Category: Featured

  • Alabama Ends Black-, Women-Focused Student Magazines

    Alabama Ends Black-, Women-Focused Student Magazines

    The University of Alabama has ended two student magazines, citing “legal obligations.”

    Carmen K Sisson/iStock/Getty Images

    The University of Alabama has ended publication of two student-run magazines, one focused on women and the other on Black students, in order to comply with legal obligations, officials say.

    Local and student media reported that Steven Hood, the university’s vice president for student life, said that because the magazines target specific groups, they’re what the Department of Justice considers “unlawful proxies” for discrimination. Both publications received university funding.

    The women’s magazine, [Alice], just celebrated its 10th anniversary last month, while Nineteen Fifty-Six, named after the year the first Black student enrolled in the university, says it was created in 2020. [Alice] managing editor Leslie Klein told Inside Higher Ed that university officials told her magazine’s editor in chief Monday that the magazines were being canceled because they’re identity-based.

    “I think it is ridiculous,” Klein said. She said it seems like a decade of history is being “put down the drain.”

    The university pointed to a July memo from Pam Bondi, in which the U.S. attorney general provided “non-binding best practices” to avoid “significant legal risks.” She wrote that “facially neutral criteria” that “function as proxies for protected characteristics” are illegal “if designed or applied” to intentionally advantage or disadvantage people based on race or sex.

    But Bondi’s memo didn’t specifically say that a media outlet focusing on an audience it defines by race or sex is illegal. DOJ spokespeople didn’t respond to Inside Higher Ed’s questions Tuesday about whether the department considers the Alabama magazines unlawful.

    Marie McMullan, student press counsel for the Foundation for Individual Rights and Expression, said in an email that the university’s “unlawful proxy” claim is “nonsense.”

    “These publications have the First Amendment right to be free of viewpoint-based discrimination, but UA is explicitly citing their viewpoints to justify killing their publications,” McMullan said. “No federal antidiscrimination law authorizes the university to silence student media it dislikes.”

    Mike Hiestand, senior legal counsel for the Student Press Law Center, said he knows of no other university that has used the memo to target a student publication. He said anyone is allowed to write for these magazines.

    “A student publication is not a DEI program,” Hiestand said. He said the memo says “absolutely nothing about denying students the right to talk about topics that are important to them” and “I don’t know what the university is thinking here.”

    “That looks a lot like viewpoint discrimination to me, which the Supreme Court has said repeatedly is off-limits,” he said.

    The university didn’t provide Inside Higher Ed an interview Tuesday or answer multiple written questions. In an emailed statement, the university said the magazines’ editors and contributors “were informed of the decision to suspend the magazines effective immediately, with the Fall 2025 issue as the final issue.” It added that “staff hope to work with students to develop a new publication that features a variety of voices and perspectives to debut in the next academic year.”

    “The University remains committed to supporting every member of our community and advancing our goals to welcome, serve, and help all succeed,” the university said. “In doing so, we must also comply with our legal obligations. This requires us to ensure all members of our community feel welcome to participate in programs that receive University funding from the Office of Student Media.”

    This was Klein’s fourth year with [Alice]. “It really just breaks my heart,” she said.

    Tionna Taite, who founded Nineteen Fifty-Six, said in a statement to The Alabama Reflector that both magazines are pivotal to the minority experience at the university.

    “I am beyond disappointed in the regression UA has made since I created 1956 Magazine,” Taite said. “In 2020, UA made promises to be more diverse, inclusive and equitable. Five years later, I do not see any progress and their decision regarding both magazines confirms this.”

    These magazines aren’t the first university student publications that administrators have curtailed in 2025. Purdue University said it would no longer distribute papers for The Purdue Exponent, an independent student newspaper, or allow it to use the word “Purdue” for commercial purposes. The university said it’s inconsistent with “freedom of expression, institutional neutrality and fairness to provide the services and accommodations” to “one media organization but not others.”

    Indiana University also fired Director of Student Media Jim Rodenbush and canceled printing of the Indiana Daily Student newspaper before relenting and again allowing a print edition. Rodenbush remains separated from the university.

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  • Policy and Financial Issues Drove November Cuts

    Policy and Financial Issues Drove November Cuts

    Multiple public and private universities announced job and program cuts, as well as other money-saving measures, last month in response to financial challenges driven by a range of factors.

    Some institutions noted the loss of federal research funding, while others cited declining international enrollment amid the Trump administration’s crackdown on foreign students. Still others pointed to sectorwide challenges, including the worsening public perception of higher education. And some colleges cut low-demand programs to comply with state laws such as Ohio’s Senate Bill 1.

    Here is a look at job and program cuts as well as other moves announced last month.

    University of Central Florida

    The public university cut 65 jobs last month, 57 of them at the affiliated Florida Solar Energy Center, Central Florida Public Media reported.

    The center has been the state’s designated energy research institute since 1975.

    UCF officials told the news outlet in a statement that the university “made the difficult but necessary decision to reduce staffing at the Florida Solar Energy Center to ensure responsible stewardship of university and state resources,” noting that the center was not financially sustainable.

    University officials also cited a decline in external funding, which hampered research activities, as well as “recent shifts in federal funding priorities in energy research, including reductions and cancellations of key programs that historically supported the center’s research activities.”

    In addition to cuts at the Florida Solar Energy Center, UCF also laid off six employees in its technology department and two workers at the UCF Arboretum, The Orlando Sentinel reported.

    Lewis University

    Citing a significant decline in international students, the private university in Illinois is cutting 10 percent of its workforce through a combination of layoffs and buyouts, Shaw Local reported.

    Altogether, 63 people are on the way out.

    The university reportedly laid off 17 staff members and 16 professors and eliminated some vacant roles. Some eligible employees opted into early retirement programs offered by the university.

    Lewis officials told the news outlet that international enrollment has collapsed, dropping from a peak of 1,417 students to just 847 this fall. That decline comes amid a flurry of action at the federal level, where the Trump administration has sought to limit international enrollment and increased scrutiny of foreign college applicants as it takes a hard line on immigration policy over all.

    Calvin University

    The private Christian university in Michigan is shedding jobs and programs as part of a restructuring that will see multiple faculty members laid off over two years, MLive reported.

    Calvin is cutting 12.5 percent of the faculty. While the university did not specify a precise head count, it employed 363 faculty members last fall, 197 of whom were full-time, according to its Common Data Set. Based on those numbers, Calvin appears poised to cut as many as 45 professors.

    University officials declined to provide the exact number of jobs cut to Inside Higher Ed.

    “Most of these departures are voluntary (e.g., retirements, voluntary exit incentive packages, etc.), and many were identified during budget planning that occurred within the academic division last year,” President Greg Elzinga wrote in an email to the campus community last month announcing the changes. “Involuntary departures will amount to approximately 3% of our current full-time faculty workforce, and those impacted have already been notified.”

    Elzinga also told MLive that Calvin’s finances remain strong and it is on track for a balanced budget for the current academic year, despite sectorwide challenges such as diminishing public confidence in higher education and international enrollment declines stemming from federal policy changes. Visa processing delays reportedly cost Calvin 65 international students who were unable to make it to campus.

    Rider University

    The private university in New Jersey announced last month that officials plan to lay off 35 to 40 full-time faculty members, cut salaries by 14 percent and enact other cost-cutting measures as it navigates financial challenges.

    President John R. Loyack wrote in a letter to the campus community that the university was taking steps to address “the financial risks that have grown increasingly serious in recent years and have intensified in severity in recent months.” He noted that the university faces “a significant cash shortfall” due to “new and unforeseen developments” and could run out of money “to meet its payroll and other obligations before the end of the current fiscal year.”

    Rider also plans to indefinitely suspend retirement contributions, increase faculty workloads, end faculty tuition remission benefits and cut some senior administrative roles, among other moves.

    The university was placed on probation by its accreditor, the Middle States Commission on Higher Education, in late October due to compliance concerns related to financial standards.

    Keene State College

    Grappling with a $4 million budget deficit, the public college in New Hampshire is cutting 25 staff positions and offering voluntary separation agreements to faculty, The Keene Sentinel reported.

    Of the 25 staff positions cut last month, eight were reportedly vacant.

    So far, 12 faculty members have accepted buyouts, reportedly in line with the goal of 12 to 15; eight of those professors will exit after the fall semester and four will leave in the spring.

    Roger Williams University

    The private university in Rhode Island is mandating unpaid furloughs for up to half of its full-time workforce in an effort to shrink a projected $3.5 million budget gap, The Boston Globe reported.

    According to the newspaper, layoffs are not currently being considered.

    A university statement described the mandatory, unpaid one-week furloughs as a “temporary measure that will allow the university to preserve positions, wage increases, and healthcare benefits for our dedicated staff and faculty, while maintaining the student experience.”

    University of Providence

    A split from the Providence Health System has prompted officials at the private Catholic university in Great Falls, Mont., to ask its Board of Trustees to declare financial exigency, NBC Montana reported.

    While Providence Health has provided financial support, that arrangement is reportedly set to end in December 2027 and the university must become financially independent, which means plugging an $8 million budget shortfall. University officials told NBC Montana that it previously relied on $8 million or more in health system support to balance its budget.

    Layoffs and program cuts are expected to be part of the financial recovery plan.

    Cornell College

    Multiple programs are set to be eliminated at the private liberal arts college in Iowa, a process that officials said in a statement last month was driven by student enrollment data and interest.

    Majors being cut include classical studies, French and Francophone studies, German studies, religion, Spanish, and multiple music programs. Students enrolled in those majors will be able to complete their degrees through teach-out plans, according to the announcement.

    An unspecified number of job cuts will accompany the program eliminations.

    The New School

    The private university in New York City announced last month that it is offering faculty buyouts, freezing hiring for certain positions, cutting pay for some employees and pausing retirement contributions for up to 18 months, among other changes, in an effort to balance its budget.

    Further, the New School plans to pause admission to most doctorate programs for next year. Program closures are also expected.

    President Joel Towers wrote last month, “The New School continues to face serious and persistent financial deficits that require immediate decisive action.” Now the university is offering early retirement packages to professors and voluntary separation packages to employees, as well as cutting top salaries by 5 to 10 percent. Still, he wrote that job cuts “will very likely be necessary” depending on “participation in voluntary programs” and “progress toward our budget goals.”

    University of Lynchburg

    Faculty buyouts are on the table at the private liberal arts college in Virginia as it seeks to reduce a persistent budget deficit it has been whittling down for the past three years, Cardinal News reported.

    That deficit has reportedly dropped from $12 million in late 2022 to about $2.7 million currently.

    Ohio State University

    The public flagship is eliminating eight programs to comply with Senate Bill 1—controversial and sweeping legislation that has forced higher ed cuts across the state—The Columbus Dispatch reported.

    Programs on the chopping block, all at the undergraduate level, include an integrated major in math and English, medieval and Renaissance studies, music theory, and musicology, among others. Students currently enrolled will be able to complete those programs before they are terminated.

    Signed into law earlier this year, SB1 bans diversity efforts in higher education and requires colleges to drop undergraduate programs that yield fewer than five degrees annually, averaged over a three-year period. However, colleges can ask the Ohio Department of Education for waivers to keep such programs, which Ohio State has done for a dozen offerings.

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  • Widening participation cold spots: why we can’t afford to wait until they turn 16

    Widening participation cold spots: why we can’t afford to wait until they turn 16

    This blog was kindly authored by Dr Emily Magrath, Director of Programme Development and Impact at IntoUniversity.

    After fielding a flurry of questions from the classroom of 7 and 8 year olds – ‘what is my favourite colour?’, ‘Is this a university?’, ‘Do staff sleep in the building at night?’ – we settle together to explore the question: ‘what is a career?’ Today, this looks like high-vis jackets and hard hats for civil engineers to plan the needed infrastructure for a town; paleontologists codifying discovered fossils; and foley artists creating a soundscape for a forest epic. The students identify the skills they have used and tell me their many ambitions – the room includes possible footballers, doctors, engineers, nurses, lawyers, fashion designers, a taxi driver (like his dad) and a mathematician. This is a starting point, one which gives them years to think about their future possibilities and, more importantly, to build the knowledge and skills to make them future realities. 

    The potential for talent is everywhere

    Geography has become a primary driver of inequality in the UK. Despite initiatives to widen access to university and despite increases in higher education progression rates, areas remain where progression rates and education outcomes remain persistently and stubbornly low. As recently articulated by Alan Francis OBE, Chair of the Social Mobility Commission, this continues to ‘waste talent and limit potential’ across the UK. 

    Mounting evidence is stark in emphasising the particular challenges of these areas, so-called cold spots, which are, in reality, places systematically starved of opportunity with intersecting barriers: geographical isolation; lack of or expensive transport options; lack of teacher quality; and a lack of graduate jobs. Young people from disadvantaged backgrounds who want to pursue higher education in these locations face hard choices, often commuting to university, struggling to pursue their chosen career in their local area or having to leave it behind. It is not a surprise then to see the UPP Foundation’s inquiry on Higher Education attitudes in Doncaster this year determining that for many young people university is seen as a “bad bet.”

    In the face of these challenging intersections, starting widening participation work at 16 or 17, (or even 14 or 15) is too late. Interventions beginning at these points ultimately have failed many students in these regions – approaches must be anchored from primary age. 

    Why start at primary age?

    It is clear that students from disadvantaged backgrounds face additional educational barriers. Their starting point often shows significant gaps to more advantaged peers, and without intervention, these can become entrenched well before secondary school. In 2023, the Education Policy Institute estimated the disadvantage learning gap at age 5 to be 4.6 months. This was wider than it had been prior to the pandemic. Furthermore, in some areas of deprivation, 50% of young people begin school with delayed language development.

    There are no easy solutions, but earlier intervention is essential for building learning progress, fostering positive educational experiences and supporting students to acquire necessary qualifications for progression to higher education. 

    I would like to study accounting. I want to be rich and I love maths. I would like to study at Oxford university because it’s one of the best universities 

    Year 6 student, IntoUniversity

    Alongside academic development, the implicit and explicit messaging young people hear is key. Young people are full of aspirations, but they need to hear not only how to connect these to actual pathways, but also that they can achieve them. Otherwise, their beliefs can become fixed – often in early teenage years – that university is not for ‘people like them’.

    An antidote to this is to start conversations early and normalise university spaces. I have seen powerful examples of how sustained work can make a difference: a widening participation officer telling 10 and 11 year olds that the local university was “their university,’ they were welcome to ask questions and find out what happened there; seeing toddlers at ease climbing over benches in a lecture theatre at a family learning day; and the 18 year old who told me they just assumed they would go to the city’s university because ‘you took me there every year since I was little’. 

    Building place based ecosystems

    Just after the pandemic, I met a father photographing his son in a graduation gown and mortar board at one of our primary graduation trips to a university – the culmination of a programme where students have imagined a university future for themselves. He proudly showed me photos of his older children in previous years (fortuitously aged so that none had missed out during the pandemic). This engagement with the university was a touchstone for each child and for the family.

    The children go through the programme in Year 4, 5 and 6, and so they know it’s coming, and their siblings know it’s coming. They have an aspiration, and they know about what’s next. It’s a clear message for our school. Education is a journey, it continues in Secondary school and beyond and opens up opportunities. Because it is built into our curriculum, university feels like an entitlement for them. It is available for them.

    Primary School Headteacher about IntoUniversity primary school programme

    The recent Ruskin Institute for Social Equality’s report on coastal cold spots this year similarly emphasised geography’s critical role in higher education access. It showed that, accounting for similar backgrounds, young people can experience as much as a fivefold difference in their likelihood of progressing to HE based on where they live. The report argued that a move away from ‘collaborative, place-based, cross-sector approach’ to one emphasising individual universities’ targets has not served these areas well. 

    Consistent, long-term, sustained work from an early age is the only path forward when countering the entrenched challenges of cold spot areas. These are not challenges that can be solved by one intervention, one school, one charity or one university. Young people in these places need ecosystems of sustained support and opportunities available from an early age. That is how we can shift the dial on persistently low progression rates and ensure equitable access to higher education for all young people, regardless of where they live. 

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  • Civic 2.0 – the civic university agenda but with sustainable impact

    Civic 2.0 – the civic university agenda but with sustainable impact

    Given the likely media habits of Wonkhe’s astute and cerebral readership, you’ve probably had a good fill of Andy Haldane in recent days.

    The former chief economist of the Bank of England has hardly been off the news and current affairs shows. First describing the pre-budget speculation as a “fiscal fandango,” and then continuing his sharp critique by lamenting the prospects for economic growth following the announcement last week.

    Haldane is best known for his economic analysis but as the author of the Levelling Up white paper (RIP) he is also a thoughtful commentator on all things related to “place” and has taken a keen interest in the civic university agenda. If you are not feeling too over-saturated with Haldane content, it is worth revisiting his essay for the Kerslake Collection last year. In it he celebrated the impact of the civic movement within the sector and the great practice it has fostered, but politely pointed out that the Civic University Commission that Lord Kerslake chaired, and its aftermath, had very little impact on policy.

    A place to call home

    This government, like the last one, has often spoken about the importance of place. Whether we think of geographical inequality or “left behind places,” across the political spectrum it is recognised that this complex issue is behind much of the political instability we have seen over the last decade. When it comes to why this matters Cabinet Office minister Josh Simmons put it well the other day when he said “Everything we do in policy should focus on place. We all experience the world through where we live and who we live with.”

    Policy action has not always matched the rhetoric but to be fair to this government, while critics may argue there is a lack of much needed radicalism when it comes to place, there have been a range of welcome place-based initiatives announced during the budget and over the last few months including the Pride in Place strategy, place-based budget pilots, and local economic growth zones.

    For higher education policy specifically, the government has of course included civic engagement as one of its five priorities and the industrial strategy highlights universities as “engines of innovation and skills” that are key to driving economic growth. Nevertheless, it is fair to say that civic engagement is a priority the Whitehall machine is struggling to get to grips with. Universities are inherently policy-domain-spanning institutions – and yet policy ownership of their “civic mission” is restricted to one Whitehall department (Education), where the much more expansive role of universities in driving economic and social growth within their cities and regions is not considered alongside their role in skills and education.

    It is not just the fact universities are often thought of as “big schools” by government which limits their role in place-based policymaking, but, as the National Civic Impact Accelerator (NCIA)/Civic University Network outlined recently there is a “profound fragmentation in both policy and place.” The siloed nature of government departments adds complexity and can limit ambition and potential for unlocking the role of universities in supporting their place. As the NCIA report outlines, the different layers of devolution also presents a fragmented landscape in which universities work.

    Civic 2.0

    So, what can we do about it? Following the NCIA programme we want to build on the success they have had in developing great practice in the sector. We are delighted that the National Co-ordinating Centre for Public Engagement has agreed to host the Civic University Network, convene a national community of practice, and maintain the assets of the Civic University Network and National Civic Impact Accelerator. This ensures continuity for the sector and provides a platform for sharing knowledge and accelerating civic leadership.

    In addition to sector-practice we want to start making a difference to policy and overcoming the Haldane critique! A group of universities and funders – the universities of Birmingham, Newcastle and Queen Mary alongside Midlands Innovation and the NCCPE – have got together to establish a programme to develop policies and ideas which would enable universities’ place-based role to grow.

    We are at the start of this journey but our intended approach is to be both ambitious and pragmatic. What this means in reality is that we do not anticipate a radical departure from the current system in the near or medium term. While we recognise the higher education market and the way research is funded is often at odds with the place agenda, the fiscal environment and challenges faced by government means there is little appetite for structural change.

    Instead, we want to identify significant themes universities could play a role in tackling, such as social cohesion and rebuilding institutional capacity in local communities, as well as a small number of policy shifts or ideas across different parts of Whitehall to ensure universities are enabled to be more active players in supporting local growth and civic engagement over the next few years.

    In turn this will also help us to provide the sector with additional momentum, leadership and representation on the civic/place agenda – ensuring greater visibility, highlighting excellent practice, developing spokespeople and case-studies for policy makers to engage with and to facilitate partnerships between university leaders, other sectors and national/ regional policymakers.

    We are starting out as a small group of universities and funders committed to the civic agenda, but we recognise there are many other institutions from across the country with different missions and specialisms who really care about the role they play in the places they are part of.

    We would welcome you to join our programme, with the intention that over time we will be able to build a sustainable entity which wouldn’t just look at “civic wins” for the medium term but could also explore the system changes we need to better serve our places for the decades to come.

    More information on the Civic 2.0 programme can be found here.

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  • More 4-year colleges offer 2-year degrees to reach new groups of students (PBS NewsHour)

    More 4-year colleges offer 2-year degrees to reach new groups of students (PBS NewsHour)

    About one in four college students is both first-generation and from low-income backgrounds, making the path to a college degree especially challenging. At Boston College’s Messina College, a new, two-year, fully residential associates degree program, a wide range of support is helping change that. John Yang visited the campus to learn more as part of our ongoing series, Rethinking College.

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  • SEALs on Ground in Venezuela … since August (Malcolm Nance)

    SEALs on Ground in Venezuela … since August (Malcolm Nance)







    Higher Education Inquirer : Black Man Spy: SEALs on Ground in Venezuela … since August (Malcolm Nance)




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  • Side hustles, moonlighting, resting actors, and multiple jobholding in creative work

    Side hustles, moonlighting, resting actors, and multiple jobholding in creative work

    How do creatives sustain their careers?

    We used large UK datasets to map how careers work in creative occupations, showing how having a second job is twice as prevalent in key creative jobs than occupations; mixing creative and non-creative jobs is normal, especially outside London; and having a non-creative main job and a creative “side hustle” rarely leads to a single full-time creative job.

    Having multiple jobs isn’t a stepping-stone into full-time creative work. It is how creatives sustain their careers.

    Who has two jobs?

    We used the UK Labour Force Survey (2015–2021) to look at occupational and social patterns, and Understanding Society (2011–2019) for longitudinal transitions. We used the DCMS definition of creative occupations, rather than industries (so graphic designers working in retail are in, accountants working in theatres are out). We also developed a typology of multiple jobholding: portfolio (both jobs creative); main creative (creative main job plus a non-creative second job); side creative (non-creative main job plus a creative second job).

    We found that having a second job is almost twice as common for core creative workers, (arts/culture production such as music, performance, visual arts, publishing, museums/libraries, film/TV/photo) compared to the rest of the workforce (6.8 per cent, against 3.5 per cent) but less common (3.2 per cent) for non-core creative jobs (advertising, architecture, crafts, design, IT). Some roles are extreme outliers, with relatively high proportions of actors (14 per cent) and musicians (12.8 per cent) having second jobs.

    These proportions are higher than the general workforce, but they are also lower than popular discourse might suggest. This might be explained by how the data is collected (both jobs need to have been worked at during the same, specified, week). Even with this note of caution, the demographic patterns of multiple jobholding, and changes over time, give important insights into creative careers.

    The type of second job held by people whose first job is creative is important. For those with second jobs, 38 per cent of those jobs are in other core creative occupations- true “portfolio” work. A further 27.5 per cent of those jobs are professional but non-creative roles, especially teaching and corporate training. And 25.5 per cent are non-creative, non-professional roles, for example retail, hospitality and admin roles.

    Even more notable was the size of the core creative workforce whose creative occupation was a second job: there are far more people with a non-creative first job and core creative second job (about 113,000 per year) than there are core creatives with a second job (about 54,000 per year). In other words, where people have two jobs, creative work is more often the add-on rather than the main job.

    What other characteristics have an impact?

    Our analysis compared multiple jobholders to creatives with a single job, and found that combining creative and non-creative work is significantly more likely outside London. Outside the capital, sustaining a purely creative main job looks harder, and mixing jobs is more common.

    Portfolio workers are more likely to be graduates and to come from non-middle class backgrounds than are single-job creatives. Side creatives are much more likely to be employees (rather than self-employed) in their main job, suggesting that it is more about balancing income volatility than it is about enjoying the freedom of self-employment. However, main creatives are less likely to be employees—reflecting the prevalence of self-employment in core creative roles. And side creatives are more likely to be men.

    Part-time work signals both constraint and choice: creatives in multiple jobs are more likely to work part-time because they couldn’t find full-time work—but also more likely to say they didn’t want full-time, suggesting both labour market scarcity and preferences are in play.

    Covid changed things, but did not totally overturn these patterns. In 2021 the share of workers making their living only from creative jobs fell, while main and side creative patterns increased—consistent with pandemic disruption pushing creatives to diversify.

    Does a creative side-job turn into a creative main job?

    After one year, portfolio and main creatives are somewhat more likely to move to a single creative job (45 per cent and 39 per cent, respectively) than to remain in their dual-job pattern (31 per cent and 36 per cent). Side creatives mostly remain side creatives – they rarely report a single creative job after a year. After three years, the pattern hardens: side creatives are still the least likely to have moved into a single creative job. Dual-jobholding looks like a strategy for persisting with a creative career rather than transitioning fully to a single creative job.

    Policymakers should understand that dual jobholding is an endemic and long-lasting feature of creative work. It needs to be incorporated into “good work” policies, rather than removed completely from the creative economy. It can be an important counterbalance to income volatility associated with creative projects.

    This research also has implications for one of the common measures of success for graduates, which specifies a good, skilled, full-time job. Creative occupations are counted as skilled, but the LFS analysis shows how difficult it is to find full time creative work, and that creative work is highly likely to be hidden behind primary employment in a less-skilled occupation. This means that in various places, including regulatory outcomes and league tables, there is a likelihood of positive outcomes for creative graduates being under-reported.

    At the same time, policy must address the inequalities associated with creatives and second jobs. For example, the chances of making a living solely from creative work outside London are substantially lower, and London-centric career pathways are unrealistic for many during a cost-of-living crisis.

    For many creatives, multiple jobholding isn’t a stepping stone on the way to a single steady role, it’s their actual career. It should not be understood as a failure to “achieve” a single creative job. It is a pragmatic but unequal employment pattern, which needs to be accounted for in industrial strategies.

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  • Experts react to artificial intelligence plan – Campus Review

    Experts react to artificial intelligence plan – Campus Review

    Australia’s first national plan for artificial intelligence aims to upskill workers to boost productivity, but will leave the tech largely unregulated and without its own legislation to operate under.

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  • Students to live, learn with seniors at UC – Campus Review

    Students to live, learn with seniors at UC – Campus Review

    The Australian Capital Territory is set to welcome its first intergenerational retirement and aged care community, to be developed on the University of Canberra’s (UC) Bruce campus.

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  • How to make lectures more interesting – Campus Review

    How to make lectures more interesting – Campus Review

    Commentary

    A growing number of academics are borrowing from the playbook of top YouTube creators to build content for courses

    Audrey MooreDecember 3, 2025Last Updated: December 3, 2025

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    A lecture is no longer synonymous with a room full of students and a wall of text. Something new is happening at our universities.

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