Category: Featured

  • What Republican voters want for higher ed

    What Republican voters want for higher ed

    Republican voters believe in the value of college degrees but harbor concerns about accountability and affordability, according to a new national survey conducted by Third Way, a center-left think tank, and GS Strategy Group, a Republican polling group.

    The survey of 500 Republican voters found that most respondents, 63 percent, view four-year degrees as valuable—including 60 percent of voters who have “very favorable” perceptions of President Trump. Trade schools and community colleges enjoy particularly robust support; 91 percent and 87 percent of respondents, respectively, view them favorably. By comparison, 69 percent hold favorable views of four-year colleges and universities, and 37 percent feel positively toward for-profit universities.

    At the same time, Republicans surveyed believe the most needed reforms in higher ed today are greater accountability and greater affordability.

    Most respondents, 87 percent, support increased accountability for higher education institutions. And many believe the government should play various roles to ensure that principle is upheld. Seventy-one percent agree that the federal government should require transparency from institutions and accredit them based on their value to students. The same share believe there should be federal guardrails to prevent “bad actors” from charging students for low-quality degrees. And nearly half agree taxpayer dollars should be withheld from colleges that don’t offer a sufficient return on students’ investment.

    Toward that end, 83 percent of Republicans support the financial value transparency rule, which requires colleges to report program-level information like the total cost of attendance and the amount of private education loans disbursed to students. To make college more affordable, 81 percent of Republicans are in favor of Pell Grants, federal financial aid for low-income students, and 79 percent support the Public Service Loan Forgiveness program and income-driven repayment for student loans. Almost 70 percent favor borrower defense to repayment, allowing students who attended fraudulent institutions to have their student loans discharged.

    The report notes that many of these same policies “are being considered for cuts as budget reconciliation heats up.”

    “As Congress considers where to trim the budget this year, it’s important to remember that Republican voters aren’t looking for higher education cuts but rather a renewed emphasis on making it more affordable and holding institutions to the line for delivering a return on investment,” the report concludes.

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  • Ohio University puts Black alumni reunion weekend on hold

    Ohio University puts Black alumni reunion weekend on hold

    Ohio University has postponed its annual Black alumni reunion weekend while it reviews the event in light of the Office for Civil Rights’ Feb. 14 Dear Colleague letter, which declared illegal virtually all race-based activities at public institutions.  

    While the Black alumni reunion “has always been open to all individuals who have an interest in the event,” read a statement from the university, “based on OCR’s recent guidance related to Title VI compliance, some of the programming historically included in the event may need to be reimagined. The University is obligated to follow OCR’s guidance in order to protect our access to critical federal funding, including students’ continued access to federal financial aid.”

    The statement also cited the impact of “proposed State of Ohio legislation,” without specifically mentioning SB 1, a bill the Senate has passed that calls for the elimination of DEI statements, offices and trainings.

    “Without question, should this bill pass the House in its current form and be signed into law by the Governor, it will bring changes for all of us,” university president Lori Stewart Gonzalez wrote in an earlier message to the campus community. “However, to define today the specific changes we might make would preempt the legislative process on a bill that is not finalized.”

    Still, all signature events planned for Black alumni reunion weekend, which was scheduled for April 10–13 in Athens, were canceled.

    “While this is difficult news to share, we remain committed to honoring the legacy and accomplishments of Ohio University’s Black alumni,” said planning committee co-chairs Terry Frazier and Jillian Causey in the statement. “We will continue working with the University to develop a plan that aligns with evolving federal and state guidelines while preserving the significance of this gathering.”

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  • Will the use of generative AI shift higher education from a knowledge-first system to a skills-first system?

    Will the use of generative AI shift higher education from a knowledge-first system to a skills-first system?

    On the eve of the release of HEPI’s Student Generative AI Survey 2025, HEPI hosted a roundtable dinner with the report’s sponsor, Kortext, and invited guests to discuss the following essay question:

    How will AI change the university experience for the next generation?

    This was the third roundtable discussion we have hosted with Kortext on AI, over three years. Observing the debate mature from a cautious, risk-averse response to this forward-looking, employability-focused discussion has been fascinating. We spent much of the evening discussing a potential pivot for teaching and learning in the sector.

    The higher education sector places the highest importance on creating, collecting, and applying knowledge. ‘Traditional’ assessments have focused on the recollection of knowledge (exams) or the organisation and communication of knowledge (in essays). The advent of search engines has made acquiring knowledge more accessible, while generative AI has automated the communication of knowledge.

    If knowledge is easily accessible, explainable, and digestible, which skills should our graduates possess that cannot be replaced by ChatGPT, now or in the future? It was suggested that these are distinctly ‘human’ skills: relationship building, in-person communication, and leadership. Are we explicitly teaching these skills within the curriculum? Are we assessing them? Are we rebalancing our taught programmes from knowledge to irreplaceable skills to stay ahead of the AI curve?

    And to get a bit meta about it all, what AI skills are we teaching? Not just the practical skills of application of AI use in one’s field, but deep AI literacy. Recognising bias, verifying accuracy, understanding intellectual property rights and embracing digital ambition. (Professor Sarah Jones of Southampton Solent University has written about this here.)

    Given recent geopolitical events, critical thinking was also emphasized. When and why can something be considered the ‘truth’? What is ‘truth’, and why is it important?

    Colleagues were clear that developing students’ knowledge and understanding should still be a key part of the higher education process (after all, you can’t apply knowledge if you don’t have a basic level of it). In addition, they suggested that we need to be clearer with students about the experiential benefits of learning. As one colleague stated,

    ‘The value of the essay is not the words you have put on the page, it is the processes you go through in getting the words to the page. How do you select your information? How do you structure your argument more clearly? How do you choose the right words to convince your reader of your point?’

    There was further discussion about the importance of experiential learning, even within traditional frameworks. Do we clearly explain to students the benefits of learning experiences – such as essay writing – and how this will develop their personal and employability skills? One of the participants mentioned that they were bribing their son not to complete his Maths homework by using ChatGPT. As students increasingly find their time constrained due to paid work and caring responsibilities, how can we convince students of the value of fully engaging with their learning experiences and assessments when ChatGPT is such an attractive option? How explicitly are we talking to students about their skills development?

    There was a sense of urgency to the discussion. One colleague described this as a critical juncture, a ‘one-time opportunity’ to make bold choices about developing our programmes to be future-focused. This will ensure graduates leave higher education with the skills expected and needed by their employers, which will outlast the rapidly evolving world of generative AI and ensure the sector remains relevant in a world of bite-sized, video-based learning and increasing automation.

    Kortext is a HEPI partner.

    Founded in 2013, Kortext is the UK’s leading student experience and engagement expert, pioneering digitally enhanced teaching and learning in the higher education community. Kortext supports institutions in boosting student engagement and driving outcomes with our AI-powered, cutting-edge content discovery and study products, market-leading learner analytics, and streamlined workflows for higher education. For more information, please visit: kortext.com

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  • Tired of Awkward Silences? Upgrade your Think-Pair-Share – Faculty Focus

    Tired of Awkward Silences? Upgrade your Think-Pair-Share – Faculty Focus

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  • Tired of Awkward Silences? Upgrade your Think-Pair-Share – Faculty Focus

    Tired of Awkward Silences? Upgrade your Think-Pair-Share – Faculty Focus

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  • HEDx Podcast: Head of AI at Macquarie uni – Episode 158

    HEDx Podcast: Head of AI at Macquarie uni – Episode 158

    Phil Laufenberg is the Head of Artificial Intelligence (AI) at Macquarie University. His experience varies from tech-startups to executive responsibilities in public universities across three continents.

    His vision is for AI-enabled universities that accelerate accessible education for all, and sees that one way to do that is through universities partnering with tech companies.

    Read more:

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  • La Trobe University uncovers $10m in underpayments to staff

    La Trobe University uncovers $10m in underpayments to staff

    Anna Booth said the university has demonstrated a strong commitment to rectifying noncompliance issues. Picture: Martin Ollman

    La Trobe University will fork out more than $10m to cover the underpayments of 6700 staff, after investigations found the institution had failed to properly pay employees over a seven-year period.

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  • Mark Scott says international students are “a down payment on the future”

    Mark Scott says international students are “a down payment on the future”

    Mark Scott was a major advocate for no overseas student cap last year. Picture: Jane Dempster

    University of Sydney vice-chancellor Mark Scott reaffirmed that all international students are welcome at his university during a meeting of student unions on Wednesday.

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  • How is artificial intelligence actually being used in higher education?

    How is artificial intelligence actually being used in higher education?

    With a wide range of applications, including streamlining administrative tasks and tailoring learning experiences, AI is being used in innovative ways to enhance higher education.

    Course design and content preparation

    AI tools are changing the way academic staff approach course design and content preparation. By leveraging AI, lecturers can quickly generate comprehensive plans, create engaging sessions, and develop quizzes and assignments.

    For instance, tools like Blackboard Ultra can create detailed course plans and provide suggestions for content organisation and course layout. They can produce course materials in a fraction of the time it would traditionally take and suggest interactive elements that could increase student engagement.

    AI tools excel at aligning resources with learning outcomes and institutional policies. This not only saves time but also allows lecturers to focus more on delivering high-quality instruction and engaging with students.

    Enhancing learning experience

    AI and virtual reality (VR) scenarios and gamified environments are offering students unique, engaging learning experiences that go beyond traditional lectures. Tools like Bodyswaps use VR to simulate realistic scenarios for practicing soft and technical skills safely. These immersive and gamified environments enhance learning by engaging students in risk-free real-world challenges and provide instant feedback, helping them learn and adjust more effectively.

    Self-tailored learning

    AI also plays a role in supporting students to tailor learning materials to meet their individual and diverse needs. Tools like Jamworks can enhance student interaction with lecture content by converting recordings into organised notes and interactive study materials, such as flashcards.

    Similarly, Notebook LLM offers flexibility in how students engage with their courses by enabling them to generate content in their preferred form such as briefing documents, podcasts, or taking a more conversational approach. These tools empower students to take control of their learning processes, making education more aligned with their individual learning habits and preferences.

    Feedback and assessment

    Feedback and assessment is the most frequently referenced area when discussing how reductions in workload could be achieved with AI. Marking tools like Graide, Keath.ai, and Learnwise are changing this process by accelerating the marking phase. These tools leverage AI to deliver consistent and tailored feedback, providing students with clear, constructive insights to enhance their academic work. However, the adoption of AI in marking raises valid ethical concerns about its acceptability such as the lack of human judgement and whether AI can mark consistently and fairly.

    Supporting accessibility

    AI can play a crucial role in enhancing accessibility within educational environments, ensuring that learning materials are inclusive and accessible to all students. By integrating AI-driven tools such as automated captioning, and text-to-speech applications, universities can significantly improve the accessibility of digital resources.

    AI’s capability to tailor learning materials is particularly beneficial for students with diverse educational needs. It can reformat text, translate languages, and simplify complex information to make it more digestible. This ensures that all students, regardless of their learning abilities or language proficiency, have equal opportunities to access and understand educational content.

    Despite the benefits, the use of AI tools like Grammarly raises concerns about academic integrity. These tools have the potential to enhance or even alter students’ original work, which may lead to questions about the authenticity of their submissions. This issue highlights the need for clear guidelines and ethical considerations in the use of AI to support academic work without compromising integrity.

    Another significant issue is equity of access to these tools. Many of the most effective AI-driven accessibility tools are premium services, which may not be affordable for all students, potentially widening the digital divide.

    Student support – chatbots

    AI chatbots are increasingly recognised as valuable tools in the tertiary education sector, streamlining student support and significantly reducing staff workload. These increasingly sophisticated systems are adept at managing a wide array of student queries, from routine administrative questions to more detailed academic support, thereby allowing human resources to focus on tasks requiring more nuanced and personal interactions. They can be customised to meet the specific needs of a university, ensuring that they provide accurate and relevant information to students.

    Chatbots such as LearnWise are designed to enhance student interactions by providing more tailored and contextually aware responses. For instance, on a university’s website, if a student expresses interest in gaming, they can suggest relevant courses, highlight the available facilities and include extra curriculum activities available, integrating seamlessly with the student’s interests and academic goals. This level of tailoring enhances the interaction quality and improves the student experience.

    Administrative efficiency

    AI is positively impacting the way administrative tasks are handled within educational institutions, changing the way everyday processes are managed. By automating routine and time-consuming tasks, AI technologies can alleviate the administrative load on staff, allowing them to dedicate more time to strategic and student-focused activities.

    AI tools such as Coplot and Gemini can help staff draft, organise, and prioritise emails. These tools can suggest responses based on the content received, check the tone of emails and manage scheduling by integrating with calendar apps, and remind lecturers of pending tasks or follow-ups, enhancing efficiency within the institution.

    Staff frequently deal with extensive documentation, from student reports to research papers and institutional policies. AI tools can assist in checking, proofreading and summarising papers and reports, and can help with data analysis, generating insights, graphs and graphics to help make data more easily digestible.

    How is AI being used in your institution?

    At Jisc we are collating practical case studies to create a comprehensive overview of how AI is being used across tertiary education. This includes a wide range of examples supporting the effective integration of AI into teaching and administration which will be used to highlight best practice, support those just getting started with the use of AI, overcome challenges being faced across the sector and to highlight the opportunities available to all.

    We want to hear how AI is being used at your organisation, from enhancing everyday tasks to complex and creative use cases. You can explore these resources and find out how to contribute by visiting the Jisc AI Resource Hub.

    For more information around the use of digital and AI in tertiary education, sign up to receive on-demand access to key sessions from Jisc’s flagship teaching and learning event – Digifest running 11–12 March.

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  • Why do we punish low-income students for entering education?

    Why do we punish low-income students for entering education?

    Much has been written about the financial challenges many students face in going to university, and the fact that maintenance loans fall quite some way short of covering the cost of living for students.

    Much has also been written about the national trend of mature students numbers coming to university being in decline, with particular implications for certain sectors such as healthcare, where we are struggling to meet workforce need.

    These two areas of concern are quite likely related and linked to what we believe is a fundamentally unfair and regressive policy which impacts people who are in receipt of Universal Credit.

    Under the current Universal Credit (UC) system, for people who are in work, UC is reduced by 55p for every £1 earned as income.

    However, if you are entitled to receive Universal Credit and decide to go to university, for every £1 you receive in maintenance loan funding, your UC entitlement is reduced by £1 – and not by 55p as is the case for earned income.

    Make it make sense

    On the face of it, this seems highly inequitable – why should income derived from a student loan (which will, of course, need to be repaid with interest) be treated more harshly than earned income?

    Another reaction to this approach might be to ask,  “Why wouldn’t students who are eligible to receive UC simply not draw down their maintenance loan at all?”.

    Unfortunately, this option is not open to those students, because the rules around reductions to UC make clear that the pound-for-pound deductions from UC are based upon the maximum maintenance loan for which you are eligible, regardless of whether you actually take the loan.

    It is worth highlighting that, in general, full time university students are not eligible to claim Universal Credit. However, exceptions do apply, such as if you are under 21 and do not have parental support, or if you are responsible for the care of a child (the full list of eligibility criteria can be found here). In other words, students who we know are more likely to need additional support to be successful in higher education.

    The Child Poverty Action Group have dedicated information for students who are entitled to claim UC, to explain the impact of having access to a maintenance loan on their UC payments.

    In their worked example, a single mother of a 3yr old child, living in private rented accommodation, could have UC payments of £1399.60 reduced to £475.71 per month as a result of going into full time higher education and having access to a maintenance loan.

    In other words, this mother would be taking on a personal loan debt of well over £900 per month – on top of the cost of tuition fees – which would otherwise have been paid as UC if she had not decided to access education.

    We believe that this scenario may be without precedent in terms of our UC and wider benefit system, in that we know of no other situation in which someone who is entitled to claim benefits would be told that they need to take out a personal loan to replace their benefits entitlement.

    In a recent ministerial question on this issue, the government explicitly confirmed that:

    …successive Governments have held the principle that the benefit system does not normally support full-time students. Rather, they are supported by the educational maintenance system.

    This principle may have been fine when maintenance support was distributed as a grant rather than a loan, but we would argue that there is something deeply regressive about asking students from backgrounds who are already less likely to access education to forego benefit support to which they would be otherwise fully entitled.

    Breaking down barriers

    The current government has set out an ambitious set of missions to “Build a Better Britain”, which includes a mission to “Break down the barriers to opportunity at every stage”.

    We would argue strongly that the impact of having access to a maintenance loan on UC payments is an unfair and unnecessary barrier to students who wish to access higher education, and may well be a significant factor in why some mature learners are seeing university study as a less attractive option.

    Finding and fixing barriers of this kind – which could be easily addressed by allowing students who are eligible to access UC to continue doing so – would be entirely consistent with this government’s mission.

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