Category: Featured

  • HR and the Courts — November 2024

    HR and the Courts — November 2024

    by CUPA-HR | November 13, 2024

    Each month, CUPA-HR General Counsel Ira Shepard provides an overview of several labor and employment law cases and regulatory actions with implications for the higher ed workplace. Here’s the latest from Ira.

    More Than 35,000 University of California Service Employees Vote to Strike

    The union representing over 35,000 service and patient care employees at all 10 campuses and five medical centers of the University of California reports that the membership has voted overwhelmingly to strike if collective bargaining contracts cannot be reached. The American Federation of State, County and Municipal Employees (AFSCME) Local 3299 is the union representing the service and patient care employees. The contract covering 25,000 patient care employees expired on July 31, 2024, and the contract covering 11,000 service employees expired November 7, 2024. The union stated it would provide the university with 10 days advance notice of any strike.

    The union claims higher costs, especially for housing, has led to a major crisis for its members. The union has filed charges with the California Public Employee Relations Board alleging that the university has not shared information on UC finances as part of the bargaining process.

    University Sues NLRB, Claims Requirement to Turn Over Information Violates FERPA

    Vanderbilt University has sued the National Labor Relations Board in federal court, claiming that the agency’s requirement to turn over student information violates its obligations under the Family Educational Rights and Privacy Act. The NLRB and the United Auto Workers (UAW), the union seeking to organize the unit of graduate student employees, have requested information on about 2,200 graduate student employees, including work locations, shifts, and job classifications. Vanderbilt claims that providing such information would jeopardize the university’s ability to receive federal funds due to FERPA.

    Vanderbilt is seeking an injunction requiring the NLRB to vacate the rules as applied so the university will not have to violate FERPA. Vanderbilt asserts that the NLRB’s rules are arbitrary and capricious and contrary to law given the conflict with the university’s obligations under FERPA (Vanderbilt University v. NLRB (M.D. Tenn. No. 3:24-cv-01301, Comp filed, 10/29/24)). Vanderbilt has asserted more than 80 students have objected to the disclosure of the information. We will follow developments in the case as they unfold.

    Educator’s Anti-Male Bias Title IX Claim Can Go to Trial

    The 2nd U.S. Circuit Court of Appeals ruled that an educator’s Title IX claims can go to trial. The educator alleges that a New York state school district’s harassment probe, which resulted in a ruling against him, violated his Title IX rights. He was accused by a student of inappropriate conduct and touching in his mobile agricultural education trailer. The 2nd Circuit noted that the alleged perpetrator was not given timely notice of the allegations, was not told what was specifically alleged, and was denied the chance to review the evidence and present evidence of his own.

    The appeals court reversed the decision of the trial court, thereby giving the alleged perpetrator the right to a trial over the claim that the Title IX investigation was flawed and biased against him as a male (Schiebel v. Schoharie Central District (2nd Cir., No. 23-01080, 11/1/24)). The appeals court also noted that only one other student was interviewed, despite other students and adults allegedly being present, and that student did not confirm the allegations of the alleged victim.

    Union Election Petitions Filed With NLRB Have Doubled Since Fiscal Year 2021

    The NLRB reports that union election petitions for the most recent fiscal year have totaled 3,286, or more than double the amount in fiscal year 2021. The number of election petitions also amounts to a 27% increase over the previous fiscal year of 2023. The NLRB reported a 7% increase in the number of unfair labor practice filings it has received since fiscal year 2023.

    The NLRB has jurisdiction over private colleges and universities. Public college and universities in most states are subject to state-based rules in conducting union election matters. Commentators generally report anecdotally that state-based union election petitions are also increasing. There have been increased reports of union organizing among higher ed student employee work groups.

    NLRB General Counsel Says New College Athlete Employment Legislation Unnecessary  

    NLRB General Counsel Jennifer Abruzzo stated that there is no need for special legislation concerning student-athlete employment status, since there is existing legislation under the Fair Labor Standards Act, minimum wage laws, and the National Labor Relations Act (NLRA). No new laws, such as those promoted by the NCAA, are necessary, she said. Abruzzo made these remarks at a symposium hosted by Temple University in October. The general counsel pointed out that the situation under the FLSA is currently being played out in the courts.

    Court of Appeals Reverses NLRB Order for Elon Musk to Delete Tweet That Workers Will Lose Stock Options if They Unionize

    The 5th U.S. Circuit Court of Appeals reversed an earlier decision that affirmed the NLRB’s order against Musk and Tesla. In 2021, the NLRB ordered that Musk delete a tweet saying that employees of Tesla would lose stock options if they were to unionize. The appeals court ruled 9 to 8 that the NLRB order was not enforceable. The appeals court declined to rule one way or the other whether the tweet violated the NLRA, rather holding that the NLRB’s proposed remedy was not enforceable.

    Bloomberg reported that the decision was a “blow” to the NLRB’s authority to enforce the labor law’s prohibitions on an employer’s allegedly coercive anti-union statements, particularly when they appear on social media.



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  • U.S. Appeals Court Overturns $15 Minimum Wage for Federal Contractors

    U.S. Appeals Court Overturns $15 Minimum Wage for Federal Contractors

    by CUPA-HR | November 12, 2024

    On November 5, the 9th U.S. Circuit Court of Appeals reversed a lower district court’s decision to dismiss a lawsuit challenging the Biden administration’s executive order and the Department of Labor (DOL)’s final rule to increase the minimum wage for federal contractors. The ruling orders the legal challenge to proceed, which could ultimately strike down the executive order and final rule.

    In April 2021, the Biden administration published executive order 14026, which directed DOL to issue regulations to increase the minimum wage for federal contractors to $15 per hour beginning on January 30, 2022. Subsequently, in November 2021, DOL issued its final rule to implement the executive order, setting the minimum wage for federal contractors to $15 per hour on January 30, 2022, and requiring the secretary of Labor to annually review and determine the minimum wage amount beginning in January 2023.

    The executive order and final rule were challenged by five states: Arizona, Idaho, Indiana, Nebraska and South Carolina. In their suit, the states claimed that the Biden administration violated the Federal Property and Administrative Services Act (FPASA) and exceeded its authority granted under the law by imposing a wage mandate through an executive order. They also argued that DOL violated the Administrative Procedure Act (APA), which governs how federal agencies proceed through the notice-and-comment rulemaking process, when implementing the final rule. The lawsuit was originally dismissed by a federal judge in the U.S. District Court of Arizona, leading the states to appeal to the 9th Circuit.

    In the 9th Circuit’s ruling, two of the three judges on the panel sided with the states’ arguments, reversing the dismissal of the case from the lower district court. The majority opinion held that the minimum wage mandate exceeded the president’s authority under FPASA and that DOL’s final rule was subject to arbitrary-or-capricious review under the APA. As such, the circuit court sends the case back to the district court, where the federal judge will proceed with the case and issue a further ruling to uphold or strike down the executive order and final rule. For now, the order and final rule are still in place, but the future of both is uncertain. CUPA-HR will keep members apprised of any updates related to this lawsuit and further laws and regulations impacting federal contractors.

     

     



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  • Working environments: a short overview of the literature

    Working environments: a short overview of the literature

    by Nic Kipar

    We rarely consider whether staff on our campuses are enjoying their work environments and are able to be their most creative and effective selves. We should ask individuals how they work best, to enable them to thrive. Staff should be given the freedom to experiment with different settings, without others imposing judgments based on their own limited perspectives. Here in the first of two blogs Nic Kipar reviews what we know from research about working environments; the second blog will look at what this might mean in practice.

    Control over the workspace

    A growing body of research underscores the significant role that control over the physical workspace plays in employee wellbeing, productivity, and job satisfaction. Studies consistently show that providing employees with autonomy over their work environment – such as control over lighting, workspace flexibility, and layout adjustments – can reduce stress and improve mental health (Colenberg et al, 2021). This sense of control fosters a positive psychological environment, as evidenced in both Swedish and Dutch Masters and PhD research. For example, Ghaemi Flores (2023) found that agile and activity-based workspaces, which allow for greater personal control, are rated more favourably by employees. Similarly, van der Vleuten-Chraibi (2019) observed that control over light levels even in shared spaces enhances workspace satisfaction and productivity.

    Despite these benefits, the hierarchical tradition in workspace allocation—where higher-ranking employees receive designated offices—remains a barrier to the adoption of more flexible environments. Ghaemi Flores (2023, p44) notes that overcoming this cultural resistance is crucial for a successful transition to activity-based work settings.

    Research also challenges the assumption that open-plan offices facilitate collaboration. Instead, these layouts often lead to increased distractions and reduced personal control, negatively impacting both productivity and employee wellbeing (Bernstein and Turban, 2018). Open-plan designs, especially cubicles, have been shown to disrupt natural collaboration, as employees may withdraw to avoid noise and distractions.

    This body of research collectively suggests that providing employees with control over their workspace fosters a healthier, more satisfying work environment, positively affecting both personal and organisational outcomes.

    Wellbeing and working environments

    The psychological dimension of workspace design is essential to employee wellbeing and productivity. Ruohomäki et al (2015) identify key factors, such as privacy, personal space, and control over tasks and schedules, as critical for reducing distractions and supporting mental focus. Research by Danielsson and Bodin (2008) further supports the idea that private and agile office environments contribute to better emotional health, largely due to the sense of control they afford employees. Lee and Brand (2005) also proposed that offering more flexibility and control over workspaces could lead to significant benefits for occupants. This is consistent with findings by Laughton and Thatcher (2019, p837) that shared offices and agile spaces promote psychological wellbeing more effectively than reservable spaces or open-plan offices.

    Morrison and Macky (2017) applied the established Job Demands-Resources model to explore the demands of shared work environments and hot-desking arrangements and found that open offices increase cognitive demands on employees, leading to higher job dissatisfaction. Similarly, Cvijanovic (2019) found that customised workspaces are linked to higher job satisfaction and lower stress, although they do not necessarily enhance productivity. High social density within a workspace has also been shown to reduce perceived control (MacMillan, 2012). The study by Cobaleda Cordero et al (2019) of wellbeing related to working spaces also supports these findings.

    The role of greenspace in workplace wellbeing

    Access to greenspace within the workplace has been shown to positively affect employee wellbeing. Research by Bratman et al (2015) and Berman et al (2008) showed that walking in nature or even viewing pictures of nature can improve directed attention and cognition, the latter supporting the theory of Attention Restoration. (Attention Restoration Theory, developed by psychologists Stephen Kaplan and Rachel Kaplan in the late 1980s, proposes that exposure to natural environments can help restore mental focus and relieve “attention fatigue.” This fatigue arises when we rely on directed, or focused, attention for extended periods.) Gilchrist et al (2015) went further by finding that time spent in workplace greenspace, as well as views of natural elements like trees and flowering plants, significantly boosted wellbeing. Interestingly, the mere presence of these natural elements, rather than subjective satisfaction with the view, appears to be sufficient to yield benefits.

    A systematic review by Ricciardi et al (2022) suggests that greenspace exposure may benefit cognition, according to recent advances in environmental psychology. The review included six longitudinal and 19 cross-sectional studies focusing on schoolchildren, adults, and the elderly. Most studies used the Landsat Normalized Difference Vegetation Index, which is a widely used measure of live green vegetation on Earth, calculated from satellite images, to measure greenspace exposure and examined outcomes such as academic achievement, global cognition, attention/executive functions, and memory. Although findings are inconsistent, they indicate a potential cognitive benefit from exposure to greenspace.

    Activity-based workspaces

    Activity-Based Workspaces (ABWs) are designed to offer flexibility by providing different spaces tailored to specific tasks, encouraging employees to choose environments that support their current work needs. Originally introduced to stimulate creativity in IT start-ups, ABWs are intended to facilitate both collaborative and focused work. However, Haapakangas et al (2023) found that the use of ABWs varies widely among employees, influenced by factors such as age, job role, and ergonomic satisfaction. High cognitive demands and collaborative tasks were associated with more active workspace switching, while distractions in ABWs led to frustration and a decrease in perceived environment fit. Haapakangas et al (2018) noticed that difficulties in locating available workspaces led to frustration and perceptions of time loss and recommend implementing real-time information systems to help employees locate suitable workspaces and accessible quiet zones to address privacy needs.

    Clearly, there will always be a need for quiet working spaces, which also highlights the benefits of flexible working that includes home office work (should the individual wish to do so and has a quiet home office working space, which may not be possible for everyone).

    The value of silence, and the value of controlled noise

    Silence in the workplace offers numerous benefits, such as enhancing wellbeing, productivity, emotional regulation, and focus for all employees, but particularly for neurodiverse employees or those sensitive to noise. Quiet spaces reduce sensory overload and support productivity, especially for individuals on the autism spectrum or those with sensory processing disorders (Asselineau et al, 2024, Cox et al, 2024, Szulc, 2024). Open-plan offices, however, often contribute to decreased wellbeing due to limited privacy and excessive noise (Delle Macchie et al, 2018, Laughton, 2017).

    Interestingly, silence can have the opposite effect on some, with controlled noise being beneficial for some individuals and tasks. Research on ADHD (Sikström and Söderlund, 2007; Söderlund et al, 2007; Söderlund et al, 2010) suggests that moderate background noise may enhance focus by helping the brain filter distractions. ADHD is linked to unusual functioning of the brain’s dopamine system, a neurotransmitter crucial for motivation, attention, and learning. Under typical conditions, stable dopamine levels allow the brain to regulate its responses to new stimuli, “dampening” reactions to prevent overstimulation. However, in individuals with ADHD, dopamine levels are lower than average, which causes the brain to overreact to external stimuli, leading to heightened sensitivity and difficulty filtering out distractions. In environments with moderate stimulation (like gentle noise or activity), people with ADHD can often focus well. This phenomenon, known as “stochastic resonance”, suggests that a moderate level of noise can improve cognitive performance by making it easier to distinguish important signals. Though it may seem counterintuitive, the right amount of noise can push a weak signal over a “detection threshold,” allowing it to stand out more clearly.

    Stochastic resonance, observed across systems from biological networks to electronics, demonstrates how controlled noise can sometimes enhance performance. In the brain, this effect helps neurons respond more effectively to subtle stimuli. For individuals with ADHD, who typically have lower dopamine levels, computational models suggest that a slightly higher level of background noise may be needed to achieve this beneficial effect, enabling the brain to filter out distractions. However, both extremes – very quiet (low stimulation) or highly chaotic (high stimulation) environments – can impair focus. Empirical evidence supports this theory, indicating that tailored environmental adjustments, such as specific levels of background noise, can help individuals with ADHD better manage distractions and maintain concentration.

    Studies by Vostal et al (2013) also highlight the need for adjustable acoustic environments for those with ADHD, as a controlled level of noise or visual simplicity can improve task engagement. In classrooms, Batho et al (2020) found that quiet zones or low-level background noise are beneficial, depending on the cognitive task – findings that may be relevant to workplace design as well.

    It is not only the noise or activity in an environment that can be beneficial; the environment itself plays a crucial role. Kat Holmes notes that “the objects and people around us influence our ability to participate” (Holmes et al, 2018, p2). Certain settings can create a sense of belonging, such as the feeling of being part of a learning community in student study spaces, which can enhance concentration and productivity. Humans are inherently social beings, shaped by evolution to thrive in environments that support connection – provided there are also sufficient opportunities for solitude and silence when needed.

    Summary

    This short literature review underscores the importance of control, flexibility, and environmental sensitivity in workplace design. The research suggests that workplaces need to cater to individual preferences and diverse needs to create supportive and inclusive environments that foster both personal and organisational success. No preference is better or worse, it all depends on the individual and what works best for them.

    Nic Kipar leads the Academic and Digital Development team at the University of Glasgow. She played an instrumental role in the creation of the James McCune Smith Learning Hub, focusing on inclusive active learning. Nic co-leads the Enhancing Learning & Teaching Practice workstream, contributing to the university’s Learning & Teaching strategy and planning for the upcoming Keystone building, which will feature large interdisciplinary labs. Nic also chairs a working group on Pedagogy in Superlabs, pioneering these innovative spaces for the university.

    References

    Asselineau, A, Grolleau, G and Mzoughi, N (2024) ‘Quiet environments and the intentional practice of silence: Toward a new perspective in the analysis of silence in organizations’ Industrial and organizational psychology, 17(3), pp 326-340

    Batho, LP, Martinussen, R and Wiener, J (2020) ‘The Effects of Different Types of Environmental Noise on Academic Performance and Perceived Task Difficulty in Adolescents With ADHD’ Journal of attention disorders, 24(8), pp 1181-1191

    Bayne, S (2024) Future of learning spaces University of Edinburgh: Learning & Teaching Design workshop,  28.10.2024

    Bayne, S, Wood, H-R, Simmonds, R, Drysdale, T, Murray, E, Lamb, J, Christie, B. and Nicol, . (2024) Futures For Our Teaching Spaces: principles and visions for connecting space to curriculum Edinburgh: University of Edinburgh

    Berman, MG, Jonides, J and Kaplan, S (2008) ‘The Cognitive Benefits of Interacting With Nature’ Psychological Science, 19(12), pp 1207-1212

    Bernstein, ES and Turban, S (2018) ‘The impact of the ‘open’ workspace on human collaboration’ Philosophical transactions of the Royal Society of London. Series B. Biological sciences, 373(1753), pp 1-8

    Bratman, GN, Daily, GC, Levy, BJ and Gross, JJ (2015) ‘The benefits of nature experience: Improved affect and cognition’ Landscape and Urban Planning, 138, pp 41-50

    Champion, L. (2024) RE: Evolution is based on variation. Personal communication to Kipar, N., 05.11.2024

    Cobaleda Cordero, A, Babapour, M and Karlsson, M (2019) ‘Feel well and do well at work: A post-relocation study on the relationships between employee wellbeing and office landscape’ Journal of corporate real estate, 22(2), pp 113-137

    Colenberg, S, Jylhä, T and Arkesteijn, M (2021) ‘The relationship between interior office space and employee health and well-being – a literature review’ Building research and information: the international journal of research, development and demonstration, 49(3), pp 352-366

    Cox, CB, Krome, LR and Pool, GJ (2024) ‘Breaking the sound barrier: Quiet spaces may also foster inclusivity for the neurodiverse community’ Industrial and organizational psychology, 17(3), pp 350-352

    Craft, A (2005) Creativity in schools: tensions and dilemmas London/New York: RoutledgeFalmer

    Cvijanovic, M (2019) The relationship between workspace and office placement and workforce productivity and wellbeing Doctor of Philosophy, Walden University, Minneapolis, Minnesota

    Danielsson, CB and Bodin, L (2008) ‘Office Type in Relation to Health, Well-Being, and Job Satisfaction Among Employees’ Environment and behavior, 40(5), pp 636-668

    Delle Macchie, S, Secchi, S and Cellai, G (2018) ‘Acoustic Issues in Open Plan Offices: A Typological Analysis’ Buildings (Basel), 8(11)

    Ghaemi Flores, S (2023) From cubicles to collaboration: A study on the transformation of government office spaces driven by cost-efficiency, digitilization, and modernization Master of Science, KTH Royal Institute of Technology, Stockholm

    Gilchrist, K, Brown, C and Montarzino, A (2015) ‘Workplace settings and wellbeing: Greenspace use and views contribute to employee wellbeing at peri-urban business sites’ Landscape and urban planning, 138, pp. 32-40

    Haapakangas, A, Hallman, DM, Mathiassen, SE and Jahncke, H (2018) ‘Self-rated productivity and employee well-being in activity-based offices: The role of environmental perceptions and workspace use’ Building and environment, 145, pp 115-124

    Haapakangas, A, Sirola, P and Ruohomäki, V (2023) ‘Understanding user behaviour in activity-based offices’ Ergonomics, 66(4), pp 419-431

    Holmes, K (2018) Mismatch: how inclusion shapes design Cambridge, Massachusetts: The MIT Press

    Laughton, K-A (2017) The Effects of Workspace Office Layout on Aspects of Employee Wellbeing MA, University of Witwatersrand, Johannesburg

    Laughton, K-A and Thatcher, A ‘Health and Wellbeing in Modern Office Layouts: The Case of Agile Workspaces in Green Buildings’ Proceedings of the 20th Congress of the International Ergonomics Association (IEA 2018), Florence, Italy: Springer International Publishing, pp 831-840

    Lee, SY and Brand, JL (2005) ‘Effects of control over office workspace on perceptions of the work environment and work outcomes’ Journal of environmental psychology, 25(3), pp 323-333

    Lin, Y-S (2020) ‘Possibility Thinking’ The Palgrave Encyclopedia of the Possible Cham: Springer International Publishing, pp 1-9

    Morrison, RL and Macky, KA (2017) ‘The demands and resources arising from shared office spaces’ Applied ergonomics, 60, pp 103-115

    Ricciardi, E, Spano, G, Lopez, A, Tinella, L, Clemente, C, Elia, G, Dadvand, P, Sanesi, G, Bosco, A and Caffò, AO (2022) ‘Long-Term Exposure to Greenspace and Cognitive Function during the Lifespan: A Systematic Review’ International Journal of Environmental Research and Public Health, 19(18)

    Runco, MA (2007) Creativity: theories and themes: research, development, and practice Amsterdam; Boston: Elsevier Academic Press

    Ruohomäki, V, Lahtinen, M and Reijula, K (2015) ‘Salutogenic and user-centred approach for workplace design’ Intelligent Buildings International, 7(4), pp 184-197

    Sikström, S and Söderlund, G (2007) ‘Stimulus-Dependent Dopamine Release in Attention-Deficit/Hyperactivity Disorder’ Psychological Review, 114(4), pp 1047-1075

    Söderlund, G, Sikström, S and Smart, A (2007) ‘Listen to the noise: noise is beneficial for cognitive performance in ADHD’ Journal of Child Psychology and Psychiatry, 48(8), pp 840-847

    Söderlund, GBW, Sikström, S, Loftesnes, JM and Sonuga-Barke, EJ (2010) ‘The effects of background white noise on memory performance in inattentive school children’ Behavioral and Brain Functions, 6(1)

    Szulc, JM (2024) ‘Embracing silence: Creating inclusive spaces for autistic employees’ Industrial and organizational psychology, 17(3), pp 357-359

    Tasler, N (2024) RE: Aladdin Personal communication to Kipar, N 05.11.2024

    van der Vleuten-Chraibi, S (2019) Lighting in multi-user office environments: improving employee wellbeing through personal control PhD, Eindhoven University of Technology, Eindhoven

    Vostal, BR, Lee, DL and Miller, F (2013) ‘Effects of Environmental Stimulation on Students Demonstrating Behaviors Related to Attention Deficit/Hyperactivity Disorder: A Review of the Literature’ International Journal of Special Education, 28(3), pp 32-43

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Voices of Innovation: Meet InsightsEDU 2025 Featured Speakers

    Voices of Innovation: Meet InsightsEDU 2025 Featured Speakers

    Higher Education Speakers of InsightsEDU

    Meet the thought leaders shaping the future of higher education at InsightsEDU 2025! Taking place from February 12-14, 2025 in New Orleans, LA, this conference brings together expert voices in higher education marketing, enrollment management, and leadership to discuss the evolution of today’s Modern Learner. This year, explore the future of higher education in 38+ sessions, where our speakers will share their vast expertise and unique perspectives. From higher education leaders to enrollment professionals, these speakers are vital to the InsightsEDU experience and are ready to equip you with insights to thrive in a new era of learning.

    The lineup of featured speakers for InsightsEDU 2025 is still growing—stay tuned for exciting new announcements! Below are the confirmed featured speakers as of November 7, 2024.

    Gregory Clayton

    President of Enrollment Management Services at EducationDynamics
    With over 30 years of experience in the higher education space, Greg brings valuable expertise in enrollment management and performance marketing. As President of Enrollment Management Services at EducationDynamics, he leads a comprehensive team offering agency marketing, enrollment services, strategic consulting, and research, all tailored to the higher ed sector. His leadership and career position him as a visionary strategist, equipped to offer insightful commentary on the higher education landscape and enrollment solutions. Join his session to learn more about how to better serve the Modern Learner and implement strategies that drive institutional success.

    Session: The Evolving Expectations of the Modern Learner: How Institutions Can Adapt and Thrive

    Wendy Colby

    Wendy Colby

    Vice President and Associate Provost for Boston University Virtual (BU Virtual)
    Throughout her career, Wendy has distinguished herself as a leader in online learning and enhancing the student experience. At BU Virtual, she focuses on delivering educational and technological excellence, positioning the program as a model of high-quality online education. Wendy’s commitment to advancing digital learning solutions ensures that students receive an exceptional learning experience. With extensive expertise in strategic leadership and global engagement, Wendy brings invaluable insights to InsightsEDU, where she will speak on best practices for collaborative strategies that optimize institutional success.

    Session: Bridging the Gap: Aligning Marketing & Enrollment Management for Success

    Roy Daiany

    Director, Education & Careers at Google
    With over 15 years of experience, Roy Daiany leads Google’s national team of education advertising strategists, partnering with top universities and EdTech companies to drive growth. A champion of technology-driven marketing, Roy will share valuable insights in his upcoming session, drawing on Google’s data to highlight key areas for optimizing student outreach and exploring innovative advertising practices.

    Session: Emerging Trends and Priorities for Higher Education

    Brent Fitch

    President of Rocky Mountain College of Art and Design
    Brent’s extensive career and leadership in higher education provide invaluable perspectives for InsightsEDU 2025. As President of Rocky Mountain College of Art and Design, he has played an instrumental role in shaping strategies that optimize student engagement. With a proven track record in developing innovative programs that enhance faculty, employee, and student outcomes, his strategic leadership offers InsightsEDU attendees exclusive access to tried and true best practices within higher education. Learn from Brent to gain a deeper understanding of how to navigate institutional challenges and embrace new strategies for ongoing success.

    Session: The Era of the Modern Learner: Redefining Higher Education

    Andrew Fleischer


    Head of Industry, Education at Google
    As Head of Industry for Education at Google, Andrew Fleischer leads a team dedicated to transforming how institutions and EdTech companies approach enrollment and brand positioning. With a background spanning strategic roles in Google’s App and Retail sectors, Andrew brings expertise in using data-driven advertising to address complex business goals. In his session at InsightsEDU 2024, Andrew will explore Google’s latest insights on the role of AI in higher education and share valuable strategies to navigate the evolving student journey.

    Session: Emerging Trends and Priorities for Higher Education

    Stephen Horn

    Chief Marketing Officer at The College of Health Care Professions (CHCP)
    Stephen Horn is an award-winning marketer known for his inventive strategies that drive growth and expand market share. With a strong background in brand-building and nurturing marketing talent, Steve has a proven track record of success. As Chief Marketing Officer for CHCP in Houston, his role has been critical to program success. InsightsEDU attendees can anticipate gaining valuable insights into effective strategies for enhancing student engagement and aligning marketing with cross-functional departments.

    Session: Bridging the Gap: Aligning Marketing & Enrollment Management for Success

    Dr. Melik Khoury

    Dr. Melik Khoury

    President of Unity Environment University
    Gain fresh insights and practical strategies for engaging Modern Learners with Dr. Melik Khoury, a pivotal leader in higher education. As President of Unity Environmental University, Dr. Khoury prioritizes student success and has spearheaded transformative initiatives to increase enrollment and retention. His commitment to affordability, accessibility, and flexibility are paramount to the university’s enduring success. Dr. Khoury’s tenure at Unity Environmental University has established him as an innovative and adaptable leader, making him an ideal expert to address today’s new era of learning and the unique needs of Modern Learners.

    Session: The Era of the Modern Learner: Redefining Higher Education

    Dr. Andy Miller

    Senior VP of Strategic Enrollment & Partnerships at Indiana Wesleyan University
    Andy Miller, PhD, brings a wealth of experience to InsightsEDU 2025. In his role as Sr. VP of Strategic Enrollment & Partnerships at Indiana Wesleyan University, Andy oversees enrollment and partnership initiatives, serving over 12,000 students. With expertise in building cross-industry partnerships and creating training pathways for adult learners to meet workforce demands, Andy is a pivotal leader in the field.

    Session: Bridging the Gap: Aligning Marketing & Enrollment Management for Success

    Dr. Joe Sallustio

    Dr. Joe Sallustio

    Vice President of Industry Engagement at Ellucian & Cofounder The EdUp Experience Podcast
    Dr. Joe Sallustio is a leading authority within the higher ed sector, recognized for his expertise in operations, finance, and academics. With over 20 years of experience, he has led teams across various institutional functions, including marketing, enrollment, finance, and student services, equipping him with the skills to successfully navigate the modern landscape of higher education. Dr. Sallustio leverages his extensive knowledge as co-founder and host of The EdUp Experience, a podcast that explores timely topics in the higher ed industry. Join his session to learn more about innovative strategies for addressing challenges and uncovering opportunities for student success amid changing times.

    Sessions: The Era of the Modern Learner: Redefining Higher Education

    Katie Tomlinson

    Katie Tomlinson

    Senior Director of Analytics and Business Intelligence at EducationDynamics
    Prepare to unlock insights with Katie Tomlinson. As the Senior Director of Analytics and Business Intelligence, Katie expertly manages data and reporting, uncovering key trends to support EducationDynamics in delivering data-driven solutions for the higher ed community. Learn from her as she discusses findings from EducationDynamics’ latest report, where attendees will gain a deeper understanding of the evolving learning environment and the significant factors that influence Modern Learners’ educational choices.

    Session: The Evolving Expectations of the Modern Learner: How Institutions Can Adapt and Thrive

    Engage with the Leaders Shaping Higher Education

    InsightsEDU 2025 promises to be another impactful conference, offering a forum for thought leadership, best practices, and meaningful networking among higher education professionals. This conference unites industry leaders and institutions to explore the key challenges and exciting opportunities facing the higher ed sector today. Taking place in early 2025, InsightsEDU is the perfect change to gain insights that will strengthen your institution’s foundation for the year ahead and beyond. Don’t miss out–Register today to secure your spot.

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  • How online learning can help tackle global injustices

    How online learning can help tackle global injustices

    by Sam Spiegel

    How can online learning programmes help tackle systemic global injustices with creative pedagogies? How can universities build effective educational environments and pedagogies to support critical thinking and vigorously challenge contemporary forms of racism, colonialism and inequity?

    These are some of the questions I have reflected on over the past almost 14 years of teaching at the University of Edinburgh. In 2011, I embarked with colleagues at the School of Social and Political Science to develop our school’s first fully online distance learning MSc postgraduate programmes, partnering with an interdisciplinary team spanning the three Colleges  of the University to co-create and co-teach the MSc in Global Challenges. Addressing global development, health and environmental inequalities, with case studies spanning an array of countries, this programme had students from all over the world. The insights and trajectories of our students have been deeply inspirational – many of our students have gone on to do PhDs, work with United Nations organisations, embassies, non-governmental and humanitarian organisations and work in other kinds of practitioner and research careers. In this blog I reflect on the philosophy of the teaching and learning approach we have nurtured – and associated critical conversations about pedagogy.

    We had support from a Principal’s Teaching Award (PTAS) to explore student learning experiences and reflect on our teaching practices, and in 2016 we published an article: ‘Decolonising online development studies? Emancipatory aspirations and critical reflections–a case study’. At the time, it was one of the few critical pedagogy studies to think through ‘international development’ teaching and the risks of replicating colonial logics in online learning modalities (and how to try to counter these). It proposed a critical framework for analysis that took into account barriers to social inclusivity – including the politics of language – that shaped participation dynamics in the programme. It also considered debates regarding critical development course content, rethinking possibilities for bridging counter-hegemonic development scholarship with practice-oriented approaches in a range of social contexts. Our analysis unpacked tensions in tackling intertwined institutional and pedagogic dilemmas for an agenda towards decolonising online development studies, positioning decolonisation as a necessarily unsettling and contested process that calls for greater self-reflexivity.

    Some years ago online learning initiatives were treated with suspicion as a technology craze that could not truly build effective communities of critical learners. This is no longer the case, generally speaking. Our online students have carved out sophisticated learning paths while interacting with ambitious courses – sometimes in live discussions and sometimes in asynchronous discussions that built incredible communities of practice. But there are important online learning-specific pedagogic points to keep in mind, as course instructors craft and adapt approaches to support individual and group learning.

    One is the risk of re-entrenching problematic dynamics of imperial knowledge production, even when intentions are to do exactly the opposite. There is a need to ensure that online learning platforms grapple with colonial legacies and tendencies – including biases that are easily replicable in virtual technology platforms. It is increasingly recognised that ‘decolonising’ is not simply a matter of ‘bringing in’ authors from Global South countries in reading lists. It is also a matter of ensuring that the underpinning pedagogies, assignments, and learning strategies themselves tackle systemic biases that have often shaped the field of ‘international development’ – and doing so from the outset. This may mean inviting students into at-times uncomfortable conversations about ways of understanding histories of dispossession, or ways of thinking about and governing societies; and ensuring that early course activities trouble assumptions – including about what ‘development’ is/means to different people and whose values are prioritised or overlooked. Some students might not normally read the writings of those who fought during liberation wars against colonialism, for example, but might find such readings different and transformative. There are a range of other possibilities, too, from changing the way that case studies are framed – for example, starting with stories of heavily oppressed peoples instead of starting with the technocratic logics of United Nations and government reports.

    Despite global talk of ‘decolonisation,’ there has been a tendency for globally renowned development academics from wealthy countries to dominate reading lists. We have tried in our courses to challenge this – and ensure that activity-focused coursework and online case studies challenge hegemonic assumptions in mainstream policy literature and development discourse. Some of the reflections on our pedagogy were also discussed in a wider influential review article by Shahjahan et al (2022) entitled ‘”Decolonizing” curriculum and pedagogy: A comparative review across disciplines and global higher education contexts’, which notes that ‘decolonization’ has been very differently treated by different educators. Our pedagogy work has also been part of a wider conversation in the scholarly literature on how “precautions need to be taken when incorporating non-Western knowledges into Western universities to avoid mishearing, misrepresenting, exploiting, and decontextualizing them” (Lau and Mendes, 2024; see also Spiegel et al, 2024).

    Relatedly, there is a need to be cautious of ideas about “transfer of knowledge” and instead to embrace values built on reciprocal sharing of knowledge in educational practices (see also Parmentier, 2023). Furthermore, attempts at decolonising development education requires attention to the link between learning strategy and wider institutional practices, including heeding inequities in admissions processes and language barriers in higher education. Our work in developing new online learning pedagogies is just part of the story; we have also been interacting closely with university admissions offices on strengthening approaches to make admissions more inclusive. This has included greater recognition of practitioner qualifications and also, significantly, some modifications in how English language testing requirements were addressed in some of the countries affected. This was especially important in contexts where applicants had demonstrable English language proof, from institutional and/or university experiences, but lived far from test centres and could not afford testing.

    Our article ‘Decolonising Online Development Studies?’ had a question mark in the title, alluding to the ambiguity of interpretation and the uncertainties that may play out over time. It was cited in other PTAS-awarded studies led by other staff members at UoE, supporting further analysis of specific techniques for building online learning communities (see Wood et al, 2021) How these ideas are to be taken forward is an ethically important conversation that relates to the very core of what education seeks to do, requiring ongoing attention to the interplay of values, philosophies, curricula and teaching techniques.

    Dr Sam Spiegel is the director of the Global Challenges MSc programme at the University of Edinburgh, where he serves as the Deputy Director of Research for Knowledge Exchange and Impact at the School of Social and Political Science. He is also a senior lecturer at the Centre of African Studies and has published extensively with colleagues in Zimbabwe and in other regions of the world on migration, displacement, borders, critical pedagogy and social change.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • New Program Strategy: Go Deep, Not Wide

    New Program Strategy: Go Deep, Not Wide

    How to Strategically Expand Your Online Adult Degree Programs

    So you’ve built a successful online adult degree program. No small feat. Now you need to keep your foot on the gas to keep the momentum going. 

    Your first instinct might be to “go wide” with your program expansion strategy by launching a variety of new, unrelated programs to pair with your successful offering. While this diversification strategy might reap great rewards for consumer packaged goods giants like Unilever and Procter & Gamble, higher education is different. Your institution is different.  

    I find myself making the following recommendation over and over again when it comes to expanding online degree programs: Go deep, not wide. 

    This means building upon the success of your existing program by developing specialized offerings within the same field. The “go deep” method might not be the most popular, but in my experience, it’s often the most effective. Let’s break it down further — or should I say, dig deeper — to see if this approach is right for your school. 

    What Does Going Wide Mean for Your Online Adult Degree Programs?

    Let’s start with a hypothetical example: You have established a successful online Master of Business Administration (MBA) program with a positive reputation in the region. 

    Recently, you’ve heard cybersecurity and nursing degree programs are experiencing industry growth, so you decide to pursue programs in those areas next to build out a wider range of offerings. 

    Unfortunately, this strategic path can be a mistake. Here’s why: 

    • Lack of synergy among programs: When universities add new, unrelated programs, they often fail to create synergistic relationships among all their programs. Each program operates in isolation without benefiting from the shared resources, expertise, or cross-promotional opportunities that could exist if the programs were more aligned.
    • Missed opportunities to leverage existing brand equity: Diversifying into new areas causes institutions to overlook the strength of their existing brand. A well-established program, like a thriving online MBA program, comes with significant brand recognition and trust that new programs lack. 

    However, expanding within the existing framework of business administration can allow for the amplification of this established brand equity, rather than starting from scratch with each new offering.

    Why Going Deep Is More Effective

    In higher education, the smart, strategic allocation of resources is crucial. You could put your institution’s limited resources toward a whole new program, such as a Bachelor of Science in Nursing (BSN) program or a Master of Science in Cybersecurity program. Or, you could just attach a new or adjacent offering to your successful online MBA program to channel your resources into an established program realm. 

    Forget efficacy for a moment. Which strategy sounds more efficient? 

    The good news is that going deep in one area of program offerings is often more effective and efficient. Instead of developing an entirely new adult degree program from scratch, you can simply add value to your existing online business program. 

    This might come in the form of added concentration options, such as MBA concentrations in entrepreneurship, accounting, finance, marketing, management, or strategic communications. 

    It could also involve adding another relevant degree program within the same area of study. For example, since you’re seeing a lot of success with your MBA program, you could add a finance or accounting degree program to build on the success and reputation of the established program.

    Key Benefits of Going Deep With Your Online Adult Degree Programs

    I’ve had experiences both ways: some institutions go wide, others go deep. For those that go wide, I’ve often seen siloed marketing efforts, inefficient allocations of resources, and sporadic and unpredictable enrollment. For those that go deep, I see the following benefits: 

    More Students Attracted

    Broadened appeal for students already interested in the primary program: By offering more concentrations within a well-established program, or adjacent degrees within the same field, your institution can appeal to a broader range of interests and career goals within your current student audience base.

    More options for prospective students due to increased specialization: Specialized degrees and concentrations allow students to tailor their education to their specific interests and career paths, making the program more attractive to applicants seeking focused expertise.

    Increased Marketing Efficiency

    Ability to leverage existing web pages and SEO for the main program: Concentration pages can be added as subpages to the main program’s page, which likely already has a strong search engine optimization (SEO) presence. This setup benefits from the existing search engine rankings and requires less effort than starting marketing from scratch for a new program.

    Faster path to high search rankings for new concentrations, creating a marketing loop: The SEO efforts for the main program boost the visibility of the new concentrations, which in turn contribute to the overall authority and ranking of the main program’s page. This synergy creates a self-reinforcing cycle that enhances the visibility of all offerings.

    Enhanced paid marketing efficiencies: Adding concentrations in areas where significant traffic already exists for broad terms — like “MBA,” “business degree,” or “finance degree” for an MBA program — allows institutions to more effectively utilize their paid advertising budgets. Expanding the program options for your existing traffic allows you to improve your click-to-lead conversion rates, increase your number of leads, and enhance your downstream successes in areas such as enrollments and completions. This approach allows for a more efficient use of marketing investments, providing more options for prospective students within the same budget.

    Faster Accreditation Process

    Streamlined accreditation process by expanding within an already accredited program: Adding concentrations within an existing program simplifies the accreditation process. Because the core program is already accredited, expanding it with concentrations requires fewer approvals and less bureaucracy than launching an entirely new program.

    Ready to Go Deep With One of Your Online Adult Degree Programs?

    If you’ve seen success with an online adult degree program offering, you’ve already taken a momentous step toward growth — which is something to be proud of. It also creates massive opportunity, and Archer Education is poised to help you capitalize on it. 

    Archer is different from other agencies. We work as your online growth enablement partner, helping you to foster self-sufficiency over the long haul through collaboration, storytelling, and cutting-edge student engagement technology. 

    We’ve helped dozens of institutions increase enrollment and retention through a going deep approach, and your institution could be next. And once you’ve solidified the reputation and success of your core online offering by going deep, we’ll be ready to help you pivot to a wider approach to expand your position in online learning.

    Contact us today to learn more about what Archer can do for you. 

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  • How to write MBA Student Resume with Keywords

    How to write MBA Student Resume with Keywords

    Creating a resume for a mba fresher student can be a crucial step in launching your career or getting your first job.

    Rememder that HR Recruiter have only 3-5 seconds to review your resume on job portals. So you should start your resume with 

    • Name –
    • Email –
    • Phone Number –
    • Linkedin ID – Create a Impressive Portfolio that highlights your internship experience or github projects. If you have recommendations from past employer or friends from same domain experience is a bonus. Todays most HR recruiters try to find your extra carricular activity like NGO or charity work you have done during your college days or activity on linkedin post. 

    A strong cover page details or job objective for 4 lines is a must. This is the section recruiters read before downloading your resume from portal. You should change this section every 7 days to keep it fresh and up-to-date. 

    For experienced candidates, write a summary that highlights your professional identity and major achievements in your present job or intership that increased companies profitability will help you get job interview calls faster.

    A well-structured resume template format in word format highlights your education, skills, and any relevant experience, even if it’s limited. Below is a guide to help you craft an effective resume that can help you to get inverview calls faster.

    Do not discuss your salary expectation in direct figure. Give a salary range depending upon job responsibility.

     Just change the following details on the releveant field and upload on job sites like naukri, indeed or linkedin. 

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  • Enrollment Management Software: Enhance Student Experience

    Enrollment Management Software: Enhance Student Experience

    Tune In To Our Audio Blog

     

    Introduction

    Enrollment management is the core function of any educational institution. It involves not merely processing applications but also influencing students’ futures and facilitating a smooth experience from the initial expression of interest in your institution. This work can frequently appear daunting for registrars.

    You are responsible for the daily management of extensive documentation, the navigation of complex systems, and the pursuit of ensuring that each student feels supported and welcomed. Nevertheless, it is clear that a straightforward routine can be transformed into a substantial inconvenience by manual procedures, communication failures, and data management complications.

    Enrollment management software is thus critically essential in this context. This robust solution is engineered to confront the difficulties you encounter directly, facilitating process optimization and improving the student experience. We will be addressing student enrollment issues faced by registrars during registration and investigate how an appropriate software solution might significantly benefit both your staff and the students you assist. Let us engage collaboratively to address these concerns.

     

    Common Pain Points in Enrollment Management

     

     

    Since we are all aware that enrollment management is a genuine challenge, let us discuss some of the most significant sore points you encounter. And rest assured, you are not alone in this. A whopping 67% of registrars report feeling overwhelmed by manual processes and documentation, as indicated by a recent survey conducted by the National Association of Student Personnel Administrators (NASPA). We can deconstruct a few of these “student enrollment issues” for you!

     

    Manual Procedures and Paperwork

    Manual data entry can be inordinately time-consuming, as we are all aware. No matter how diligently you propel, you appear to make minimal progress when endeavoring to swim upstream. Disorganized spreadsheets, handwritten notes, and stacks of forms not only impede productivity but also heighten the probability of errors. In reality, organizations that implement manual processes may allocate up to 30% more time to administrative duties than those that adhere to automated systems. Imagining the potential of that additional leisure!

     

    Lack of Real-Time Data Access

    How frequently do you wait for info before making a big decision? Real-time data is essential in today’s fast-paced educational environment. Working with obsolete or delayed data might slow your response to student needs and strategic opportunities. According to a recent research, 56% of registrars said delayed data retrieval hindered decision-making. Yikes!

     

    Communication Gaps

    Communicating can be like playing broken telephone. Departments and students can lose vital information, causing confusion and frustration. Critical updates may not reach the appropriate people at the right time. Eduventures found that 43% of enrollment officers have communication gaps, which affect student happiness and engagement.

     

    Poor Application Tracking

    How often have you yearned for a magic wand to effortlessly track application statuses? Finding a needle in a haystack might be difficult without a system. Incomplete applications, missing paperwork, and inability to track progress can stress registrars and students. College and University Professional Association for Human Resources (CUPA-HR) found that 62% of registrars struggle with application monitoring, delaying admissions and missing student prospects.

     

    Few Reports and Analytics

    Let’s conclude with data analysis—or lack thereof. How can you examine trends and patterns to inform enrollment plans if your reporting capabilities are limited? You must estimate what works and what doesn’t without complete data. According to an AACRAO poll, 70% of registrars want better reporting tools to guide their strategy.

    That’s it. These typical issues can severely affect enrollment management and the student experience. Do not worry! The correct enrollment management software can address these issues. Explore how it can streamline your procedures and improve everyone’s experience.

     

    How Can Universities Reduce Pain Points in the Student Enrollment Process Using Enrollment Management Software?

     

    Say Goodbye to Paperwork with Automation

    It’s no secret that entering data by hand and dealing with piles of papers can be a real pain. By bettering these steps, enrollment management software takes that load off your shoulders. You could save a lot of time if you let the software do the boring work. That way, you could focus on what really matters: helping kids and making their experience better.

     

    Have insights at your fingertips in real time

    Delayed data can make it hard to make quick choices. When you use registration management software, you can get to important data at any time. You don’t have to wait for reports or changes anymore. You can get instant information that helps you make decisions right away.

     

    Talk to people in other departments without any problems

    Communication is very important in a busy registration office, which we all know. These systems come with built-in ways to talk to each other and kids, so everyone stays in touch. There will be less confusion and knowledge will flow more easily, which is good for everyone.

     

    Master Application Tracking

    There shouldn’t be any element of guesswork involved in monitoring applications. Using the application tracking features provided by enrollment management software, you can easily keep tabs on the status of each application in real time.

    The outcome = you can stay organized plus give ultimate experience to applicants that they demand.

     

    Master the Art of Advanced Reporting for Radical Insights

    Data is your greatest ally when enhancing enrollment strategies. Enrollment management software’s powerful reporting and analytics features help you gain valuable insights into patterns and outcomes. This simply implies that you may influence your organization’s success through data-driven decisions.

     

    Advanced Reporting Provides Powerful Insights

    Data is your best friend for enrollment strategy improvement. Advanced reporting and analytics in enrollment management software let you analyze trends and outcomes. You can use data to make decisions that affect your institution’s success.

     

    What Enrollment Management Software Can Do for You, Registrar! Additional Benefits

     

    benefits-of-enrollment-management-software

     

    Easily Create Compliance Reports: No more scrambling during audits. With built-in reporting tools, you’ll have audit-ready reports at your fingertips.

    Create Compliance Reports with No Effort: No more rushing through audits. Built-in reporting features will let you have audit-ready reports right at hand.

    Reduced Human Errors: Automate data entry and tracking to greatly lower errors that might pass through in-hand procedures. 

    Access Real-Time Enrollment Data: Real-time updates will keep you current with enrollment figures, so guiding quick, wise selections.

    Secure Student Data: Forget data breaches. Cloud storage ensures security and compliance, providing you peace of mind.

    Make Reviewing Applications Easy: Let the program indicate critical details so you may focus on the big picture instead of sorting through heaps of papers.

    Get Everyone on One Agenda: Forget about departmental conflicts. Centralized data guarantees that everyone has the same information, so facilitating smooth teamwork.

    Create Methodologies That Fit You: Customize the system to fit the demands of your university so the enrolling process seems seamless, quick, and completely customized.

    Engage Students More: Use the software’s chat features to keep students up to date and interested throughout the whole process.

    Scale operations easily: The software adapts to your needs, so you don’t have to worry about losing accuracy or speed as the number of enrollments goes up or down.

     

    Wrapping It Up: Boost Enrollment Management with the Right Tool from Creatrix Campus

    At the heart of improving the student experience is how well you manage enrollment. We know the pain points—manual processes, communication breakdowns, and keeping track of every application can slow you down. As a registrar, you’re juggling enough already. Why not make things easier?

    Enrollment management software helps. We simplify operations, improve collaboration, and provide real-time data access, so you can focus on delivering a successful student journey. When modernizing your system, Creatrix Campus includes everything a modern registrar needs to ease the process. Contact our staff for more!

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