This week on the podcast as news of further redundancies sweeps the sector, we ask how bad things can get before the government will act or the public notice.
Plus UCAS end of cycle applications data has arrived, there’s a new report on the campus encampments, and there’s data futures news to get across.
With Alex Stanley, Vice President for Higher Education at the National Union of Students, Eve Alcock, Director of Public Affairs at the Quality Assurance Agency, James Coe, Associate Editor at Wonkhe, David Kernohan, Deputy Editor at Wonkhe and presented by Mark Leach, Editor-in-Chief at Wonkhe.
Let’s go back to the thirteenth century, and the Iberian peninsula. The Roman empire had collapsed a few hundred years before; Visigoths had invaded from the north and established kingdoms; the Almohads had invaded from the south; it was a time of political uncertainty, with no peace; but also intellectual ferment.
Intellectual ferment because universities were being founded across Europe. Universitas – the Latin term – meant a single community, and that’s what made them special. They were sanctioned (mostly) by the Pope, and their members were accountable to the university authorities, not to civil authorities. This was a big deal – it gave freedoms to learn and think, as well as to misbehave and irritate the townsfolk.
And universities were springing up all over the place (the date in this list is when they were chartered, or gained their papal bull):
Bologna, 1158, with origins from 1088, and still going strong
Paris, 1200, with origins from 1045
Oxford, 1248, but origins from 1096
Hilandar, 1198, closed late 1300s, now the Mount Athos monastery
Vicenza, 1204–1209
Cambridge, 1231, started 1209 by refugees from Oxford
Palencia, 1212–1264, and we’ll come back to this
Salamanca, 1218, with origins to 1134
Padua, 1222, founded by refugees from Bologna
Naples, 1224, the first university founded by a monarch, not by the Pope
Toulouse, 1229, founded to stamp out heresy
Orléans, 1235, teaching law that Paris was forbidden to teach
Siena, 1240.
The Kingdom of Castile – at that time a junior associate of the Kingdom of Leon – was keen to grow and develop. And in 1241 King Alfonso VIII founded the University of Valladolid; his successor Sancho IV granted the university the tax take from the local region, giving it financial security. And in 1346 Pope Clement VI granted a papal bull.
One account of the foundation of Valladolid has it that scholars leaving Palencia founded the university. It seems that competition closed Palencia: Salamanca had a more successful university, and was nearby, and funds were in short supply. No doubt some of the scholars of Palencia did go to Valladolid after it was founded. At this distance in time, and without documentary evidence, it is mostly conjecture. What is clear is that Valladolid thrived, and Palencia closed. And now Valladolid has a campus in Palencia – the wheel has turned full circle.
As the Spanish state developed, and as it began to extract wealth from the lands it conquered in the Americas, its universities thrived. Valladolid expanded, with new faculties, and new buildings. The building on the postcard dates from 1716–18, when the university was embarking on a programme of enlarging its estate.
It’s a grand façade. The statue framed at the top is of wisdom stepping over ignorance. On the four Corinthian columns are statues of the kings who helped develop the university: Alfonso VIII, Juan I, Enrique III and Felipe II. (It seems harsh that Sancho IV didn’t get a statue, but maybe by then local taxes were small beer compared to silver from South America). The statutes on the balustrade represent, allegorically, the early eighteenth century curriculum: rhetoric, geometry, theology, canonic science, legal science, and wisdom.
But the buildings reflected a glory that was fading. Spain’s universities had not modernized; student numbers fell. Efforts to reform were stalled by the conservative responses to radical and revolutionary thinking and action in France: universities were places for reaction. Post-Napoleon, and as industrialisation spread, Spain’s universities slowly regained their vigour. Valladolid’s student numbers grew.
Valladolid the city was firmly nationalist leading up to the Spanish civil war of 1936-1939, and although Valladolid was bombed early in the war, the city itself was far from most of the fighting. After Franco’s death and the restoration of democracy to Spain in 1975, a process of reconstruction took place: new statutes were agreed in 1985. Campuses of Valladolid were established in other Spanish cities – for example Burgos gained a faculty of law in 1985, and in 1994 became a university in its own right. (This appears to be a Spanish model of university expansion, which has the benefit of clear academic oversight early on.) You can read the university’s history on its webpages here – it’s been a useful source in compiling this account.
The legislative season is in full swing, and FIRE is already tackling a surge of speech-restrictive bills. We started with Washington’s House Bill 1170, which would require AI-generated content to include a disclosure.
FIRE Legislative Counsel John Coleman testified in opposition to the bill. In his testimony, John emphasized what FIRE has been saying for years, that the “government can no more compel an artist to disclose whether they created a painting from a human model as opposed to a mannequin than it can compel someone to disclose that they used artificial intelligence tools in creating an expressive work.”
Artificial intelligence, like earlier technologies such as the printing press, the camera, and the internet, has the power to revolutionize communication. The First Amendment protects the use of all these mediums for expression and forbids government interference under most circumstances. Importantly, the First Amendment protects not only the right to speak without fear of government retaliation but also the right not to speak. Government-mandated disclosures relating to speech, like those required under HB 1170, infringe on these protections and so are subject to heightened levels of First Amendment scrutiny.
FIRE remains committed to defending the free speech rights of all Americans and will continue to advocate against overbroad policies that stifle innovation and expression.
Of course, as John stated, “Developers and users can choose to disclose their use of AI voluntarily, but government-compelled speech, whether that speech is an opinion or fact or even just metadata . . . undermines everyone’s fundamental autonomy to control their own expression.”
In fact, the U.S. Court of Appeals for the Ninth Circuit (which includes Washington state) reiterated this fundamental principle just last year in X Corp. v. Bonta when it blocked a California law requiring social media platforms to publish information about their content moderation practices. Judge Milan D. Smith, Jr. acknowledged the government’s stated interest in transparency, but emphasized that “even ‘undeniably admirable goals’ ‘must yield’ when they ‘collide with the . . . Constitution.’”
This principle is likely to put HB 1170 in significant legal jeopardy.
FIRE statement on legislative proposals to regulate artificial intelligence
News
Existing laws and First Amendment doctrine already address the vast majority of concerns that legislators are seeking to address.
Another major problem with the policy embodied by HB 1170 is that it would apply to all AI-generated media rather than targeting a specific problem, like unlawful deceptive uses of AI, such as defamation. John pointed out to lawmakers that “if the intent of the bill is to root out deceptive uses of AI, this bill would do the opposite” by fostering the false impression that all AI-generated media is deceptive. In reality, AI-generated media — like all media — can be used to share both truth and falsehood.
Moreover, people using AI to commit actual fraud will likely find ways to avoid disclosing that AI was used, whether by removing evidence of AI use or using tools from states without disclosure requirements. As a result, this false content will appear more legitimate than it would in a world without the disclosures required by this bill because people will be more likely to believe that content lacking the mandated disclosure was not created with AI.
Rather than preemptively imposing blanket rules that will stifle free expression, lawmakers should instead assess whether existing legal frameworks sufficiently address the concerns they have with AI.
FIRE remains committed to defending the free speech rights of all Americans and will continue to advocate against overbroad policies that stifle innovation and expression.
In the wake of the recent Executive Orders on DEI, gender identity and immigration, higher ed institutions, like so many other organizations, are assessing the impacts and formulating next steps.
Amid the inevitable changes that lie ahead, it’s important to remember that the role of HR in creating and sustaining a higher ed workplace that provides access and opportunity for all employees hasn’t changed. The programs, policies, processes and language we use to support this work may need to evolve, but the work and the institutional values it supports remain the same.
We can still:
Promote equitable work and career pathing opportunities and pay for all employees.
Cultivate inclusive learning and working communities.
Create a workplace culture that embraces respect and civil discourse.
Level the playing field for everyone by working to remove bias, reviewing outdated policies, and creating transparency.
Reinforce institutional values by ensuring that all employees feel connected and supported.
However, as we review and evaluate the work we’re doing, we have the opportunity to do so with fresh eyes, reframing it in ways that are both purpose-driven and inclusive. For example:
Communities of people with diverse backgrounds and life experiences create opportunities for community members to grow, both personally and professionally. To support a diverse workforce, institutions must explore ways to generate a more diverse applicant pool.
Access, opportunity and equitable pay for all employees promote job satisfaction, recruitment and retention. To support access and opportunity, institutions must identify and remove roadblocks to opportunity. To support equity in pay, institutions must ensure their compensation structures support these efforts.
A safe and welcoming work environment fosters community and collaboration. To create a work environment that’s welcoming and psychologically safe, institutions must ensure that systems, policies and processes are free from discriminatory practices.
If you have resources or ideas to share with other CUPA-HR members regarding ways that you and your HR colleagues are refining your approach to creating and sustaining an inclusive campus community, please email them to [email protected]. Your submission will be treated as confidential and, if shared, will be described in terms that will not identify your institution.
You’re Not Alone
We know that HR leaders are often caught in the middle as different groups of employees and administrators express strong opinions and feelings regarding changes we must implement. In the coming weeks, CUPA-HR will share guidance and support to help you make changes to programs, policies and procedures and communicate these changes to the campus community.
We are also hosting webinars focused on the recent Executive Orders, as well as the rollback of the Title IX regulations. And we’ll continue to keep you informed about future Executive Orders and legislation, as well as potential actions we should take as higher education HR leaders.
The higher ed HR community has proved time and again how strong and resilient it is. Thanks for all the ways you lead and support your organizations, your employees and your CUPA-HR community.
Artificial intelligence is influencing every aspect of the higher education experience, from recruitment strategies to long-term student success. Community college, undergraduate, and graduate programs use advanced analytics to predict outcomes, optimize operations, enhance decision-making, and improve the student experience. However, the opportunities and challenges associated with using AI in higher education require careful strategic planning. By understanding AI’s evolving role in enrollment management and retention, higher education leaders can now support students and strengthen institutional outcomes more effectively than ever.
Insights include practical tips about AI technology, such as:
Applying AI Strategically
Institutions that apply AI tools thoughtfully have the ability to improve processes and results in areas including admissions, student success, and retention. From innovative yield strategies to predictive analytics tailored for community colleges and grad schools, AI is already driving better outcomes by providing higher education institutions with roadmaps for achieving institutional goals and improving student outcomes.
Addressing AI Challenges and Ethical Considerations
While the widespread adoption of AI tools in higher ed promises advancements in innovation, efficiency, and the management of student data, it also introduces complex challenges and ethical dilemmas that demand attention. From concerns about data privacy and algorithmic bias to questions surrounding accountability and the societal impact of automation, the rapid rise of AI tools in higher education institutions requires thoughtful, responsible oversight. As the whitepaper explains, that involves exploring the nuances of AI development and implementation, examining the ethical principles at stake, and creating frameworks that prioritize fairness, transparency, and the well-being of individual students and the institutions that serve them.
Achieving Data Readiness
Data readiness is essential for strategic enrollment management, allowing colleges and universities to harness AI to make informed decisions that drive success. For starters, creating a data-informed institution involves navigating the overwhelming influx of information to uncover actionable insights while building data literacy among every key stakeholder on campus. By achieving data readiness, educators can align their efforts with student learning needs, improve outcomes, and create a sustainable path forward.
It seems like everyone is talking about artificial intelligence and its potential to redefine not just student learning, but the future of higher education itself. But how well do you understand and speak the language of AI? Although much of the language that now informs conversations about innovation and success wasn’t familiar to most people just a few years ago, it’s now mission critical for you and your peers to begin learning how to embrace AI literacy.
Envisioning the Future of AI in Higher Education
As its capabilities and applications grow in the years ahead, AI will continue to provide new opportunities for colleges and universities to enhance decision making, streamline operations, emphasize academic integrity, and provide predictive insights that guide future strategies. The ongoing integration of AI throughout higher education will apply new scientific insights to holistic application evaluation, personalized student communications, and enrollment workflow automation, among other endeavors.
The future of AI in education promises even more sophisticated tools to come, which will further personalize and secure the admissions process. Looking ahead, one thing is clear: Today’s higher education leaders have an unprecedented opportunity to foster greater student success and institutional growth by embracing AI as a tool to help inform their decisions.
Moderated by Samir Sonti – Assistant Professor, CUNY School of Labor and Urban Studies.
What are the real costs to bear on workers–especially civil service and public sector workers – with Project 2025 and the establishment of Trump’s Department of Government Efficiency? What strategies can labor employ to counter this attack on working people and unions? How can looking back at previous far right policy projects help prepare us in our fight to protect workers? Join us to hear from law & policy experts and journalists as they discuss these urgent questions.
A new poll from the Foundation for Individual Rights and Expression finds that conservative and very conservative Americans have more confidence that President Trump will protect their First Amendment rights than Gov. Gavin Newsom or the Supreme Court. Liberal and very liberal Americans are skeptical that any of them will protect their first amendment rights, though they are most confident in Newsom.
The fifth installment of FIRE’s National Free Speech Index further reveals that there is a partisan disagreement about the security of free speech in America and whether or not it is headed in the right direction. When it comes to whether people are able to freely express their views, conservatives are more likely to think that things in America are heading in the right direction and are likely to think that the right to freedom of speech is secure in America today, compared to liberals.
This was not the case three months ago.
Overall, when it comes to whether people are able to freely express their views, 41% of Americans think things in America are heading in the right direction, up 5% from October when 36% of Americans felt this way. Yet, compared to last year, liberals and conservatives have swapped their perspectives on the direction freedom of speech is headed in America in this month’s survey. In July of last year, 31% of very liberal and 45% of liberal Americans reported that freedom of speech in America is headed in the right direction while just 16% of conservative and 20% of very conservative Americans reported the same. Then, in October, 46% of very liberal and 49% of liberal Americans reported the same while just 18% of conservative and 30% of conservative Americans did.
This month however, more conservative (52%) and very conservative (49%) Americans reported thinking things in America are heading in the right direction when it comes to freedom of speech compared to moderate (42%), liberal (34%) or very liberal (31%) Americans. After October last year, a drastic shift in ideological perspective on the state of free speech occurred between liberals and conservatives. While liberal and very liberal Americans were more likely to think that things in America were heading in the right direction in October, in January, conservative and very conservative Americans are now the ones most likely to report the same.
In addition, last year, very liberal and liberal Americans reported much more confidence than conservative and very conservative Americans in the security of free speech in America. In July, 41% of very liberal and 30% of liberal Americans reported that the right of freedom of speech in America was “not at all” or “not very” secure while 49% of conservative and 61% of very conservative Americans reported the same.
In October, the partisan divide grew larger, with 32% of very liberal and 27% of liberal Americans reporting that the right of freedom of speech in America was “not at all” or “not very secure” while 55% of conservative and 60% of very conservative Americans reported the same.
The large partisan divide between the liberals and conservatives and the swap in their political viewpoints on free speech this month may be startling but a clear indication of how Americans are reacting to the outcome of the presidential election.
Yet, this month, liberals and conservatives have swapped their perspectives on the security of free speech in America, with 46% of very liberal and 36% of liberal Americans reporting “not at all” or “not very secure” and 29% of conservative and 41% of very conservative Americans reporting the same, showcasing conservatives’ growing trust that their free speech rights are secure.
Moderates, on the other hand, have remained consistent in their views over the last six months, with approximately 40% of moderates reporting that the freedom of speech in America was “not at all” or “not very secure”.
This quarter’s survey makes evident the ideological trends among Americans and their perspectives on the security and condition of their free speech rights. The large partisan divide between the liberals and conservatives and the swap in their political viewpoints on free speech this month may be startling but a clear indication of how Americans are reacting to the outcome of the presidential election.
You’ve got this idea in your head that learning is just for the young. That somehow, because you’ve crossed an invisible threshold of time, your ability to grow has diminished.
But that’s not true. The truth?
Learning has no expiration date. Growth is unlimited—if you choose it.
If you’re over 30 and thinking about going back to school, learning a new skill, or changing careers, you might have some limiting beliefs that are holding you back.
These beliefs aren’t facts.
They’re stories you’ve been telling yourself for years—stories that keep you stuck, small, and afraid to take action. But here’s the good news: you can rewire your mind, break free from these false narratives, and set powerful goals that put you on the path to success.
Let’s shatter these mental barriers and replace them with unstoppable momentum.
Limiting Beliefs and SMART Goals for Students Over 30
30. “I’m too old to learn.”
The problem isn’t your age—it’s your mindset.
If you believe learning is only for the young, it’s because society has conditioned you to think that way. Maybe you were told that school was for kids, or that adults can’t absorb information as quickly. The effect? You hesitate to sign up for that course, procrastinate on picking up that book, and let your comfort zone shrink.
But here’s the truth: your brain is capable of growth at any age. Neuroplasticity—the brain’s ability to adapt and form new connections—doesn’t shut off at 30, 40, or even 70. The solution? Shift your identity from someone who “missed their chance” to someone who is a lifelong learner.
SMART Goals to Overcome This Belief
Specific: Enroll in one online or in-person course within the next month.
Measurable: Complete at least one lesson or chapter per week.
Achievable: Choose a subject you’re genuinely interested in to stay motivated.
Relevant: Align your learning with a skill that benefits your career or personal growth.
Time-bound: Finish the course within three months and apply what you learn immediately.
29. “I’ll never be as good as younger students.”
This belief stems from comparison, and comparison is the thief of progress.
If you’re constantly measuring yourself against younger students who might grasp concepts faster or have more energy, you’re setting yourself up for frustration.
The effect? You feel discouraged before you even begin, convinced that you’ll always be behind. But here’s what you need to understand: success isn’t a race, and mastery isn’t about age—it’s about consistency.
The solution? Stop competing with others and start competing with yourself. Focus on progress, not perfection.
SMART Goals to Overcome This Belief
Specific: Track your personal improvement by journaling your learning progress weekly.
Measurable: Set a goal to improve by at least 10% in a specific area (e.g., test scores, typing speed, fluency in a language) within three months.
Achievable: Break down skills into manageable chunks and celebrate small wins.
Relevant: Focus on skills that directly enhance your personal or professional life.
Time-bound: Commit to reviewing your progress every month and adjusting your approach as needed.
28. “It’s too late to start over.”
This belief is rooted in fear—fear that you’ve invested too much time in one path to pivot, fear that others will judge you, fear that you won’t succeed.
The effect? You stay stuck in a situation that no longer fulfills you, convincing yourself that it’s “too late” while years keep passing by. But here’s the truth: every successful person you admire took a leap at some point.
The solution? Reframe starting over as an opportunity, not a setback. Instead of focusing on what you’re leaving behind, focus on what you’re gaining—new skills, new possibilities, and a future you’re excited about.
SMART Goals to Overcome This Belief
Specific: Research at least three career paths, degrees, or certifications that align with your interests within the next two weeks.
Measurable: Have informational interviews with at least two professionals in your desired field within the next month.
Achievable: Choose one small step, like enrolling in a beginner-level course or attending an industry event, within six weeks.
Relevant: Ensure the new path aligns with your long-term personal and financial goals.
Time-bound: Set a deadline to make a concrete decision and take action within three months.
27. “I don’t have the time to go back to school.”
The real issue isn’t time—it’s priorities.
You tell yourself you’re too busy, but if you audit your schedule, you’ll see hours lost to social media, TV, or tasks that don’t move you forward. The effect? You put off your education for “someday,” which never comes. But here’s the truth: you don’t need endless free time to succeed—you need better time management.
The solution? Shift from “I don’t have time” to “I will make time.” Learning can fit into your life if you create a plan and stick to it.
SMART Goals to Overcome This Belief
Specific: Identify and eliminate at least one time-wasting habit within the next week.
Measurable: Dedicate a minimum of 30 minutes per day to studying or skill development.
Achievable: Use micro-learning techniques, such as listening to audiobooks during commutes or studying in short, focused bursts.
Relevant: Align study time with your peak productivity hours and daily schedule.
Time-bound: Stick to this routine for the next 90 days, then reassess and adjust.
26. “I won’t be able to keep up with the workload.”
This belief comes from a fear of failure—of being overwhelmed, falling behind, and proving yourself right that you “can’t do it.”
The effect? You hesitate to even start, or if you do, you self-sabotage by procrastinating or avoiding challenges. But here’s the truth: success isn’t about doing everything at once—it’s about mastering the art of prioritization and consistency. The solution? Stop focusing on the entire mountain and start focusing on the next step.
You don’t need to finish everything in one day; you just need to build momentum.
SMART Goals to Overcome This Belief
Specific: Break down your coursework or learning material into weekly, manageable goals.
Measurable: Complete at least one key assignment, chapter, or study session per week.
Achievable: Use productivity techniques like the Pomodoro method (25-minute focus sessions) to avoid burnout.
Relevant: Ensure your study plan aligns with your learning pace and lifestyle.
Time-bound: Maintain a consistent study routine for the next 60 days, then reassess and refine.
25. “I don’t have enough money to go back to school.”
Money is a real challenge, but the bigger problem is the belief that a lack of funds equals a lack of options.
The effect? You rule out education before even exploring financial aid, scholarships, or alternative learning paths. But here’s the truth: there are countless ways to learn and advance your career without massive debt. The solution?
Get strategic. Research funding options, seek out free or low-cost courses, and remember—education is an investment, not an expense.
SMART Goals to Overcome This Belief
Specific: Identify at least five scholarship, grant, or financial aid options within the next month.
Measurable: Apply for at least three funding opportunities within the next 60 days.
Achievable: Explore alternative learning options like MOOCs (Massive Open Online Courses) or employer-sponsored training programs.
Relevant: Focus on education that aligns with your career goals and has a strong return on investment.
Time-bound: Secure a financial plan for your education within the next three months.
24. “I was never good at writing essays, so I’ll struggle now.”
This belief is rooted in past academic experiences—you might have received poor grades, struggled with structuring your thoughts, or been told you weren’t a “good writer.”
The effect? You convince yourself that essay writing is an insurmountable skill, leading to avoidance, procrastination, or self-doubt. But here’s the truth: writing is not an innate talent—it’s a skill that improves with practice and structure.
The solution? Instead of seeing essay writing as a test of intelligence, approach it as a formula you can master step by step.
SMART Goals to Overcome This Belief
Specific: Learn a simple essay structure (introduction, body, conclusion) within the next two weeks.
Measurable: Write one short (300-500 word) practice essay every week for the next two months.
Achievable: Use writing aids like outlines, templates, and AI writing tools for guidance.
Relevant: Focus on topics that align with your coursework or personal interests to stay engaged.
Time-bound: Review and refine your essays over 60 days, tracking improvements in clarity and structure.
23. “I don’t know where to start when writing an essay.”
The blank page can feel paralyzing, making essay writing seem like an impossible task. The effect? You either spend hours staring at an empty document, or worse, rush through your essay at the last minute with little confidence in the final result. But here’s the truth: the hardest part of writing is getting started, and the key to overcoming this is to break the process into small, manageable steps. The solution? Instead of trying to write a perfect essay in one sitting, start with brainstorming, then an outline, then a rough draft.
SMART Goals to Overcome This Belief
Specific: Spend 15 minutes brainstorming ideas before writing any essay.
Measurable: Create an outline before writing at least three essays over the next month.
Achievable: Follow a step-by-step essay writing process (brainstorm, outline, draft, edit).
Relevant: Apply this method to actual assignments or practice essays to build confidence.
Time-bound: Implement this structured writing approach for the next 90 days and track improvements in speed and clarity.
22. “I don’t have a big enough vocabulary to write well.”
Many people believe that great writing requires fancy words and complex sentences, but this is a myth. The effect? You second-guess your word choices, feel insecure about your writing, and sometimes overcompensate by using words you don’t fully understand, making your essays sound unnatural. But here’s the truth: clear, concise writing is more powerful than complex vocabulary. The solution? Focus on learning and using new words naturally rather than forcing them into your writing. Strong essays are built on clarity, not complexity.
SMART Goals to Overcome This Belief
Specific: Learn five new academic words each week and use them in sentences.
Measurable: Incorporate at least three newly learned words into every essay.
Achievable: Use a vocabulary journal or flashcards to reinforce new words.
Relevant: Focus on words commonly used in academic writing rather than obscure terms.
Time-bound: Track vocabulary improvement over three months and assess its impact on your writing.
21. “I don’t know how to structure my essays properly.”
If your essays feel unorganized or lack flow, it’s likely because you were never taught a clear structure. The effect? Your arguments feel scattered, making your writing harder to follow, which can lead to lower grades or frustration with the writing process. But here’s the truth: essay structure follows predictable patterns, and once you master them, writing becomes much easier. The solution? Learn a reliable essay structure, like the five-paragraph model, and practice organizing your thoughts before writing.
SMART Goals to Overcome This Belief
Specific: Learn and apply the basic essay structure (introduction, body paragraphs, conclusion) to every essay.
Measurable: Write at least three structured practice essays within the next month.
Achievable: Use templates or outlines to ensure logical organization.
Relevant: Apply structured writing techniques to assignments that impact your academic progress.
Time-bound: Assess improvements in essay clarity and coherence after 60 days of structured writing.
20. “I’ve never been good at studying, so I won’t do well now.”
This belief comes from past experiences—maybe you struggled in school, crammed at the last minute, or never developed effective study habits. The effect? You assume that no matter how hard you try, you won’t retain information or perform well on exams, leading to self-sabotage or procrastination. But here’s the truth: studying is a skill, and like any skill, it can be learned and improved. The solution? Shift your focus from effort to strategy—by using proven study techniques, you can dramatically improve your retention and performance.
SMART Goals to Overcome This Belief
Specific: Experiment with at least three different study techniques (active recall, the Feynman technique, or spaced repetition) over the next month.
Measurable: Track which method helps you retain information best by testing yourself after each session.
Achievable: Start with short, focused study sessions (30-45 minutes) to avoid burnout.
Relevant: Apply these techniques to real coursework or exam preparation.
Time-bound: Evaluate study effectiveness after 30 days and refine your approach.
19. “I get distracted too easily to focus on studying.”
With phones, social media, and life responsibilities, it’s easy to feel like focus is impossible. The effect? You sit down to study but end up scrolling your phone or doing something else entirely, leading to frustration and wasted time. But here’s the truth: focus isn’t about willpower—it’s about creating the right environment and using strategies that help you stay on track. The solution? Set up distraction-free study sessions, use time-blocking techniques, and train your brain to concentrate in short bursts.
SMART Goals to Overcome This Belief
Specific: Create a dedicated study space free of distractions within the next week.
Measurable: Use the Pomodoro technique (25 minutes of focused work, 5-minute breaks) for at least three study sessions per week.
Achievable: Install website blockers or put your phone in another room while studying.
Relevant: Focus on eliminating distractions that directly interfere with study efficiency.
Time-bound: Maintain distraction-free study sessions for the next 60 days and assess improvements in focus.
18. “I can’t remember what I study, so there’s no point in trying.”
This belief stems from ineffective study techniques—you might be reading passively, cramming, or relying on rote memorization without truly understanding the material. The effect? You feel frustrated when information doesn’t stick, leading to discouragement and avoidance of studying altogether. But here’s the truth: memory is trainable, and using the right techniques can drastically improve retention. The solution? Move from passive reading to active learning—use recall, summarization, and teaching methods to reinforce what you study.
SMART Goals to Overcome This Belief
Specific: Use active recall by summarizing key concepts from memory after each study session.
Measurable: Test yourself on the material at least twice before each exam or assignment deadline.
Achievable: Implement spaced repetition by reviewing notes on a structured schedule (e.g., after 1 day, 1 week, 1 month).
Relevant: Apply memory techniques to subjects that require strong recall, like exams or presentations.
Time-bound: Track improvements in retention over the next 90 days by comparing test performance.
17. “I don’t know how to take effective notes.”
Many people think note-taking is just about copying information, but without structure or strategy, notes become overwhelming and ineffective. The effect? You spend time writing but struggle to understand or recall the material later, making studying feel pointless. But here’s the truth: good notes should simplify, organize, and highlight key concepts. The solution? Use structured note-taking methods like the Cornell Method, mind mapping, or summarization to make notes clear and useful.
SMART Goals to Overcome This Belief
Specific: Learn and test at least one structured note-taking method over the next two weeks.
Measurable: Review and refine notes after every class or study session.
Achievable: Keep notes concise by summarizing key points instead of writing everything verbatim.
Relevant: Apply structured note-taking to subjects where organization helps most (e.g., complex topics, essay writing).
Time-bound: Track improvements in comprehension and recall over the next 60 days.
16. “I don’t know how to manage my time effectively for studying.”
This belief comes from feeling overwhelmed—you juggle work, family, and responsibilities, so studying often gets pushed aside. The effect? You either cram at the last minute or avoid studying altogether, leading to stress and poor retention. But here’s the truth: time isn’t the problem—how you structure it is. The solution? Create a study schedule that works with your lifestyle, using time-blocking and prioritization to ensure steady progress.
SMART Goals to Overcome This Belief
Specific: Develop a weekly study schedule that includes dedicated time slots for learning.
Measurable: Study for at least five hours per week, broken into manageable sessions.
Achievable: Use a planner or digital calendar to track and adjust study sessions as needed.
Relevant: Align study time with peak focus hours (e.g., early morning or late evening).
Time-bound: Maintain this routine for 30 days, then evaluate and refine based on effectiveness.
15. “I always procrastinate when it comes to studying.”
Procrastination isn’t laziness—it’s often a response to overwhelm, perfectionism, or fear of failure. The effect? You delay studying until the last minute, leading to rushed work, high stress, and lower performance. But here’s the truth: breaking procrastination requires momentum, not motivation. The solution? Start with small, easy tasks to build consistency and use accountability techniques to stay on track.
SMART Goals to Overcome This Belief
Specific: Use the “two-minute rule” to start study sessions with a small, manageable task.
Measurable: Begin at least three study sessions per week with a five-minute warm-up (e.g., reviewing notes).
Achievable: Set mini-deadlines for assignments to avoid last-minute cramming.
Relevant: Apply anti-procrastination techniques to high-priority subjects first.
Time-bound: Stick to this approach for the next 60 days and track procrastination patterns.
14. “I don’t have the discipline to study consistently.”
This belief comes from the idea that discipline is something you either have or you don’t—but that’s not true. The effect? You rely on motivation, which fades, and when you inevitably skip a study session, you feel like a failure and give up altogether. But here’s the truth: discipline is a muscle that grows with consistent effort. The solution? Start small, build habits, and make studying part of your routine rather than something you force yourself to do.
SMART Goals to Overcome This Belief
Specific: Set a fixed time for studying each day, treating it like an appointment.
Measurable: Stick to a minimum of 20 minutes of study per day for the next 30 days.
Achievable: Start with short sessions and gradually increase study time as the habit builds.
Time-bound: Review and refine study discipline after 60 days to improve long-term commitment.
13. “I always forget what I study after a few days, so why bother?”
Forgetting isn’t a sign of failure—it’s a natural part of how memory works. The effect? You feel discouraged, assume you’re “bad at learning,” and stop putting in the effort. But here’s the truth: forgetting is part of the learning process, and the key to retention is using spaced repetition and active recall. The solution? Instead of cramming, review information in spaced intervals to reinforce memory.
SMART Goals to Overcome This Belief
Specific: Use spaced repetition by reviewing material 1 day, 1 week, and 1 month after learning it.
Measurable: Create and review summary notes for each subject at least once per week.
Achievable: Use flashcards or self-quizzing methods to reinforce key concepts.
Relevant: Apply memory techniques to high-priority subjects where retention matters most.
Time-bound: Implement these strategies for 90 days and track improvement in recall.
12. “I’m just not a naturally smart person.”
This belief stems from a fixed mindset—the idea that intelligence is something you’re born with, rather than something you develop. The effect? You hesitate to challenge yourself, avoid difficult subjects, and reinforce the belief that effort won’t change anything. But here’s the truth: intelligence grows with learning and practice. The solution? Shift to a growth mindset by embracing challenges and seeing effort as a pathway to improvement.
SMART Goals to Overcome This Belief
Specific: Read one book or article about growth mindset within the next month.
Measurable: Write down one learning success per week to track progress.
Achievable: Reframe failures as learning experiences and reflect on them.
Relevant: Focus on progress rather than perfection in your studies.
Time-bound: Commit to tracking mindset shifts for the next 60 days.
11. “I need to be perfect at studying, or I’ve failed.”
Perfectionism kills progress. The effect? You set unrealistic expectations, fear mistakes, and end up either overworking yourself or avoiding studying altogether. But here’s the truth: progress beats perfection every time. The solution? Aim for consistency, not flawlessness, and learn to embrace mistakes as part of growth.
SMART Goals to Overcome This Belief
Specific: Complete each study session with the goal of learning, not perfection.
Measurable: Set a “good enough” study standard (e.g., 80% comprehension) rather than 100%.
Achievable: Allow yourself to submit assignments even if they aren’t “perfect.”
Relevant: Focus on steady improvement rather than flawless performance.
Time-bound: Track and celebrate small wins for the next 90 days to build confidence.
10. “Going back to school won’t be worth it financially.”
This belief comes from the fear that the time and money spent on education won’t lead to better job opportunities. The effect? You hesitate to invest in yourself, worrying that you’ll end up in the same financial position or worse. But here’s the truth: education, when strategically chosen, increases earning potential and career mobility. The solution? Focus on skills and credentials with strong job market demand, and treat learning as an investment, not an expense.
SMART Goals to Overcome This Belief
Specific: Research at least five career paths that align with your studies and have strong earning potential.
Measurable: Identify at least three industry certifications or skills that increase job prospects.
Achievable: Enroll in a program with a high graduate employment rate.
Relevant: Focus on education that directly leads to a career or financial growth opportunity.
Time-bound: Develop a career advancement plan within the next six months.
9. “I’ll never make as much money as people who started their careers earlier.”
This belief stems from comparison—you see younger professionals moving up in their careers and assume you’re permanently behind. The effect? You feel discouraged before even trying, limiting your ambition and financial potential. But here’s the truth: success isn’t linear, and many late starters build highly successful careers by leveraging their life experience. The solution? Focus on building skills that set you apart, rather than competing with someone else’s timeline.
SMART Goals to Overcome This Belief
Specific: Identify and develop one high-value skill that increases earning potential.
Measurable: Apply for at least three new job opportunities or promotions in the next six months.
Achievable: Leverage work experience and transferable skills when job hunting.
Relevant: Choose career paths where experience and expertise matter more than age.
Time-bound: Increase income through upskilling or new opportunities within one year.
8. “I’ll be stuck paying off student loans forever.”
Student debt is a real concern, but the belief that it will ruin your financial future keeps you from making smart, strategic investments in your education. The effect? You avoid opportunities that could increase your earning potential, staying stuck in a lower-income position. But here’s the truth: debt should be approached strategically, not fearfully. The solution? Seek out scholarships, grants, employer tuition assistance, and repayment strategies that minimize long-term financial burden.
SMART Goals to Overcome This Belief
Specific: Research and apply for at least five scholarships or tuition assistance programs.
Measurable: Create a repayment strategy based on projected earnings within the next three months.
Achievable: Limit loans to only what is necessary and prioritize low-interest options.
Relevant: Ensure educational costs align with realistic earning potential.
Time-bound: Have a concrete financial plan in place before enrolling in a program.
7. “I’m too old to build wealth from a new career.”
This belief is based on the idea that wealth-building requires starting young, but financial success is about strategy, not just time. The effect? You avoid investing in yourself because you assume you won’t see results quickly enough. But here’s the truth: many successful professionals and entrepreneurs built wealth later in life by making smart career shifts and financial decisions. The solution? Focus on high-return skills, career growth, and smart financial planning.
SMART Goals to Overcome This Belief
Specific: Develop a long-term financial plan that includes savings, investments, and career growth.
Measurable: Increase income by at least 10% in the next year through career advancements or side income.
Achievable: Build financial literacy by reading one book or taking a course on wealth-building.
Relevant: Focus on careers or businesses with strong earning potential.
Time-bound: Have a five-year financial growth strategy in place within the next six months.
6. “I won’t be able to balance school, work, and family.”
This belief stems from the fear that adding education to an already full schedule will lead to burnout or failure. The effect? You avoid enrolling in courses or feel overwhelmed before even starting. But here’s the truth: millions of working adults successfully juggle school, work, and personal responsibilities by using time management strategies. The solution? Prioritize, delegate, and set clear boundaries to ensure all areas of life stay manageable.
SMART Goals to Overcome This Belief
Specific: Create a weekly schedule that includes study time, work, and personal commitments.
Measurable: Dedicate at least 5–10 hours per week to coursework without sacrificing essential responsibilities.
Achievable: Use planning tools like digital calendars or task management apps.
Relevant: Ensure study plans align with long-term career and life goals.
Time-bound: Maintain a balanced schedule for 90 days and reassess workload.
5. “I’m afraid I won’t finish what I start.”
This fear often comes from past experiences of quitting or struggling with commitment. The effect? You hesitate to enroll in school or start a new course, assuming you’ll fail before you even begin. But here’s the truth: finishing isn’t about willpower—it’s about setting clear, actionable goals and following through. The solution? Break large goals into small, achievable steps and celebrate progress along the way.
SMART Goals to Overcome This Belief
Specific: Set milestone goals for each phase of your coursework.
Measurable: Complete at least 80% of assignments on time each semester.
Achievable: Use accountability partners or study groups for motivation.
Relevant: Focus on programs that genuinely interest and benefit you.
Time-bound: Review and adjust study habits every 60 days to stay on track.
4. “I’ll feel out of place as an older student.”
This belief comes from the assumption that classrooms and learning spaces are dominated by younger students. The effect? You avoid engaging fully, miss networking opportunities, and feel isolated. But here’s the truth: adult learners are a growing part of education, and your experience is an asset. The solution? Embrace your role as a lifelong learner and seek out communities of like-minded adult students.
SMART Goals to Overcome This Belief
Specific: Connect with at least one other adult learner in your course.
Measurable: Participate in discussions or study groups at least once per week.
Achievable: Reach out to professors or mentors for support.
Relevant: Engage with networking opportunities that align with your career goals.
Time-bound: Build meaningful academic connections within the first 90 days of enrollment.
3. “I don’t have the confidence to succeed in an academic setting.”
Lack of confidence comes from years of self-doubt or past struggles with school. The effect? You hesitate to ask questions, seek help, or challenge yourself academically, reinforcing the cycle of self-doubt. But here’s the truth: confidence isn’t something you have—it’s something you build through action. The solution? Start small, acknowledge progress, and seek support when needed.
SMART Goals to Overcome This Belief
Specific: Set a goal to speak up in class discussions or ask one question per week.
Measurable: Complete at least one challenging assignment outside of your comfort zone.
Achievable: Use positive reinforcement techniques, such as tracking small wins.
Relevant: Focus on growth rather than comparison with others.
Time-bound: Build confidence through academic engagement over the next 60 days.
2. “I don’t know if this will actually change my life.”
This belief comes from doubt—doubt in yourself, in the process, and in the impact education can have. The effect? You hesitate to commit fully, treating learning as an experiment rather than a transformation. But here’s the truth: education opens doors, but only if you walk through them with purpose. The solution? Define clear personal and career outcomes, and actively seek ways to apply what you learn.
SMART Goals to Overcome This Belief
Specific: Identify and write down three ways this education will improve your life.
Measurable: Take one tangible action each month to apply new knowledge (networking, skill-building, job applications).
Achievable: Set a realistic vision for how this education will support your goals.
Relevant: Align studies with a career or personal growth path that excites you.
Time-bound: Track and reflect on changes in opportunities and mindset over one year.
1. “What if I fail?”
Fear of failure is the biggest barrier to success. The effect? You hesitate to try, afraid of embarrassment, wasted time, or proving negative beliefs about yourself true. But here’s the truth: failure isn’t the opposite of success—it’s part of the process. The solution? Redefine failure as learning, take calculated risks, and commit to growth no matter the outcome.
SMART Goals to Overcome This Belief
Specific: Set a goal to take one academic or professional risk in the next three months.
Measurable: Reflect on each challenge and write down what you learned.
Achievable: Normalize mistakes by reframing setbacks as learning experiences.
Relevant: Focus on long-term success rather than short-term struggles.
Time-bound: Commit to continuous learning and self-improvement for one year.
Conclusion
Limiting beliefs are just that—beliefs, not facts. They hold you back from opportunities, growth, and the future you deserve. But the moment you decide to challenge them, everything changes. The question isn’t whether you’re too old, too late, or too behind—it’s whether you’re willing to take action despite those fears. Because success isn’t about age, background, or talent—it’s about the commitment to keep moving forward.
Now, the only thing left to ask yourself is: What’s my first step?
Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]
The Department for Education is consulting on a requirement for providers delivering courses under a franchise model to register with the Office for Students in order that they and their students can access student finance. We also get an impact assessment and an equalities assessment.
The consultation defines “franchise” as follows:
A ‘franchised student’ is one who is registered with a lead provider, but where more than 50% of their provision is taught by a delivery partner
The proposals suggest that should a provider delivering teaching as part of a franchise arrangement (a delivery partner) have over 300 (headcount) higher education students in a given year it would need to be fully registered with the Office for Students under the existing Approved or Approved (Fee Cap) rules. A failure to register would mean that the institution could not access fee loans, and that students could not access maintenance loans.
There would be some exceptions: providers already regulated elsewhere (schools, FE colleges, NHS trusts, local authorities, and Police and Crime Commissioners) would be exempt. Providers (not courses) would be designated (by DfE) as being eligible to access student finance, meaning that providers running courses regulated by a Professional Statutory Regulatory Body (PSRB) would not be exempt.
The consultation (which closes 4 April 2025) will inform regulation from April 2026 onwards, with the first decisions about designation made in September 2027 (based on 2026-27 student data) for the 2028-29 academic year. Once up and running this pattern will continue: providers will be designated (based on student numbers from the previous academic year) for the academic year starting the year after. This gives newly designated providers a year to register with OfS.
Student numbers would not be allowed to breach the 300 threshold without registration – the expectation is that providers should register the year before this happens. Should the threshold be breached, the provider will lose a year of eligibility for student finance for new students: the upshot being that if an unregistered provider had 300 or more students in 2026-27 and then registered with OfS, it would lose a year of designation (so would not be able to access student finance in 2029-30).
In November of each year, DfE intends to publish a list of designated providers for the following academic year – providing a point of reference for applicants looking to access finance. Interestingly, despite the requirement being to register with OfS it is intended that DfE runs the process: making decisions about eligibility, managing appeals, and communicating decisions.
The background
We’ve been covering some of the issues presented by a subset of franchise providers on Wonkhe for quite a while, and it is now generally accepted that higher education in the UK has a problem with the quality and ethics at the bottom end of such provision. Students either enrol purely to access student finance, or are duped (often by higher education agents rather than providers themselves) into accessing fee and maintenance loans for substandard provision. Continuation and completion rates are very low compared to traditional providers, and the qualification awarded at the end (despite bearing the name of a well-known university) may not open the career doors that students may hope.
We knew that an announcement on this issue was supposed to be coming in January via the government’s response to the former Public Accounts Committee’s report on franchising, which was sparked by a National Audit Office (NAO) report on the issue from a year ago – so the announcement today has just squeaked in under the Treasury’s wire.
There is a slightly longer backstory to all of this – and we’re not referring to the various bits of coverage on potential abuses in the system that we’ve run in recent years. It was back in 2023 when the Department for Education’s heavily belated response to the Augar review reached a conclusion – promising to “drive up” the of franchised provision, in part by promising to:
…closely consider whether we should take action to impose additional controls, in particular regarding the delivery of franchised provision by organisations that are not directly regulated by any regulatory body.
There’s an important lesson in that to be drawn at some stage – the repeated pattern seems to be that an issue is raised, the sector is asked to self-regulate, it seemingly can’t, the regulator is asked to step in instead, and then it is discovered that what we actually need is secondary legislation.
How big a deal is franchising
Despite a number of years trying, OfS has never managed to compile full data on the extent of franchised, validated, and other partnership provision – the details are not in any current public dataset. It’s important here to distinguish between:
Franchised provision: where a student is registered at one institution, but teaching is delivered at another
Validated provision: where a student is both registered and taught at one institution, but receives an award validated by another institution on successful completion of their course
Other academic partnerships: which include arrangements where students are taught by more than one institution, or where existing providers partner to allow students to apply to a “new” provider (like a medical or veterinary science school)
Of the three, it is just franchised provision that is in the scope of this new DfE requirement. It’s also (helpful) the most easily visible of the three if you are a fan of mucking about with Unistats data (though note that not all courses are in the unistats release, and the other vagaries of our least-known public data release continue to apply).
DfE has done a bang-up job in pulling together some statistics on the scale of franchise provision within the impact assessment. We learn that (as of 2022–23 – usual student numbers caveats for that year of data apply):
There were currently 96 lead providers, franchising to 341 partners, of which 237 were unregistered.
135,850 students were studying via a franchise arrangement – some 80,045 were studying at unregistered providers (a proportional fall, but a numerical rise, over previous years)
These students tended to study business and management courses – and were more likely to be mature students, from deprived areas, and to have non-traditional (or no) entry qualifications.
An astonishing 92 per cent of classroom based foundation years delivered as an intercalated part of a first degree were delivered via franchise arrangements.
There were 39 franchise providers teaching 300 students or more – of which four would be subject to the DfE’s proposed exemptions because of their legal status. These providers accounted for 66,540 students in 2022–23.
A note on OfS registration
Office for Students registration is confusing at the best of times. Though the registration route is currently paused until August 2025, providers have the choice of registering under one of two categories:
Approved (fee cap) providers are eligible to access fee loan finance up to the higher limit if they have an approved access and participation plan, receive direct funding from OfS, and access Research England funding.
Approved providers can access fee loan finance up to the “basic” fee limit. They are not eligible for OfS or Research England funding – but can directly charge students fees that exceed the “basic” fee limit.
In the very early stages of developing the OfS regulatory framework it was briefly suggested that OfS would also offer a “Basic” level of registration, which would confer no benefits and would merely indicate that a provider was known to the OfS. This was speedily abandoned, with the rationale being that it would suggest OfS was vouching in some way for provision it did not regulate.
The long and painful gestation of the Lifelong Learning Entitlement (LLE) also yielded suggestions of a third category of registration, which would apply to providers that currently offer provision backed by the Advanced Learner Loans (ALLs) that would be replaced by the LLE. We were expecting the Office for Students to consult on this new category, but nothing has yet appeared – and it does feel unlikely that anyone (other than possibly Jo Johnson) would be keen on a riskier registration category for less known providers that offers less regulatory oversight.
Statutory nuts and bolts
The proposal is to lay secondary legislation to amend the Education (Student Support) Regulations 2011 – specifically the bit that is used to designate types of courses for student finance eligibility. There is currently a specific section in this SI – section 5 part 1 subsection d, to be precise – that permits registered providers to franchise the delivery of courses to partners.
The plan appears to be to amend this section to include the stipulation that were more than 300 higher education students (in total, excluding apprenticeships) are taught at a given franchise provider (I assume in total, across all franchise arrangements) then it must be registered with the Office for Students in order to be designated for student finance (allowing students to receive maintenance loans or providers to receive fee loan income).
This might seem like a small technical change but the implications are surprisingly far reaching – for the first time, the OfS (as regulator and owner of the register) has the ability to decide who can and cannot deliver UK higher education. If anyone – even a well established university – is removed from the OfS register it will be unable to access fee loans (and students will be unable to access maintenance loans) for intakes above 300 students, even if it enters into a partnership with another provider.
Let’s say, for example, that a large university becomes financially unsustainable and thus breaches the conditions of registration D1 or D2. Under such circumstances it could no longer be registered with OfS and thus would no longer be able to award degrees. The hope would be that student interests would be protected with the support of another university, and one way that this could happen is that someone else validates the awards offered to students so they can be taught out (assuming temporary financial support is forthcoming from government or elsewhere). Under the new rules, this arrangement would only work for 300 students.
What might go wrong
OfS has classically regulated based on the registered student population – the implication being that providers involved in franchise provision would be responsible for the quality and standards of teaching their students experience wherever they were taught. There have been indications via the B3 and TEF dashboards that students studying at franchise partners tend to have a worse experience overall.
This does pose the question as to whether franchise partners who registered with OfS would now be responsible for these students directly, or whether there will be some sense of joint responsibility.
There’s also the question of how providers will respond. Those franchised-to providers who either worry about their own outcomes (no longer judged within a larger university’s provision) wouldn’t cut it might stay that way – an outcomes based system that is always playing catch up on experience could see some poor provision linger around for many years. On the other hand, if they are now to be subject directly to conditions like those concerning transparency, finances and governance, they might as well switch to validation rather than franchising, which will change the relationship with the main provider.
We might in aggregate see that as a positive – but that then raises the question as to whether OfS itself will be any better at spotting issues than universities have previously been. They could, of course, not fancy the scrutiny at all, and disappear with a rapidity that few student protection plans are designed to withstand.
It’s also worth asking not just about OfS’ capacity or regulatory design, but its powers. Many of the issues we’ve identified (and that have been called out by the NAO and the PAC) concern how the courses are sold – OfS’ record on consumer rights is at best weak, and completely untested when the profit incentives are so high.
And even if the sunlight of better outcomes data puts pressure on over outcomes, we do have to worry about how some of the providers in this space get there. In at least one of the providers that we have seen an OfS report for, a call centre team in another country that is supposed to offer support to students sounds more like a debt collection agency, chasing students up to submit, with academic staff paid partly on outcomes performance. Remember, providers that do this are already registered with OfS – so clearly the registration process itself is not enough to weed out such practices.
The impact assessment is very clear that it expects some (an oddly precise four in the first year and two in subsequent years) unregistered franchise partners to drop out of HE provision altogether rather than applying for registration. The unspoken codicil to this is that everyone hopes that this will be the poor quality or otherwise suspect ones – but many excellent independent providers (including a number of Independent HE members) have struggled to get through a lengthy and often bureaucratic process, even before registration was temporarily closed because OfS decided it didn’t have capacity to run it this year.
The line between supporting students and spoon feeding them is often debated in HE, but we might worry that a decent dose of it in a way that few would think appropriate could enable providers to evade regulation for some time – especially if validation (and therefore less risk to the validator) becomes the norm.
And naturally, this is an approach that ignores two other things: whether a demand-led system at the edges should respond to the sort of demand that seems to come from those profiting from selling more than it does from students themselves, and whether it’s right. Even if you accept some for-profit activity, for anyone to be arranging for predominantly low-income and disadvantaged students to be getting into full tuition fees debt when sometimes more than half is kept in profits, and what is spent seems to include high “acquisition” costs and quite low delivery and support costs.
In other words, one of the tests should be “does any of this change the incentives,” and it’s not at all clear that it does.
