Penn had $175 million in federal funding frozen in March.
Kyle Mazza/Anadolu/Getty Images
After the University of Pennsylvania agreed to strip a trans athlete’s awards and comply with the Trump administration’s other demands, the Education Department said Wednesday that the university will get its federal funding back, Bloomberg News and CNN reported.
The administration had paused $175 million in funding to the university because Penn “infamously permitted a male to compete on its women’s swimming team,” an official said in March. After the funding freeze, the Education Department said in April that Penn violated Title IX of the Education Amendments of 1972 by allowing Lia Thomas, a transgender woman, to compete on Penn’s women’s swimming team in 2022. (That decision followed NCAA policies at the time as well as Title IX.)
In order to resolve the civil rights investigation, Penn had to agree to three demands including “restoring” swimming awards and honors that were “misappropriated” to trans women athletes and apologizing to cisgender women who competed with Thomas. Penn officials said this week that the agreement ends “an investigation that, if unresolved, could have had significant and lasting implications for the University of Pennsylvania.”
After announcing the agreement, Penn quickly began complying. CNN reported that Thomas is no longer included on a list of women’s swimming records. The document now notes, according to CNN, that “competing under eligibility rules in effect at the time, Lia Thomas set program records in the 100, 200 and 500 freestyle during the 2021–22 season.”
In American higher education, teaching is our business, research our currency and service our obligation. It has always perplexed me that the pursuit of higher education administration has traditionally compelled individuals to move away from a continued practice of two of these core faculty functions. The path of a faculty administrator is typically marked by a shift away from teaching and research, an evolution that makes returning to the faculty for some almost an impossibility, after years of being disconnected from the disciplinary practices that propelled their trajectory through the faculty ranks to secure an administrative role in the first place.
At Kennesaw State University, we are exploring a new approach to academic leadership that reverses this traditional model of administrative disconnect. Starting this past academic year, every senior academic administrator serving on the provost’s leadership team (including all deans) joined me (serving as provost) in a commitment to teaching or researching annually, with the goal of helping us better understand and serve our university community. For some, the move to formally carve out approximately 10 percent of their time for either teaching or research validates ongoing teaching and research practices, while for others, it provides administrative latitude to reignite their passion for teaching and/or research.
KSU’s president, Kathy Stewart Schwaig, co-taught an honors course with me this past spring, leading this strategy by example. President Schwaig, who holds a Ph.D. in information systems and whose leadership trajectory has evolved through faculty ranks across two Georgia institutions, takes this philosophical commitment to staying connected to the business of higher education even a step further, as she is currently enrolled as a graduate student at Dallas Theological Seminary pursuing a master’s in biblical and theological studies.
As Kennesaw State, a Carnegie-designated R-2 institution that serves a population of more than 47,800 students, some could see this strategy as a pragmatic way of extending the capacities of the senior academic administrators to serve the institution’s growing needs in research and teaching. At a time when the capacities of faculty colleagues are being optimized to serve one of the nation’s largest and fastest-growing public institutions, the members of the senior academic administrative team are committing to optimize their own collective capacities to serve the mission of the university.
The consequences will be more than just pragmatic, however. The annual commitment to serve as a higher education practitioner in addition to a higher education administrator could help us pursue administrative approaches that are rooted in a pragmatic understanding of both the shifting needs of industry and the changing needs of students entering higher education today. And it can also help build goodwill among faculty colleagues, who sometimes feel university administrators fail to fully comprehend the growing challenges of the classroom and pressures of research productivity.
Serving as provost, I have found my annual commitment to teaching an opportunity to inform administrative priorities. In fall 2020, when we struggled to comprehend how best to reopen and calibrate to the safety needs of the COVID pandemic, I was scheduled to teach a senior seminar course in the Department of Dance, while I served as dean of the College of the Arts at KSU. For a moment, I thought I should excuse myself from the added responsibilities of teaching a course at a time when my administrative capacities were being tested in rather unconventional ways. Better judgment prevailed, however, as I realized that out of every year that I continued to teach in my higher education career, this would be the semester when being in the classroom and experiencing the challenge alongside my faculty colleagues was most critical.
I would be lying if I said the experience was transformative. The challenges of lecturing with a face mask to socially distant students, split into two groups and separated by technology and physical space, was an experience that most faculty would likely agree was frustrating. But serving as dean and being in the classroom all semester allowed me to skip past several steps to serve the needs of my faculty colleagues with an understanding and empathy that was experientially relevant.
I am hoping that the impact of KSU’s administrative re-engagement strategy will be similarly impactful, ensuring that all senior academic administrators reignite their capacities to contribute to the teaching and research mission of the university. The idea seems to have been embraced at the outset by most; its sustainability, however, will require a continued institutional commitment and individual prioritization. While the true outcomes are yet to be empirically assessed, my hope is that this move will convert administrative faculty into faculty administrators, building their capacities to more effectively serve the growth of our institution with relevant, ongoing experiences in teaching and research.
Ivan Pulinkala is the provost and executive vice president for academic affairs at Kennesaw State University.
SP&A previously helped UF select Santa Ono, a former University of Michigan president.
Bryan Bedder/Stringer/Getty Images
The University of South Florida has dropped SP&A Executive Search as the firm leading its presidential search, The Tampa Bay Times reported Tuesday. The move comes after the Florida Board of Governors rejected the candidate that SP&A had helped the University of Florida pick for its top job: former University of Michigan president Santa Ono, whom the UF board unanimously approved.
Ono’s rejection came after conservatives mounted a campaign opposing him, citing his past support of diversity, equity and inclusion and his alleged failure to protect Jewish students.
After that failed hire, Rick Scott, a Republican U.S. senator representing Florida, blamed SP&A, telling Jewish Insider that the firm didn’t sufficiently vet Ono.
SP&A describes itself on its website as a “boutique woman- and minority-owned executive search firm.” Scott Yenor—a Boise State University political science professor who resigned from the University of West Florida’s Board of Trustees in April after implying that only straight white men should be in political leadership—highlighted that description in an essay he co-wrote, titled “How did a leftist almost become president of the University of Florida?”
“We can only speculate about how the deck was stacked,” Yenor and Steven DeRose, a UF alum and business executive, wrote. “SP&A colluded with campus stakeholders, especially faculty, when they were retained. Together, they developed the criteria necessary to hire a Santa Ono.”
They also pointed out that SP&A was leading the USF search. SP&A didn’t respond to Inside Higher Ed’s requests for comment Wednesday.
USF didn’t provide an interview or answer written questions. In a June 20 statement, USF trustee and presidential search committee chair Mike Griffin said the university was now using the international firm Korn Ferry.
“We value the expertise of our initial search consultant and thank them for their engagement,” Griffin wrote.
First-year students who perform poorly in a course are particularly at risk of dropping out. To help boost retention of such students, the University of the Pacific has made strategic investments in promoting their success, including by remodeling gateway courses.
During an institutional data analysis, leaders at the California institution found that first-year students who earned a D or F grade or withdrew from a class (also called DFW rate) were less likely to persist into their second year, which affected the university’s overall attrition rate.
In particular, students who didn’t pass their gateway classes in economics, math, biology, physics or chemistry were less likely to remain enrolled at the university.
To improve student success, the university created top-down initiatives and structures to encourage student feedback, experimentation in the classroom and cross-departmental solutions to better support incoming students.
What’s the need: A 2018 study by EAB found that, on average, three in 10 students enrolled in any given course don’t earn credit for it, leaving them with what are known as “unproductive credits.” Among the gateway courses analyzed—Calculus 1, General Biology, Chemistry 1 and General Psychology—some universities reported an unproductive-credit rate as high as 46 percent.
A variety of factors can cause high DFW rates, including a lack of academic preparation or personal struggles experienced by first-year students, according to EAB’s report. Other research has shown that variability in the quality of instruction or in assessment tools can also increase DFW rates.
Closing the gap: To address obstacles in the classroom, the provost and dean of the College of the Pacific, the university’s liberal arts college, which houses the gateway courses, meet regularly with department chairs who oversee those courses.
Addressing DFW rates can be a challenge for institutions because it often focuses attention on the faculty role in teaching, learning and assessment, leaving instructors feeling targeted or on the hot seat. To address this, the provost is working to create a culture of innovation and experimentation for course redesign, encouraging new approaches and creating institutional support for trying something new or pivoting, even if it’s not successful.
One of the opportunities identified involved embedding teaching assistants in classes to serve as tutors for students and provide feedback to instructors. The embedded TAs are students who successfully completed the course, enabling them not only to mentor incoming students but also to provide a unique perspective on how to change the classroom experience.
The university has also created a retention council, which invites stakeholders from across the institution to break silos, identify structural barriers and discuss solutions; that has made a significant difference in addressing retention holistically, campus leaders said.
The university also hired an executive director of student success and retention who meets weekly with academic success teams from every department.
Another Resource
Indiana University Indianapolis’s Center for Teaching and Learning developed a productive discussion guide to facilitate conversations around course redesign and addressing DFW rates. Read more about it here.
How it’s going: Since implementing the changes, the university saw a 5 percent year-over-year drop in D’s, F’s and withdrawals among gateway courses. Retention of first-year, first-time students has also climbed from 86 percent in 2020 to 89 percent this past year.
Demand for curriculum redesign has grown from about 20 courses in the past year to 50 courses this year, requiring additional investment and capacity from leadership, administrators said. Faculty also indicate that they’re feeling supported in the course redesign process.
In the future, university leaders said, they will also redesign the first-year experience with a greater focus on integrating academic, experiential and student life along with academic advising to encourage belonging and a sense of community. For example, they plan to use data to identify students who may need additional support to navigate life challenges or financial barriers.
Religion, particularly Protestantism, was central to the mission of the country’s first universities. Chapels were constructed at the center of campuses. University presidents, often devout, worried over the salvation of their students.
James W. Fraser’s new book, Religion and the American University (Johns Hopkins University Press), offers a detailed history of how religion’s role in higher ed has been upended again and again by transformative events, including the discovery of evolution, the emergence of biblical criticism, the Industrial Revolution and the advent of the modern-day research university.
It outlines how religion cropped up in students’ lives in new ways as they continued to grapple with moral and ethical questions and as various denominations and faiths vied for their attention and adherence. The book charts how the academic study of religion developed, how campus chaplains and religious student groups diversified along with student bodies, and how religious differences on campuses created new learning opportunities and tensions.
Fraser, a professor emeritus of history and education at New York University and a United Church of Christ minister, argues that while much of academe pushes religion to its periphery, today’s students are still concerned with questions of spirituality and meaning.
Fraser spoke with Inside Higher Ed about the new book. The conversation has been edited for length and clarity.
Q: Your book details massive changes in the role of religion in higher ed, from Protestant-dominated universities to institutions with more diverse student bodies and chaplaincies, and from religion-centric to more secularized. You describe a shift away from the idea of colleges that “transmitted knowledge” to colleges that “created new knowledge” as research universities came about. What do you think higher ed has gained or lost in these transitions?
A: There is no question that the transition from the old-fashioned teaching college to the research university has done a couple of really important things, not only for students but for society. One is that being able to invite students to be fellow researchers in the pursuit of knowledge is always a much better pedagogical approach than “You will learn this, and you will learn that,” and people can learn it and forget it pretty quickly.
I also think for all of us who criticize the research university, we have to remember all of the extraordinary accomplishments. Human life is twice as long because of medical research. Food supplies are much more plentiful because of agricultural research. Educational studies have helped more and more students learn how to read. The list goes on and on. The breakthroughs of the research university are huge.
In terms of what is lost, I think the clearest issue is in some ways described by Julie A. Reuben in The Making of the Modern University. The intellectual developments have gotten so much stronger than … attention to issues of meaning, purpose and belonging … Attention to issues of spirituality and faith have been marginalized significantly, and there’s certainly a norm in the research university now that scientific research—what you can count—counts the most. And what you care about and what you value count less. And that I find very problematic.
Q: You discuss in the book how today’s students have a deep interest in meaning-making and spirituality, if not religion, per se. Do you think it’s part of a college’s role to address that, and if so, how should institutions go about it?
A: I think it better be a part of colleges’ role, and I would say that for a couple of reasons. One is, asking questions of meaning, purpose, belonging, questions of faith, questions of morality, are pretty essential if we’re going to maintain and protect our democracy and our society in the 21st century. And if we simply say institutions are going to do this very specific kind of research and are going to teach professional skills, and we’re going to evaluate universities by how much money the students make when they graduate, we stop teaching about things that will sustain our society and will sustain human beings in the future. That’s a huge loss. The second issue is, I just think it’s stupid for universities to disregard student interest when it’s there. If students are interested in these things, we should find ways to talk about it.
I also think—and this is an issue explored in the book a lot—it’s often in the extracurricular areas that the students are able to pursue these [questions]. They pursue them with chaplains, they pursue them with their own individual groups, whether it’s Baháʼí Fellowship or InterVarsity Christian Fellowship. They find other ways … But I don’t think that lets faculty off the hook to develop the kinds of courses [that] let it be done as part of the regular academic curriculum. That’s what we do as professors, and that’s something we ought to offer our students. I think it’s cheap letting ourselves off the hook when we say, “Oh well, they’ll find it elsewhere.”
Q: In the book, you repeatedly highlight a tension within religious communities as to whether to invest in and urge students toward explicitly religious colleges or whether to prioritize building up religious infrastructure at unaffiliated colleges—like chaplains, Hillels and other religious student organizations. Do you think that tension plays out today, and if so, in what ways?
A: I think it plays out very much today. There are people who feel like their young people will only be safe in religious institutions. And there are other people who say, “No, let’s go to the best college we can find. Let’s go to the best state university we can find.”
I have a bias. I favor the religious groups that are finding ways to make a place for themselves in the larger universities. As a conclusion of this book, I talk about Baylor University, which is trying so hard to do both—to both be a religious school and a Research-1 university. And I wish them luck. I admire them. And I think it’s going to be more difficult than they think it’s going to be.
But I think that for many universities … religion finds its own place on the margins, and that can be with chaplains, that can be with student groups. But students care about these issues, and they’re not going to disappear.
Q: The book touches on the beauties of campus religious diversity but also some of the challenges, including the ways that campuses have been rocked by the October 2023 attack on Israel by Hamas and Israel’s invasion of Gaza. Since then, campus antisemitism has been a flash point for the Trump administration’s dealings with higher ed and institutions have been penalized for how they’ve handled pro-Palestinian protests. Having watched how these issues played out, is there anything you would have added to the book on the topic?
A: I mentioned it in one paragraph in the end because it was just going to press, but I would have done a lot more with the challenges that religious diversity [brings]. We live in a world where the Trump administration is attacking diversity, and yet religious diversity is a kind of diversity. Chaplains are telling me they’re feeling tensions about that.
I think the violence, particularly since the Hamas attack on Israel and Israel’s response in Gaza, has set student against student in a way that is going to take decades to recover. Whether you’re a Jewish chaplain or a Muslim chaplain or a chaplain of some other faith, trying to deal with that, with that kind of student pain and student anger and student lashing out and student response, is making it very difficult. Discussions about religion are more difficult than they were two years ago.
And the same is true for religious studies. We’ve seen several examples of religious studies professors who have gotten in trouble. One got in trouble for showing a picture of the Prophet Muhammad in class when some interpretations of Islam say you can’t do it. Another professor lately, who The New York Times profiled, got fired. She was a Jewish professor, but she was outspoken in defense of Gaza, the Palestinian population, and she got fired for it. These things are going to happen. And the pressure on universities—a couple of chaplains have told me they feel like the administration is looking over their shoulders in a way that was not true two years ago and asking, “What are you saying to the students? What are they praying about? Why do we need this kind of disruption?”
I was talking to one of my [former] students, a current chaplain, and he said that this last year has been the most difficult of his decades in chaplaincy. I think that’s not rare.
Q: You focus a sizable chunk of the book on the role of religion at public universities, which aren’t necessarily the first institutions that come to mind when we think about higher education and religion. Why was it important to you to include these institutions and make them a focus?
A: The obvious answer is the majority of American students go to public universities, by far. And to do a study of any aspect of American higher education that ignores public universities is simply silly. I’ve read some other studies that I thought were very thoughtful about religion that didn’t include public universities, and I thought, “But that’s where the students are. We’ve got to do that.”
The second issue is, I found public universities’ relationship with religion very interesting and far more complicated than I thought. In the 1880s, University of Illinois expelled a student for not attending chapel. As late as the eve of World War II in 1939, a quarter of state universities had chapel services—not always required, but they offered them. So, state universities were … pretty much generic Protestant institutions until really the 1960s, 1970s. Faculty culture wasn’t particularly religious in the way it was in the 19th century, but the campus culture and the campus assumptions were.
The other thing I found is that there’s a wily religious life on state university campuses of one sort or another. It’s often led by chaplains working around the margins, and they feel marginalized, but they’re also very effective working around the margins … I was intrigued.
[For example,] I was intrigued by the University of Nevada, Reno, a public university barred by the state Constitution from supporting religion, but it fosters dialogue. I wish more universities were willing to do that. They hosted a conversation on the role of women in religion [in partnership with a local synagogue]. A public university cannot take a stand—we favor this or we favor that—but they don’t need to be afraid of hosting conversations on a variety of topics … That engages with the community. I think universities hold back from engaging with communities on all sorts of issues, but they certainly hold back from engaging with religious communities.
Many university leaders are uneasy about the idea of personal branding. It can feel self-promotional, even uncomfortable – and it’s often a concept that jars with their personal values, the culture of their institution, and indeed their perception of how higher education itself operates.
However, personal branding should not be about ego or marketing. It’s about clarity, authenticity, and trust. In an environment where leadership visibility, credibility, and alignment with institutional values are increasingly scrutinised, shaping how you’re understood by others isn’t merely helpful, it’s essential.
So, while we’re a bit uncomfortable with the term, personal brand, we think it’s extremely important for aspiring university leaders to think about how they go about developing one for themselves.
Personal branding – it’s not just what you say about yourself
It’s perhaps worth reflecting on what Jeff Bezos has said in this context because it’s helpful:
“Your brand is what other people say about you when you’re not in the room.”
Your title and role may open doors, but it’s your values, your expertise and your contribution that leave a lasting impression. Personal brand is the space you occupy in other people’s minds: your colleagues, students, and external connections. In today’s digital world, you are visible in search results, social feeds, LinkedIn and other platforms. If you’re not actively shaping your own narrative, others will do it for you – forming opinions and perceptions that may not be accurate or aligned with your values.
Why should personal branding matter for aspirational university leaders?
Thinking about your personal branding allows you to control the narrative. Essentially, if you don’t shape your story, someone else will. It allows you to build trust and credibility authentically. This is vital, we all know that a consistent, values-led brand is consonant with reliability in times of change. Where there is so much information out there, it can be a strong signal among confusion and noise. It also gives you a better handle on future-proofing your career.
Executive search companies, partnerships, board appointments all begin with discovery, and if you can’t be found, you can’t be considered. Distilling your experience and expertise beyond the role you’re in now makes moves to other roles easier. People do their homework on you, they want to know what kind of person you are, not necessarily the nitty gritty detail (although bad social media lingers) but to know that you are real. And it’s not always about a positive career trajectory to the next job. In these times your role might be at risk, and you might need to consider your next position, even beyond your current role, institution and sector.
This is about developing a personal mark, but it’s worth noting that an authentic personal brand also benefits your institution. Visible leaders attract talent and partnerships, and can draw top academics, high-calibre students, and external funders. People will engage because of what you stand for in terms of your values and your impact. And got right, it will help your students, staff, external connections and the public to be more confident about your vision and your decisions.
Equally important, a clear and visible personal brand enables you to communicate more effectively – an essential skill for building strong teams, driving change, and leading through crisis. You are future-proofing yourself, becoming a trusted authority, so that you are known for more than just your job title and credentials.
It starts with how you present yourself in meetings, working groups, committees, stakeholder meetings, even corridor conversations and incidental interactions.
Articulating your expertise beyond your job title
To be able to develop your personal brand, you need to ask yourself several questions and answer them honestly. And bear in mind that ‘showing up’ is not showing off, you can’t make a difference if you’re invisible!
Truly understand what your goals are: who you are trying to help, and what positive difference do you want to make? Understanding your reason for doing what you do makes being visible that much easier.
Do I want to make a positive difference?
What do I want to change and how?
What do I want to be known for?
Who do I want to help?
Ask yourself these questions in the context of what you want to change or influence, such as Leadership & Change Management; Equity, Diversity & Social Mobility; Research Impact & Knowledge Exchange; Student Experience & Wellbeing; The Future of Work & Skills. These should, of course, be significant topics that reflect what you want to be known for and the people or communities you aim to support.
Before you can become an authority on your topic, you need to have a proven track record of success in that area. Your credibility is built not just on what you say, but on what you’ve delivered; your demonstrable achievements and real impact that others can recognise and rely on. Without this foundation, personal branding risks sounding empty or a promissory note rather than coming from a position of authority and authenticity.
When you are speaking to others about what you are doing, it is helpful to reflect on how you should structure what you say. Make sure, for example, that you’re clear about defining the issue: speak directly to the challenges your audience faces (e.g. navigating grant applications, improving departmental culture); position the challenges. Share frameworks, tips, or toolkits you’ve developed, and humanise your advice – weave in a short anecdote or lesson learned, for example.
Do these things in the context of people you might be able to support by being more visible: students and research students, people more junior, and those wanting to get into HE, particularly those from minoritised backgrounds. Essentially, leadership isn’t just about climbing, your role should be to hold the ladder down for others.
Practical Tips
To help you maximise your impact – here are some ideas:
1. Digital Footprint Audit
Search Yourself: Google your name in incognito mode. Note the top 10 results.
Review Social Profiles: Ensure consistency of photo, headline, and bio across LinkedIn, Twitter, ResearchGate, etc.
Clean Up: Archive or delete outdated posts or profiles that conflict with your current values.
2. Think about Content, Calendar & Cadence
Plan regular outputs (blog posts, LinkedIn articles, micro-posts) aligned to your expertise, but don’t worry if you can’t maintain a consistent frequency right away.
It is important that they are insightful, add value and contribute.
Use simple tools (e.g. Trello or a shared spreadsheet) or agentive AI to track ideas, deadlines, and performance.
3. Collect Metrics & Evaluation
Engagement: Likes, comments, shares on social platforms.
Opportunities: Invitations to speak, consult, sit on panels or boards.
Search Trends: Monitor Google Analytics (if you host a blog) or LinkedIn analytics for profile views and keyword searches.
4. Network Activation
Identify, say, 10 key contacts (internal & external) each quarter to reconnect with.
Offer value first. Be gracious and share – share an article, congratulate them on their achievement, propose a brief call.
Leverage your network to co-author articles, co-host webinars, or nominate others for awards.
And avoid:
Oversharing: While transparency is good, avoid extraneous personal detail that can detract from your message.
Inconsistency: Mixed messaging erodes trust. Align every post and presentation with your core values.
Neglecting Offline Presence: A strong digital brand should be backed up by consistent behaviour in meetings and events.
Ignoring Feedback: Listen to comments, direct messages, and 360-degree reviews to refine your approach.
What Leaders Say
Professor Shân Wareing, Vice-Chancellor and CEO, Middlesex University
People are always going to draw conclusions from what they see you do, so you always need to be aware of that. I don’t use personal brand with the goal of ‘selling’ me. However, I do want to consistently communicate important and specific aspects of how I work – such as that I care about other people’s growth – and I try to align all my social media and other communications with that message.”
Professor Simon Biggs Vice Chancellor and President, James Cooke University
Senior leaders represent their organisation externally. A strong personal brand helps amplify and align their values with the organisation in public forums, industry discussions, and policy advocacy. Personal branding signals what a leader stands for ethically, strategically, and culturally. It helps align teams and attract talent who resonate with that leadership style.
Professor Theo Farrell, Vice-Chancellor, Latrobe University, Australia
I think aspiring leaders need to think carefully about the kind of leader they want to be – and this will involve reflecting on their own values, the ambitions they have for the organisation or unit they lead, and their aspiring leadership journey. For me, personal brand is simply the outward expression of this leadership ethos and style. It is expressed in communications, including social media, and also in every interaction with people inside and outside the organisation. Being consistent with your personal brand, in everything you do is important for authentic leadership. In terms of social media, the goal is to communicate your values. Being consistent is obviously important. At the same time, my experience is one of posting fewer personal reflections and more corporate content as I have become more senior, and in these senior roles increasingly represent my organisation.
And finally
Leadership and personal branding are inseparable in today’s higher education landscape. Your brand is not a luxury. It’s your strategic asset made up of your values, your story, your impact on others and ultimately your legacy.
When searching for friendly support or warm words from politicians, the media, and the public, UK universities are increasingly being left empty-handed.
Last year’s modest increase in tuition fees allowed universities a temporary reprieve after years of tightening financial constraints but came with a firm warning that standards must improve and was quickly wiped out by rises in National Insurance. Meanwhile, culture wars and negative perceptions on quality and graduate outcomes continue to dominate discourse around the sector, fuelling criticism of universities from all directions.
Richard Jones, vice president for regional innovation and civic engagement at the University of Manchester posited last week that university leaders may be tempted to look for easy savings in their civic impact work – initiatives that engage with and benefit their local community but ultimately fall outside of a university’s traditional mission of teaching and research. But as he argues, this would be a profound mistake.
The outlook in recent years for universities may have been challenging, but hope lies in Labour’s focus on place-based policy. Place has driven flagship funding decisions and policies including the Spending Review and the Industrial Strategy, with more money being devolved from Whitehall to the regions in pursuit of growth. New Mayoral Strategic Authorities have been empowered to take the reins on transport, investment, spatial planning and skills, with the promise of further autonomy as they mature. A new Green Book – government’s methodology for assessing public investments – is being updated and will broaden the criteria to look more favourably at investments outside London and the South East.
Universities are perfectly placed to be the drivers of Labour’s regional growth ambitions. The priority sectors in last week’s Industrial Strategy – including advanced manufacturing, life sciences, and clean energy industries – are some of UK universities’ best strengths. Moreover, as anchor institutions located in the heart of communities, universities are physically well-placed to address causes of economic decline.
Civic engagement for economic growth
The civic university movement, which champions collaboration between universities and their localities, has an established framework for institutions looking to ramp up civic impact initiatives with their civic university agreements. More than 70 civic university agreements are already in place between universities and their local authorities, with universities in Manchester, Nottingham, Sheffield, Exeter, Derby and London, among others, providing a range of examples for institutions to learn from.
A UPP Foundation series of roundtables held in four regions across England recently has also highlighted that the civic university movement remains active, with a wealth of civic activity taking place across the country. Universities are finding creative ways to engage with their local communities, with examples including offering to host events in university spaces, or running a café that demystifies the benefits of nuclear energy while providing employment and training for local people. For institutions nervous about signing up to lengthy and potentially costly partnerships, participants at the roundtables instead stressed that smaller gestures can be just as meaningful. Rather than draining resources, civic activity can in fact alleviate funding pressures when universities work together to learn from one another.
Irrespective of geography, participants were united in their contention that universities should collaborate with their local partners to develop civic initiatives, working collaboratively to address the real day-to-day problems communities want help with, such as helping local businesses transition to net zero.
Labour’s devolution agenda also offers an opportunity for universities to become visible bridges working across regions and political geographies. While mayoral devolution has been lauded in cohesive urban centres like Manchester and Birmingham, there are concerns the model will work less well in rural areas where proposed Mayoral Combined Authorities will intersect with traditional county borders. For such regions, universities can both serve as bolsters to wider regional identity and can benefit from the flexibility of their own geography that may span mayoral regions.
The opportunities are there for universities to re-embed civic activity into their core work under Labour’s agenda – but it needs brave leadership to embrace them. In the face of tough financial decisions, university leaders must champion the benefits of civic activity. The late Bob Kerslake, chair of the UPP Foundation’s Civic University Commission 2018–19, deeply understood the potential and necessity for universities to be rooted in their local communities. For a higher education sector that has spent recent years on uncertain footing, tapping into Kerslake’s vision could provide a more certain path forward.
The UPP Foundation’s full report UPP Foundation Spring 2025 Roundtables: The Role of Universities in Regional Placemaking explores the key themes of the roundtable discussions. You can download the report here.
This audio is auto-generated. Please let us know if you have feedback.
Dive Brief:
While career and technical education has long connected students to real-world job skills and opportunities in different fields, it may also offer an avenue to strengthen arts programming and diversify career pathways for students interested in the arts.
CTE experts emphasize the importance of thinking outside the traditional arts education framework by combining foundational techniques with an awareness of how those skills can be applied in the real world and meet local job market needs.
“There’s a dismissiveness about careers in the arts because it’s assumed that you have to be a starving artist, but that’s truly not the case,” said Ashley Adams, executive director of Arts Media Entertainment Institute, a nonprofit that connects educators to creative professionals. “There are incredible jobs for students that use their creative skills, and it empowers them if you can teach them about those careers early on.”
Dive Insight:
Adams began as a classroom teacher at a school with a robust Parent Teacher Association that regularly fundraised to support high-quality arts programming. However, not every school has access to this type of resource, Adams said, which is why she views CTE in the arts as an avenue for equity and access for students.
For example, a theater teacher in Colorado launched a new course that teaches technical theater skills such as set design and sound design in order to qualify for CTE state and federal level funding.
Technical training is valuable for students because graduating with a certification in an industry-recognized software platform boosts and strengthens their resume when applying for jobs, Adams said. She added that because CTE programs are project-based, it’s a great preparation for the workforce, as many jobs are seeking professionals who can work collaboratively.
For an arts-oriented CTE course to succeed, one of the main factors to take into consideration — as with any CTE course — is labor market value. Dan Hinderliter, associate director of state policy for Advance CTE, a national association for CTE directors and professionals, explained that there needs to be at least some level of local labor market analysis to determine which careers and opportunities are available, and to make these explicitly clear to stakeholders.
“There’s a lot of programs in, say, California — where there’s more opportunity because they have the labor market — than you would find in rural Oklahoma, where they don’t inherently have a lot of need for students with a lot of technical arts skill and background,” Hinderliter said.
If a school district decides they have a local labor market that’s looking for a much more technical approach to arts education, Hinderliter encourages them to make sure they partner with the employers in that area and, more comprehensively, with the state.
At the local level, the AME Institute connects teachers with creative industries and ensures they have training resources and the knowledge necessary to prepare students for these jobs. The organization provides virtual learning opportunities, in-person institutes that include visits to industry studios, and curated programming to strengthen pathway curriculum.
“It’s workforce development, and our workforce needs creators, it needs innovators, if we are going to continue to be a leader,” Adams said. “Entertainment is a huge industry sector within our economy, but if we’re going to continue to lead in that industry sector and many others, we have to have creative thinkers. We have to have people who are taking these tools and using them in innovative ways.”
On Tuesday, Paramount announced an agreement to pay $16 million to settle President Donald Trump’s lawsuit over the editing of a “60 Minutes” interview with Kamala Harris.
The following can be attributed to FIRE attorney Bob Corn-Revere, who filed a comment to the FCC calling its investigation into the Harris interview a “political stunt”:
A cold wind just blew through every newsroom this morning. Paramount may have closed this case, but it opened the door to the idea that the government should be the media’s editor-in-chief.
Trump has a long history of filing frivolous lawsuits to intimidate critics, and his targets have a long history of capitulating to avoid legal headaches. And here, he had the added tactic of using the FCC and its review of the multi-billion dollar Paramount-Skydance merger to bring added pressure to bear.
Behavior that gets rewarded gets repeated. This settlement will only embolden the president to continue his flurry of baseless lawsuits against the press — and against the American people’s ability to hear the news free from government intrusion.
As of 2023, more than 464 million people listen to podcasts regularly, and this number is growing each year. And with over 70% of parents listening with their children, podcasts are a communication channel your school can’t afford to overlook.
Why does this matter for education marketing?
Because parents, students, and alumni increasingly expect content that’s on demand, easy to consume, and aligned with how they already engage with other brands. A podcast offers exactly that. It provides a way to humanize your institution, give voice to your values, and build stronger relationships with your audience, all without requiring a massive budget or full production studio.
Is a school podcast worth the effort?
Here’s the reality: Schools that use podcasting strategically are finding new ways to connect with prospective families, boost engagement, and increase brand awareness. Whether you’re trying to showcase your faculty, highlight student achievements, or simply keep your community informed, a podcast gives you a direct line to your audience’s attention.
First things first, what is a podcast in school? A school podcast is an audio series created by educators, students, or staff to share news, stories, or educational content. It can highlight campus life, feature interviews, or support learning, helping schools connect with their communities in an accessible, on-demand format.
This blog post breaks down seven clear steps for launching a school podcast, from planning and production to promotion and measurement.
Struggling with enrollment?
Our Digital Marketing team can help you generate more leads!
Step 1: Define Your Podcast’s Purpose
Before you record a single second of audio, it’s important to answer one key question: Why are we starting this podcast?
A well-defined purpose ensures your content stays focused and impactful. Are you hoping to:
Attract and engage prospective families?
Showcase student life and culture?
Build thought leadership through staff and faculty interviews?
Strengthen alumni connections?
The most successful school podcasts have a clear audience and goal. For example, a private school may want to build trust with prospective families by featuring authentic stories from teachers and students. A language institute might use a podcast to demonstrate teaching methods or highlight student success stories. A university could aim to strengthen alumni ties through interviews and updates.
Whatever the goal, be specific. Broad intentions like “we want to communicate better” are too vague. Instead, anchor your podcast in a focused objective, be it enhancing recruitment, increasing transparency, or offering value-added resources to your community.
Once the purpose is clear, ensure leadership is aligned. Gaining buy-in from school administrators and relevant departments will give your project momentum, credibility, and cross-functional support.
Example: Yale University’s admissions office launched an official podcast called Inside the Yale Admissions Office to pull back the curtain on their application process. Their goal was to demystify college admissions for prospective students by sharing firsthand insights from actual admissions officers. Because the project aligned perfectly with Yale’s outreach goals, it had strong internal buy-in. Admissions staff themselves host the show, with support from the Dean.
Pro tip: Avoid trying to appeal to everyone. Tailor your podcast to a specific listener group and let that clarity shape your voice, content, and messaging.
Step 2: Choose the Right Format
The best podcast format is the one that plays to your strengths and fits your resources. You don’t need to copy what others are doing. What matters most is that your format fits your team and speaks to your audience.
Popular school-friendly formats include:
Interviews with staff, students, or alumni to spotlight personalities and accomplishments
Thematic episodes exploring topics like student life, curriculum innovations, or study tips.
Student-produced episodes that give learners ownership and boost engagement, or other types of user-generated content
Roundtable discussions where multiple voices weigh in on a key theme.
Example: A great illustration of a defined concept is Stanford University’s The Future of Everything podcast, produced by its School of Engineering. The show’s premise is crystal clear – each episode explores how technology, science, and medicine are shaping our lives and future. Hosted by a Stanford bioengineering professor, it follows an interview format where experts discuss innovations in fields from AI to health care. This distinctive theme and structure leverage Stanford’s academic strengths and consistently deliver on what the title promises.
Whatever you choose, aim for consistency in tone and structure. A 20-minute interview series sounds very different from a 10-minute solo voice memo, but either can be powerful if well-executed.
Remember: A podcast is more than a recording; it’s a conversation. Make space for authenticity and spontaneity to shine through.
Step 3: Build a Content Plan and Plan Episodes in Advance
Now that you’ve defined your purpose and format, it’s time to think long-term. One of the biggest mistakes new podcasters make is launching without a content roadmap. Jumping into production without a plan can lead to burnout or disjointed messaging.
Ask yourself:
What themes or topics will we cover across the season?
Which internal experts or guests should we feature?
Are there recurring segments that can anchor each episode?
A solid content calendar will help you avoid scrambling for ideas and ensure your messaging supports broader marketing campaigns (like admissions deadlines, open houses, or graduation season).
Here’s an example of a 6-episode launch plan for a K–12 school podcast:
Welcome from the Head of School
A Day in the Life of a Student
Meet Our Parent Community
Inside the Classroom: A Faculty Roundtable
From Our Alumni: Life After Graduation
How We Support Student Wellbeing
Example: At Kent State University, the Division of Student Affairs took a strategic approach when launching its podcast. They deliberately planned the first season of the podcast to coincide with the university’s virtual orientation program for new students. Because orientation had moved online (due to the pandemic), the podcast team organized a series of episodes addressing topics incoming freshmen needed, essentially turning the podcast into a fun, on-demand extension of orientation. They collaborated with the orientation staff (Destination Kent State) to ensure content was relevant and even gathered feedback from that partnership to improve the show.
Bonus tip: Batch-record your first few episodes in advance so you can launch with momentum and buffer time.
Step 4: Set Up Your Equipment and Software
Worried about needing a full recording studio? Don’t be. Getting started doesn’t require expensive equipment. Here’s a basic setup to launch your podcast with professional quality:
Essentials:
Microphone: A USB mic like the Blue Yeti or Samson Q2U delivers clear, studio-like audio.
Headphones: Avoid audio bleed and ensure consistent sound levels during editing.
Recording Software: Tools like Audacity (free) or Descript (freemium) let you easily record and edit.
Hosting Platform: Services like Buzzsprout, Podbean, or Anchor distribute your podcast to Spotify, Apple Podcasts, and Google Podcasts.
Tip for schools on a budget: Consider using your media or IT lab for recordings. You may already have access to podcast-friendly tools through student programs.
Example: At UC Berkeley, staff in the communications department use a variety of clever do-it-yourself strategies to produce high-quality podcasts on a tight budget, proving that high production value is possible even without a fancy studio or expensive equipment.
Step 5: Record and Edit With Your Audience in Mind
Now it’s time to hit “record.” As you begin, remember that quality matters, not just in audio clarity, but in tone, pacing, and structure.
Keep your episodes:
Concise. Aim for 15 to 30 minutes per episode. That’s long enough to deliver substance, but short enough to fit into a morning commute or lunchtime walk.
Focused. Each episode should revolve around a single topic or theme. If you have more to say, turn it into a two-part series.
Natural. Avoid reading from a script word-for-word. Outline your key points, then speak conversationally.
Editing is where your podcast becomes polished. Using editing software, you can tighten up the conversation, remove umms/uhs, add intro music or segues, and generally polish the recording. Aim to balance the sound levels between speakers and cut any extraneous digressions to keep the episode flowing. The goal is an episode that sounds natural but also stays on topic and within your desired length.
Don’t be discouraged if the first few recordings feel rough. Podcasting has a learning curve for everyone, and you’ll get more comfortable and skilled with each episode. Incorporate feedback from early listeners and continuously improve your technique.
Example: The team behind Bucknell University, which produces the College Admissions Insider podcast, began with two co-hosts from the admissions office and communications staff who had no prior podcasting experience. They weren’t trained radio personalities, but their deep knowledge of the admissions process and ability to communicate enabled them to create engaging episodes from the get-go. In their case, the hosts’ confidence and skill grew quickly as they recorded more sessions. After the first few episodes, they found their rhythm in interviewing guests and editing the content into a polished final product.
Pro tip: If editing feels overwhelming, explore student help or freelance editors. Podcast production is a great opportunity for cross-department collaboration.
Step 6: Publish and Distribute Your Podcast
With a finished episode in hand, it’s time to share it with the world. This step involves uploading your episode to your chosen podcast hosting platform and ensuring it gets distributed to all the major listening apps. The good news: once set up, this process is straightforward.
Start by choosing a podcast hosting service (if you haven’t already). There are many options – from free platforms like Anchor (Spotify for Podcasters) to paid hosts like Libsyn, Podbean, or Buzzsprout. The host is essentially where your audio files live and where your podcast’s RSS feed is generated. When you upload a new episode, your host will update the RSS feed, which in turn notifies podcast directories (like Apple Podcasts) to pull the new content.
Upload your MP3 file to the host and fill in the episode details: title, description, episode number, season (if applicable), etc. Use this metadata to attract listeners – write a clear, engaging description and include relevant keywords (e.g., “STEM education chat with our Science Department” or “Tips for college admissions interviews”). Also, upload your cover art if you haven’t already, as it will display on players.
Next, distribute your podcast. Submit the RSS feed to major platforms such as Apple Podcasts, Spotify, Google Podcasts, and Amazon Music. Many hosts provide one-click distribution or guides to do this. Usually, you only need to do the submission once for each platform; after that, new episodes will appear automatically. Don’t forget any niche or regional platforms popular with your audience. Essentially, you want your school’s podcast to be available wherever listeners might look.
Example: The University of Chicago hosts its award-winning Big Brains podcast on a platform that syndicates it widely – on the official UChicago site, the podcast page prominently offers subscribe buttons for Apple Podcasts, Spotify, and even YouTube. Once UChicago uploaded episodes and submitted their feed, their content became available across all those apps. In practice, this means a parent commuting to work can pull up Apple Podcasts and find the school’s show, while a student on Android might use Spotify to listen – the experience is seamless.
“If you build it, they will come” doesn’t quite apply in podcasting. After creating a podcast for students and other members of your school’s community, you have to actively promote your school podcast so that your community (and beyond) know it exists. Promotion is an ongoing step, not a one-time task.
Here’s how to promote your school podcast effectively:
Website: Create a dedicated podcast page with episode archives and show notes.
Social Media: Share episode clips, quotes, or audiograms on social media platforms like Instagram, Facebook, and LinkedIn.
Email Marketing: Feature new episodes in newsletters or nurture campaigns.
Admissions Materials: Mention your podcast in brochures or application confirmation emails.
Student Portals and Alumni Networks: Make your episodes discoverable for internal and extended communities.
Example: Bucknell didn’t just publish episodes and hope people would find them. The university made the podcast an integral part of its outreach. They promoted it vigorously by including podcast links in emails to prospective students and parents, sharing episode clips on social media, and even running targeted online ads to reach more listeners.
Think beyond downloads: Use the podcast to reinforce messaging in other marketing assets like blog posts, webinars, or virtual tours.
Bonus Tip: Track Performance and Evolve
Like any marketing initiative, measurement is key. Use analytics tools (often provided by your podcast host) to track:
Number of downloads
Listener demographics
Episode drop-off points
Subscription growth
But don’t stop at the numbers. Solicit feedback from listeners. What do they want to hear more of? Which episodes resonated most?
Note: Your podcast will evolve. You might tweak your format, test new topics, or expand your production team. That’s a good thing. Podcasting, like all great content marketing, thrives on iteration.
Partner With HEM to Create an Authentic Podcast That Stands Out
Starting a school podcast isn’t about jumping on a trend. It’s about creating a platform to tell your school’s story in a compelling, authentic way.
Why are podcasts good for school?Podcasts are engaging, cost-effective, and easy to access. They help schools build trust, highlight culture, and communicate more personally with students, parents, and alumni, especially in today’s mobile-first world where audio content fits busy lifestyles.
In today’s crowded education market, families crave meaningful connections. They want to hear directly from your community, not just what you offer, but who you are. A podcast helps you do exactly that.
It’s a platform that humanizes your brand, showcases your values, and builds real relationships with your audience. In short, it allows your community to hear your voice, quite literally.
In a nutshell, the answer to the question “How do I make an academic podcast?” can be summed up in a few crucial steps. Start by defining your goal and audience. Choose a format, plan episodes, and use basic recording equipment or software. Feature faculty or students, keep episodes concise, edit for clarity, and publish on platforms like Spotify or Apple Podcasts. Promote it across your school’s channels.
Ready to bring your school’s story to life through podcasting? Start by defining your audience and recording a pilot episode. With each step, you’ll gain clarity and momentum.
If you’d like support planning your podcast strategy, identifying compelling topics, or aligning the content with your admissions goals, HEM is here to help.
Would you like to learn how to create a podcast for students?
Contact HEM for more information.
Struggling with enrollment?
Our Digital Marketing team can help you generate more leads!
Frequently Asked Questions
Question: What is a podcast in school? Answer: A school podcast is an audio series created by educators, students, or staff to share news, stories, or educational content. It can highlight campus life, feature interviews, or support learning, helping schools connect with their communities in an accessible, on-demand format.
Question: Why are podcasts good for school? Answer: Podcasts are engaging, cost-effective, and easy to access. They help schools build trust, highlight culture, and communicate more personally with students, parents, and alumni, especially in today’s mobile-first world where audio content fits busy lifestyles.
Question: How do I make an academic podcast? Answer: Start by defining your goal and audience. Choose a format, plan episodes, and use basic recording equipment or software. Feature faculty or students, keep episodes concise, edit for clarity, and publish on platforms like Spotify or Apple Podcasts. Promote it across your school’s channels.
