content, meaning your school’s videos are more likely to surface in feeds. With 80% of prospective students reporting that campus videos (tours, student stories, etc.) influenced their perception of a school, it’s clear that storytelling through video is no longer optional; it’s essential for recruitment success.

    From quick TikToks to polished campus tours, the format you choose should match your audience and your message.

    What works well?

    • Virtual tours for international students who can’t visit in person
    • Day-in-the-life vlogs from current students
    • Candid interviews with faculty or alumni
    • Instagram Reels that highlight clubs, campus life, or student events

    Example: Queen’s University Belfast’s official student blog features a dedicated “Vlogs” section where current students share their experiences via video.

    Image 2Image 2

    Source: Queen’s University Belfast

    These student-created videos range from day-in-the-life stories to campus tours and tips for new students. By showcasing real student life through vlogs, Queen’s gives prospective students an authentic, relatable window into the university experience.

    4. Empower Student Ambassadors to Speak for You

    No offense, but students trust other students more than they trust your marketing team.

    That’s why student ambassadors are one of the most powerful (and underutilized) assets in your recruitment toolkit.

    With just a little structure and support, they can:

    • Run TikTok takeovers during orientation week
    • Host live AMAs on Instagram about life at your school
    • Create vlogs or blog posts about their journeys

    It’s authentic, it’s relatable, and it builds the kind of peer-driven trust that polished brochures never could. Best of all? Gen Z prefers real voices over institutional polish. So give them a platform and watch your reach expand.

    Example: John Cabot University (JCU) runs a robust Student Ambassador program that puts current students front and center in recruitment.

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    Source: JCU

    These ambassadors, hailing from around the world, actively engage with prospects through social media takeovers, Q&As, and one-on-one chats. JCU’s admissions website even features profiles and contact info for each student ambassador, inviting prospects to reach out directly.

    5. Invest in SEO and Content That Answers Real Questions

    You can’t enroll students who don’t know you exist. That’s where search engine optimization (SEO) and content marketing come in. When students start Googling “best film schools in Canada” or “how to get a student visa for the U.S.,” your institution should be right there with helpful, relevant answers.

    Some essentials that build a strong foundation:

    • Blog posts that answer FAQs on tuition, housing, or programs
    • Program pages with embedded video, alumni outcomes, and clear CTAs
    • Long-tail keywords like “how to apply for nursing school in Ontario” that attract motivated searchers

    Higher Education Marketing (HEM) helps clients rank on page one of Google for high-converting keywords, turning organic traffic into an ongoing stream of qualified leads.

    And unlike paid ads, the impact of good SEO keeps compounding.

    Example: Medix College attracts prospects by publishing a steady stream of useful, SEO-optimized content related to its healthcare programs. Its official blog functions as a hub of career tips, industry trends, and program insights tailored to prospective students.

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    Source: Medix College

    By answering common career questions and highlighting emerging fields, Medix organically improves its search visibility. This content marketing strategy attracts web traffic from interested learners and establishes Medix as an authoritative, student-centric institution, leading to more inquiries and applications driven by informative content, rather than just ads. 

    6. Use CRM and Data Tools to Nurture Leads at Scale

    Managing hundreds or thousands of prospective students without a proper system in place is a recipe for missed opportunities.

    A CRM (Customer Relationship Management system) does more than just store contact info. It helps you track where students are in the funnel, personalize your outreach, and automate time-consuming tasks like follow-up emails or event reminders.

    With the right CRM, you can:

    • Score leads based on engagement levels
    • Trigger personalized email or SMS messages based on behavior
    • Track ROI on every campaign or event

    HEM’s CRM solutions are built specifically for higher ed, so you can identify, engage, and convert prospects without the guesswork.

    Example: IH Dublin implemented a customized CRM (Mautic by HEM) to automate and personalize its student recruitment communications, using market segmentation to ensure each prospective student receives course information tailored to their specific needs. This strategic CRM implementation streamlined lead management by automatically capturing inquiries and communications, saving staff countless hours and allowing them to focus on high-quality, individualized interactions with students.

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    Source: HEM

    By integrating web inquiry forms, social media, and email campaign data into one system, the school gained a comprehensive view of each prospect and leveraged these analytics insights to refine outreach strategies, improving the effectiveness of communications and boosting student recruitment conversions.

    7. Strengthen Relationships with High Schools and Feeder Institutions

    Want to build a pipeline that pays off year after year? Start earlier. By investing in relationships with guidance counselors, feeder schools, and partner institutions, you plant the seeds of trust long before application season.

    What helps?

    • Hosting “College Nights” or virtual info sessions
    • Offering classroom-ready materials that educators can share
    • Regular check-ins with guidance counselors to keep your school top of mind

    This long-game strategy ensures your name is the first one students hear when they start exploring their options.

    Example: Formed by the merger of Bloomsburg, Lock Haven, and Mansfield Universities, CommonwealthU has aggressively built feeder relationships in its region. In October 2022, it signed Local Scholar Agreements with 14 high school districts (expanding to 50 districts) in Pennsylvania to create a direct pipeline to its campuses. Under these agreements, any student graduating from a partner high school who meets basic criteria is guaranteed admission and up to $28,000 in scholarships to CommonwealthU.

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    Source: CommonwealthU

    8. Gamify the Enrollment Experience

    Most application processes aren’t exactly thrilling. But what if they could be fun? That’s where gamification comes in. Adding interactive, game-like elements to your recruitment process can boost engagement and make your institution stand out. Ideas to try:

    • A quiz like “Which Degree Matches Your Personality?”
    • A digital scavenger hunt during virtual open houses
    • Points or prizes for completing milestones (like submitting an application or attending an event)

    The result? More engagement, longer site visits, and a more memorable brand experience.

    Example: To make campus visits and online events more engaging, Wentworth Institute of Technology (WIT) uses gamification elements in recruitment. For example, during a recent Open House, Wentworth organized a campus-wide scavenger hunt for visiting prospective students.

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    Source: WIT

    Attendees were challenged to explore campus and snap photos of specific “hidden” items or locations, then show an admissions staff member to collect a prize. This fun competition had students actively interacting with the campus environment. Wentworth also partnered with the ZeeMee app (a social platform for admitted students) to host virtual scavenger hunts and trivia nights for incoming freshmen, turning the admissions process into a game.

    9. Remove Friction From the Application Process

    What are the 7 steps of the recruitment process? They are planning, strategy, development, strategies, sourcing, screening, interviewing, selecting, and onboarding. Of these seven steps, the selection process is arguably the most crucial. 

    You’ve piqued their interest. Now don’t lose them at the finish line.

    One of the biggest conversion killers? Complicated, outdated, or buggy application systems.

    Here’s how to clean it up:

    • Make sure students can save their progress and come back later
    • Allow autofill using Google or LinkedIn accounts
    • Offer live chat support for real-time help
    • Automate gentle reminders for those who haven’t finished applying

    The easier the process, the higher the completion rate. It’s that simple.

    Example: A common trend in streamlining has been colleges joining the Common App or other unified platforms. This is because a simplified, one-stop application lowers the effort for students applying to multiple schools.

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    Source: USI

    In this example, USI joins the Common Application, enabling students to apply to USI alongside multiple schools with one form. USI’s enrollment team notes that the Common App’s mobile-friendly interface and consolidation of application tasks meet students’ expectations for simplicity. Additionally, USI uses an online status portal where applicants can see missing items and upcoming steps at a glance, reducing back-and-forth emails.

    10. Localize Your International Recruitment Strategy

    Going global isn’t just about translation; it’s about cultural connection. To truly succeed in international markets, your recruitment approach needs to feel local, not foreign. That means:

    • Translating core content into key languages
    • Showcasing alumni from the same regions
    • Using familiar platforms like WeChat or WhatsApp to communicate

    HEM specializes in multilingual campaigns that drive results across borders. Because when students see themselves represented, they’re more likely to say “yes.”

    Example: To grow its Chinese student enrollment, Iowa State University invested in a heavily localized recruitment strategy for China. The university launched a fully localized Chinese-language website to engage students and parents in China on their terms. The site was hosted on a .cn domain for fast local loading and optimized for mobile, featuring ISU’s branding but with content written in Simplified Chinese.

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    Source: ISU

    Crucially, ISU didn’t just translate admissions info; it adapted content to address what Chinese families value (e.g., program outcomes, safety, career opportunities) and made navigation intuitive for that audience. In tandem, Iowa State ramped up its presence on Chinese social media: it ran an official WeChat account for one-to-one engagement and a verified Weibo account (China’s Twitter) for broader outreach.

    BONUS: Align Marketing and Admissions

    Too often, colleges treat marketing and admissions like separate silos. Be sure not to make this mistake.

    Your recruitment strategy is only as strong as the connection between these two teams. When marketing generates leads but admissions isn’t looped in (or vice versa), those leads slip through the cracks. Here’s how to tighten things up:

    • Use shared dashboards so both teams see the same data
    • Hold weekly check-ins to align on goals, campaigns, and challenges
    • Make sure your CRM offers visibility and collaboration tools across departments

    This alignment doesn’t just make your internal process smoother, it makes the entire student experience feel seamless.

    Common Mistakes to Avoid

    Even strong strategies can be weakened by a few missteps. Watch out for these:

    • Neglecting follow-up: Students expect timely responses. Delays kill momentum.
    • Generic messaging: One-size-fits-all language turns students off. Speak to their specific needs.
    • Skipping analytics: If you’re not tracking what works, how will you improve?

    Fix these gaps, and your recruitment strategies for colleges will be far more effective.

    HEM: Your Partner in Enrollment Success

    At Higher Education Marketing, we’ve spent over a decade helping colleges and universities level up their recruitment.

    We offer:

    • SEO and content strategy to boost visibility
    • CRM solutions to nurture leads efficiently
    • Paid ad campaigns across Google, Meta, and international platforms
    • Custom dashboards to track ROI and make data-informed decisions

    No matter your goals, whether domestic growth, international expansion, or brand visibility. HEM is here to help you meet (and exceed) them.

    Final Thoughts

    The landscape of student recruitment is shifting, and fast. But that’s not something to fear. It’s an opportunity. Which is the best method for effective recruitment? A balanced mix of digital personalization and relationship-building tends to drive the best results.

    By embracing data, technology, storytelling, and personalization, you can create a recruitment strategy that not only works but resonates. So here’s the real question: Are you ready to lead the way? Because the future belongs to the schools that adapt, connect, and engage with intention. Let’s build that future together.

    Struggling with enrollment?

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

    Frequently Asked Questions

    Question: What are the 7 steps of the recruitment process?

    Answer:  They are planning, strategy, development, strategies, sourcing, screening, interviewing, selecting, and onboarding. 

    Question: Which is the best method for effective recruitment?

    Answer:  A balanced mix of digital personalization and relationship-building tends to drive the best results.

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  • Opportunity is a shared challenge

    Opportunity is a shared challenge

    Despite a flurry of announcements for the higher education sector in the first half of 2025, much remains unknown about what is to come in this summer’s promised higher education reform plans. However, it is a pretty safe bet that opportunity and access will feature prominently. The Government has put ‘breaking down barriers to opportunity’ as one of its key missions for this Parliament, and higher education remains a core driver of social mobility.

    Data consistently show that higher education qualifications are clearly and unambiguously associated with increased earnings and employment prospects. Research from the Sutton Trust found that attending a Russell Group university narrows the existing gap between state school students eligible for school meals and their privately educated peers in the likelihood of becoming a top earner.

    At the same time, deeply entrenched inequalities prevail, as the UPP Foundation inquiry into widening participation highlights. The stark findings in its recent report included the difference in progression to higher education across the country: 71.6% of 18-year-olds in Battersea, compared to just 11.1% in Barrow-in-Furness. The Government is right to be looking at ways to address this striking imbalance, and universities are ready to be even more ambitious to reach more young people.

    It is undoubtedly a huge challenge – both the task itself, given these inequalities are largely set at primary school and are already entrenched by the time it comes to post-16 options; and the wider context, given the university sector’s own financial challenges.

    But good progress is being made. The number of young people from the most underrepresented backgrounds studying at Russell Group universities has seen a 56% increase since 2019. The number of Black placed applicants has increased by 62% in the same period. However, there is a mixed picture across the different measures of disadvantage – not helped by a cost-of-living crisis hot on the heels of the pandemic, both of which are still having an impact. 

    In this context, the Russell Group has today published a new paper, Building Opportunity For All. This sets out just some of the ambitious work our universities are already doing alongside new commitments they’ve made to going further. These commitments include expanding participation in regional partnerships, committing to a tailored support package for care leavers and care-experienced students, improving transparency around contextual admissions, and supporting the new TASO Evaluation Library to track the impact of activity.

    These new collective commitments build on the work already detailed in universities’ access plans. These are being supported by an investment of more than £250m a year across the Russell Group.

    Widening access is not a solo endeavour, which is why many of our ambitions involve making the most of partnerships with others inside and outside higher education. Combining ambitions and resources with others means our universities can go even further. Russell Group universities already spend millions of pounds a year on third sector partnerships, enabling us to provide almost 100,000 young people across the UK with practical support in achieving their university ambitions – from tutoring to advice on completing university applications.

    Across the UK, universities are thinking creatively about what participation in higher education means for different people and how we can open up our campuses and opportunities to everyone. At the University of Bristol, partnership working not only helps young people gain a place at the University but also improves community engagement more broadly. The university has two micro-campuses located in areas of the city with the lowest higher education participation rates. Since 2020, the Barton Hill campus has worked with over 60 partners annually and welcomes 160+ users each week as a hub for research, teaching and outreach. Meanwhile, the new Hartcliffe campus is co-developing a micro-qualification with local colleges, employers and community groups to create new routes into work and study.

    Our partnerships with further education are also developing more flexible learning pathways to raise attainment. The University of Glasgow, for example, runs Higher National Certificate (HNC) Articulation Programmes, developed with eight West of Scotland colleges. These enable eligible students – care-experienced individuals, estranged students, carers and those with refugee or asylum seeker status – to progress directly into Year 2 of some undergraduate degrees. Integrating college-based HNC study with university-led sessions and full access to campus resources fosters academic readiness and a sense of belonging, helping participants progress further in their educational journeys.

    Opportunity is a shared challenge, and the Government needs to be our partner on this. We expect the Department for Education – quite rightly – to put opportunity as a central pillar of higher education reform. Our universities are already responding by increasing their ambition and being creative in their thinking. For example, the care leaver support packages our universities are implementing encompass everything from assistance applying to university and finding accommodation, to providing kitchenware, luggage, vouchers and gym memberships to help with a smooth transition and settling into university life.

    But we can’t solve everything alone. We have long been calling on successive governments to improve student maintenance to remove financial barriers. Universities are doing what they can to support students. Over 60% of Russell Group universities’ £250m annual investment in access goes on direct financial support for students who need it the most. However, while significant, this is the context of the poorest students in 2025/26 being entitled to borrow around £1,125 (10%) less in real terms towards their living costs than in 2020.

    It is also challenging to narrow equality gaps that have been growing since childhood. It’s vital that the Government’s opportunity mission considers the whole lifecycle of a student’s journey, from early years to post-16 education and beyond. Universities are ready and willing to be a vital part of the picture of improving opportunity, but they are still just one element. If inequalities are addressed at a young age, it will become easier to ensure access to university for everyone – not only helping students achieve their individual ambitions, but also bringing greater rewards for the government’s skills and workforce ambitions.

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