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Top 10 Best Summer Camp Marketing Strategies
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Marketing your summer camp successfully requires a well-rounded approach integrating digital strategies to maximize reach and engagement. With families and students searching online for the perfect summer experience, schools must stay ahead of the competition by adopting fresh, innovative methods.

This blog explores ten of the best summer camp marketing strategies to ensure your program stands out.

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1. Leverage Content Marketing to Build Trust and Authority

You’ve probably heard this before, but we’ll say it again: Content is king! One of the most effective ways to promote your summer camp is by creating blog posts, videos, and articles about the benefits of attending your camp. This helps engage prospective attendees and parents. Highlight success stories, showcase daily camp activities, and provide insights into what makes your program unique.

The first step to creating an effective summer content marketing campaign is choosing what platforms to use. You might be wondering, “Where can I promote my summer camp?” The best places include social media sites like Facebook, Instagram, and TikTok, as well as Google Ads and YouTube for targeted paid campaigns.

Local community websites, parenting blogs, and school newsletters are effective promotional channels. Focus on building credibility and encouraging trust among parents evaluating different options.

Example: Here is a simple way to garner interest in your summer camp program. Visual Arts Mississauga posts a video of the activities they provide, including studio and outdoor creative activities, a variety of themes (a new one each week), and special guests. Try filming a few brief snippets of your daily camp activities and list some of your campers’ favorite things about the experience. With minimal editing and some upbeat music, you can certainly catch the attention of a parent searching for a positive camp experience for their child. It worked for Visual Arts Mississauga!

As you can see in the comments, a parent inquired for pricing information. The great thing about social media platforms like TikTok? You can answer questions directly. Don’t forget to obtain permission from parents and campers before posting them.

Source: Visual Arts Mississauga | TikTok

2. Optimize Your Website for Search Engines

If your website isn’t optimized for search engines, you’re missing a significant number of potential campers. Search Engine Optimization (SEO) ensures that your summer camp appears when families search for programs online. By enhancing your site’s structure, improving page speed, and using long-tail keywords like “summer camp programs in (insert your location here),” you can improve visibility.

To further enhance visibility, you should optimize your summer camp program pages by structuring them with clear headings, engaging descriptions, and high-quality images of camp activities. Adding frequently asked questions (FAQs) to the page improves user experience and provides quick answers to common inquiries.

Internal linking to other relevant pages, such as registration forms or blog posts, boosts SEO by keeping visitors engaged. Additionally, integrating schema markup allows search engines to understand the content better, increasing the chances of appearing in featured snippets.

Example: This is what an FAQ section could look like on your camp landing page. Adding structured data to your FAQs increases the likelihood of appearing as a featured snippet on search engines. Be sure to use conversational language to optimize for voice search results. Don’t forget to leverage your FAQs for content planning. This is a great way to add value for site visitors – providing the answers they’re searching for in detail in more detail.

Source: Kustermans

3. Create a Strong Social Media Presence

Beyond posting regularly, an effective social media strategy involves using platform-specific features to maximize engagement. Instagram Stories and Reels allow you to share real-time updates, camper testimonials, and behind-the-scenes glimpses of camp life.

Facebook Groups can build a community of returning campers and interested parents, fostering discussion and sharing updates. TikTok offers a creative space to showcase fun camp activities through short, engaging videos that appeal to younger audiences.

Additionally, paid social media advertising is a great way to extend your reach. By running targeted ad campaigns on platforms like Facebook and Instagram, you can ensure your summer camp marketing efforts reach families actively looking for programs.

Geo-targeting and interest-based targeting allow you to refine your audience, ensuring your ads reach parents who are most likely to enroll their children. Running contests and giveaways on social media can also increase engagement and word-of-mouth promotion as parents and campers share your content with their networks.

Example: Here, Western University uses its active Facebook page to maintain a strong presence, notify parents of important dates, build anticipation for the summer, and show off all of the fun activities in store. Their page features consistent branding setting them apart from other school summer camps.

Source: Sport Western Summer Camp | Facebook

4. Utilize Email Marketing Campaigns

Email marketing remains a powerful tool for reaching prospective campers and their families. Sending out newsletters with enrolment updates, discounts, and testimonials keeps your audience informed and engaged.

An effective email marketing strategy involves segmentation, where prospective families are grouped based on their engagement levels, preferences, and past interactions. You can ensure that each recipient receives relevant messaging by tailoring content to different segments, such as new inquiries, returning campers, and families who haven’t yet completed registration.

Drip email campaigns are particularly valuable for nurturing leads. These automated sequences gradually provide information about your camp, from program details to testimonials, making it easier for parents to commit. Additionally, incorporating visually appealing emails with compelling subject lines improves open rates and engagement.

5. Targeted Digital Advertising Campaigns

Traditional advertising is still effective, relevant, and part of a well-rounded marketing campaign. “How do I advertise my summer camp?” you ask. To advertise your summer camp using targeted ads, leverage platforms like Google Ads, Facebook, and Instagram to target parents actively searching for summer programs. By utilizing geo-targeting, interest-based segmentation, and retargeting campaigns, you can maximize ad visibility, drive inquiries, and increase enrolment conversions efficiently.

Google Ads enables your summer camp to appear at the top of search results when parents look for camp programs, increasing visibility. Running display ads and retargeting campaigns ensures that those who have previously visited your website are reminded of your offerings, improving conversion rates. Additionally, YouTube Ads allow you to showcase engaging video content of camp activities, testimonials, and program highlights to attract more interest.

Facebook and Instagram Ads offer detailed audience segmentation tools, allowing you to reach parents based on location, interests, and browsing behavior. Carousel, video, and story ads create immersive experiences that engage prospective campers and their families. To further boost engagement, A/B testing different ad creatives and copy variations helps refine messaging to determine what resonates best with your audience.

A/B testing involves creating multiple versions of an advertisement, landing page, or email to determine which version performs best. In digital advertising, A/B testing can compare different ad headlines, images, calls to action, and audience targeting strategies.

Advertisers can analyze performance metrics such as click-through rates (CTR), conversion rates, and engagement levels by running multiple variations simultaneously. The winning version can then be scaled for maximum impact, ensuring your budget is allocated to the most effective ad variations.

Example: When you invest in YouTube ads like the one pictured below, you can show up at the top of the platform’s summer camp search results and greatly expand your reach.

Source: YouTube

6. Encourage Camper and Parent Testimonials

Word-of-mouth remains a powerful marketing tool. Encouraging past campers and their parents to leave reviews on Google, Facebook, and your website adds credibility to your program. Video testimonials are particularly effective at providing an authentic look into the camp experience. Families researching camps trust peer reviews, and showcasing positive experiences helps establish trust and attract new registrations.

Example: Encourage happy campers to leave high-value testimonials highlighting how your program has positivly impacted their lives. The two pictured below are excellent examples of moving word-of-mouth endorsements that improve your program’s public reception and potentially incite desired action.

Source: Double H Ranch

7. Develop an Ambassador Program

Leveraging past campers as ambassadors can create a community-driven summer camp marketing effect that builds long-term brand loyalty. Encouraging past attendees to share their experiences and recommend your camp to friends and family fosters authentic promotion.

One of the most effective approaches is a structured referral program, where returning campers receive discounts or perks when they bring a friend. Offering rewards such as camp merchandise, VIP experiences, or exclusive access to special activities can further incentivize participation.

When working with minors as ambassadors, schools should obtain parental consent, follow child privacy regulations such as COPPA, and ensure that all promotional activities align with ethical guidelines to protect student identity and well-being.

Beyond peer referrals, partnering with local influencers, parenting bloggers, and community leaders can significantly amplify your reach. Inviting these ambassadors to visit your camp, create content, and share their experiences with their followers can increase visibility among parents searching for reputable programs. Providing them with branded hashtags, social media templates, and storytelling prompts ensures consistent and compelling messaging.

To sustain engagement, camps should maintain an ongoing relationship with ambassadors by featuring them in newsletters, social media posts, and alumni spotlights. Creating private groups or online communities for ambassadors fosters a sense of belonging and motivates them to continue advocating for your camp. Implementing an easy-to-use referral tracking system helps measure success and refine strategies for maximum impact.

8. Highlight Your Camp’s Unique Selling Points (USPS)

In a competitive summer camp market, it is crucial to clearly define and communicate your camp’s unique selling points (USPs) to stand out from the rest. Parents and campers have many choices, so highlighting what makes your camp different will help you attract the right audience and increase enrolment.

A USP is a distinct feature or quality that sets your camp apart. To effectively market your camp, you must identify and promote these features across your website, social media, and advertising campaigns. Below are some strong examples of USPs that summer camps can highlight:
- Specialized Programs
- Small Camper-to-Counselor Ratio
- Exclusive Locations
- Highly Qualified Staff
- Customizable Camp Experiences
- Unique Themes or Storylines
- Exclusive Partnerships
- All-Inclusive Pricing and Amenities
Once you’ve identified your USPs, ensure they are featured prominently on your website homepage, camp brochures, social media posts, and digital advertising. Use testimonials from past campers and parents to reinforce the uniqueness of your offerings.

Example: The School of Magic is unique because of its emphasis on connecting with nature and developing real-world skills. Those unique selling points are evident in the Instagram post below. What sets your summer camp program apart?

Source: The School of Magic

9. Partner With Schools and Community Organizations

Collaborating with schools and local community centers broadens your marketing reach. Schools can distribute flyers and email newsletters promoting your camp, while community organizations can help you reach families looking for summer activities. Building partnerships with educational institutions ensures that your camp gains credibility and visibility in trusted spaces where families make enrolment decisions. Create a buzz around any partnerships in your content across various platforms.

Example: On its website, the Canadian Adventure Camp has a tab called Memberships and Partnerships. There, they list and explain their collaborations and community involvement, showcasing how they add value for campers, families, and those in need. If you’re collaborating with any organization or if you’re involved in charity work, be sure to highlight how you make a difference!

Source: Canadian Adventure Camp

10. Optimize Your Camp’s Mobile Experience

With more parents researching and booking camps on their smartphones, having a mobile-optimized digital presence is essential. A slow or non-responsive website can drive potential campers away, leading to lost enrolment opportunities. To ensure a seamless mobile experience, camps should prioritize mobile usability in all aspects of their digital marketing strategy.

Responsive web design is the foundation of a successful mobile experience. Your website should automatically adjust to different screen sizes, ensuring readers can easily browse your camp’s programs, pricing, and enrolment details on any device. Without this adaptability, parents may abandon their search in favor of a competitor with a more mobile-friendly platform.

Fast load times are another critical factor. If a webpage takes too long to load, parents may become frustrated and leave before completing the registration process. Optimizing images, minimizing unnecessary code, and leveraging browser caching can significantly improve site speed. Google prioritizes fast-loading websites in search results, meaning that a well-optimized mobile site can enhance your summer camp advertisement efforts by increasing visibility in search rankings.

Once a parent arrives on your site, easy navigation and registration are essential. Mobile users should be able to access key pages; such as program descriptions, schedules, and pricing, within a few taps. Registration forms should be concise, requiring only necessary information, and offer autofill features to streamline the process.

Providing click-to-call and chat features offers immediate communication options for parents with questions. A simple button allowing users to call directly from their mobile device or engage in a live chat session with a representative can make a huge difference in converting inquiries into sign-ups. Chatbots can also be used for quick responses outside of business hours, ensuring prospective campers receive the information they need when they need it.

Finally, mobile-friendly payment options make transactions seamless. Integrating secure, one-click payment solutions like Apple Pay, Google Pay, or PayPal can speed up registration and reduce drop-offs. Parents should be able to complete payment without switching devices or navigating through a complex checkout system.

Boost Your Camp Enrolment Today!

Marketing a summer camp successfully requires a well-rounded, strategic approach that meets parents and campers where they are—online! By leveraging SEO, content marketing, social media, email campaigns, paid advertising, and mobile optimization, you can increase visibility, boost engagement, and ultimately drive more enrolments. Highlighting your camp’s unique selling points, developing a strong ambassador program, and ensuring a seamless mobile experience will set your camp apart in a competitive market.

With the right mix of digital marketing techniques, your summer camp can attract the right audience and maximize registrations year after year. Whether refining your summer camp advertisement strategy, improving your website, or launching targeted ad campaigns, a data-driven approach ensures long-term success.

At Higher Education Marketing, we specialize in helping camps and educational institutions implement proven digital marketing strategies that deliver results. If you’re ready to take your summer camp marketing to the next level, reach out to us today to learn how we can help you achieve your enrolment goals.

Struggling with enrollment?

Our expert digital marketing services can help you attract and enroll more students!
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March 19, 2025
Best Practices for Facing Tough Budget Choices
by Julie Burrell | March 19, 2025

Navigating budget cuts — especially when it comes to personnel decisions — is one of the most difficult challenges HR professionals can face, both professionally and emotionally.

As payroll is often an institution’s biggest budget line item, it’s often one of the first places to be impacted by cuts. Whether HR is considering instituting hiring freezes or moving toward a reduction in force (RIF), the path forward requires strategic thinking and compassionate implementation.

Here are key takeaways from the CUPA-HR webinar Budget Reductions in Higher Ed: Strategies, Collaboration, Challenges, which detailed how one institution implemented a multi-step cost-reduction program and ultimately achieved $15 million in savings.

Best Practices for Payroll Reductions

Cultivate collaboration between HR and finance. A reduction in force requires a strong partnership between HR and finance. This partnership was brought to life by webinar presenters Shawna Kuether, the associate vice chancellor of human resources at the University of Wisconsin Oshkosh, and Bethany Rusch, now the vice president of finance and administration at Moraine Park Technical College (previously of UWO). For actions like personnel reductions and severance packages, finance focused on cost control and supplying relevant metrics, while HR addressed risk mitigation by identifying legal and compliance implications.

Their advice to HR: If you don’t already have a strong partnership with finance, begin building one now. A working relationship built on mutual respect is not only beneficial when difficult budgetary constraints arise, but also vital to the overall health of your institution.

Meet a tight timeline if necessary. UWO was looking to improve its financial position within one year. That meant HR and finance had three months from the project approval stage to notifying employees.

Here are the five broad strategies they implemented in that timeframe:
- Offering voluntary retirement incentive options.
- Freezing all personnel actions, including searches already underway.
- Pledging to no new financial commitments.
- Enacting graduated, intermittent furloughs for all non-academic employees, which provided the funds for the voluntary retirement incentives.
- Implementing a reduction in force to reduce salary costs.
Consider a workforce-planning workshop. In the webinar, Kuether and Rusch detail their five-day planning workshop, which was driven by their why (a set of five guiding principles); their who (such as subject matter experts who understood which critical skill sets were needed to ensure continuity of operations); and their what (such as key metrics to determine what staff-to-student ratios to use).

Communicate early and often what criteria you employ — and document them. During an RIF, clear and transparent communication and documentation are fundamental to success. Criteria for layoffs followed the documented university policy, which is publicly available online, and these criteria were communicated clearly during the course of the RIF process, thereby minimizing liability, employee appeals, and potential litigation.

Provide employee transitional planning and resources. HR’s work is far from over once RIF decisions are announced. At UWO, transition support to affected employees and their supervisors included:
- Offering EAP resources, including onsite walk-in sessions with counselors.
- Providing toolkits to managers handling difficult conversations.
- Offering rapid-response sessions in collaboration with the Department of Workforce Development to provide training on filing unemployment and finding job opportunities in the state.
- Contracting with an external vendor to provide outplacement services, including training and interviewing skills.
- Hosting a job fair specifically for dislocated workers.
Maintain the results after the RIF has concluded. Following through with a RIF is emotionally and operationally challenging — you want to ensure the results last. The webinar covered tips on maintaining proper guardrails to protect the results.

Acknowledge the emotional toll. “This is heavy and oftentimes heartbreaking work,” Kuether and Rusch stressed. “But for us, and maybe for you, the financial realities of our university could not be ignored. You have to find your motivation in knowing you are making your college financially viable and able to focus on accomplishing its educational mission.”

They say the two most important traits that higher ed leaders need during budget cuts are resilience and adaptability. Resilience allowed the HR and finance teams to stay focused in moments of stress, while adaptability helped them remove barriers as they came up and stay the course.

Want to learn more about UWO’s work? Watch the webinar recording.

Related CUPA-HR Resources

Furloughs, Layoffs and RIFs — Best Practices in Policy Development in the Wake of COVID-19 — This on-demand CUPA-HR webinar covers the pros and cons of four main options for reducing payroll costs: furlough, salary freeze, salary reduction and RIFs.

Layoff/RIF/Furlough Toolkit — A highlight of this HR toolkit is “You Can Get There From Here: The Road to Downsizing in Higher Education,” a comprehensive guide to all aspects of budget reductions.

Change Management Toolkit — This HR toolkit includes resources ranging from change-management basics to best practices from higher ed institutions.

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March 19, 2025
Trump Admin Pauses $175M to University of Pennsylvania

The Trump administration is pausing $175 million in federal funding to the University of Pennsylvania, apparently because the college allowed a transgender woman to compete in women’s sports three years ago.

The funding pause, announced Wednesday via a White House social media post, is not related to any investigation. Instead, the Departments of Defense and Health and Human Services stopped the $175 million as part of an “immediate proactive action to review discretionary funding streams,” a senior White House official said in a statement. The legality of the move isn’t clear, and officials didn’t specify what the paused funding was intended to be used for.

The official did note that the university “infamously permitted a male to compete on its women’s swimming team.”

The University of Pennsylvania became a target for Republicans and conservatives after swimmer Lia Thomas, who initially competed on the men’s swimming team, transitioned and then swam for the women’s team during the 2021–22 season—in compliance with the NCAA policies at the time. Thomas went on to win the NCAA championship in the 500-yard freestyle, although her time was not an NCAA record.

President Donald Trump campaigned in part on getting “men out of women’s sports,” and signed an executive order in early February specifically banning transgender women from competing in women’s sports. The order is part of a broader rollback of trans rights, and Trump has gone so far as to deny the existence of trans and gender-nonconforming people, declaring that there are only two sexes, male and female.

Shortly after the order was signed, the Education Department’s Office for Civil Rights opened a Title IX investigation into transgender athletes participating in college sports at the University of Pennsylvania. The Education Department also urged the NCAA to rescind all “records, titles, awards, and recognitions” given to trans women and girls. Since Trump’s order, the NCAA and Penn have acceded and revised policies to prevent trans women from competing in women’s sports.

A senior Trump administration official told Fox Business that the pause was a “proactive punishment” and that the university is at risk of losing all federal funding as part of the ongoing Title IX investigation.

“This is just a taste of what could be coming down the pipe for Penn,” the official told Fox Business, which first reported on the pause.

A University of Pennsylvania spokesperson said Wednesday afternoon that the institution had yet to receive any official notification or any details about the pause. The spokesperson noted that Penn follows NCAA and Ivy League policies regarding student participation on athletic teams.

“We have been in the past, and remain today, in full compliance with the regulations that apply to not only Penn, but all of our NCAA and Ivy League peer institutions,” the spokesperson said.

Columbia, Penn and other universities are facing great uncertainty when it comes to federal funding as Trump looks to cut spending and crack down on programs that don’t align with his priorities. Penn recently paused hiring and took other steps to curb spending.

Pausing Penn’s funding without any formal investigation and outside the typical processes for such a punishment is just the latest salvo in Trump’s attacks on wealthy universities. Earlier this month, the administration cut $400 million in grants and contracts from Columbia University, accusing the institution of “continued inaction in the face of persistent harassment of Jewish students”—an unprecedented move that alarmed experts and higher education advocates. Trump officials then ratcheted up the pressure by demanding sweeping changes at Columbia as a precondition to formal negotiations. Columbia has until Thursday, March 20, to respond.

Jon Fansmith, senior vice president of government relations at the American Council on Education, said the administration is punishing conduct they disagree with, adding that he found the Penn pause “more troubling” because of the lack of explanation or rationale.

“It’s one thing to say we think there’s a big problem,” he said. “It’s a much bigger deal to say we’re arbitrarily suspending funding without a reason … You should at least have a reason for taking serious action.”

He noted that the current regulations governing Title IX don’t specifically bar transgender students from participating in women’s sports, and that Penn is in compliance with the policies. So he’s not sure what Penn could offer the Trump administration to restore the funding.

Blake Emerson, a professor of law and political science at the University of California, Los Angeles, said the funding pause is illegal since the administration didn’t follow the processes under Title IX to pull funding. That process includes a formal hearing and a report to Congress.

“There is no freestanding executive power to cut off money without legal authority,” he said. “It’s another instance in this pattern of the Trump administration not just aggressively using the law to target political opponents and universities, but flouting the law and not even showing casual regard for the legal process.”

Emerson noted that executive orders aren’t laws, and that if the Trump administration wants to change the existing interpretations of Title IX, it has to go through the rule-making process.

He urged Penn and Columbia to fight the cuts, as he doesn’t think “acquiescence is likely to appease” the Trump administration.

“Universities have a strong case to make that the funds being cut off are really necessary to provide essential public services the universities provide,” he said. “We’re losing scientific research because of these illegal steps, and universities are failing to make the case for their own programs when the actions being taken against them are clearly illegal. To my mind, acquiescence is a major blunder.”

Meanwhile, conservative activists who have railed against trans athletes praised the move.

Riley Gaines, who competed against Thomas, called the timing of the announcement “serendipitous” in a social media post. Three years ago Wednesday, she tied with Thomas for fifth place in the 200-yard freestyle at the 2022 NCAA championships.

Beth Parlato, senior legal adviser for the Independent Women’s Law Center, said in a statement that the message from the funding pause was clear: comply or suffer the consequences.

“President Trump means business and he’s not going to tolerate any school willfully violating the law,” Parlato said. “It is so encouraging to see an administration actually follow through with promises made to the American people, and I’m looking forward to watching each and every school that fails to protect women and girls be held accountable.”

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March 19, 2025
What stories can teach us about the world

In a time of widespread misinformation, disinformation, fake news and outright lies throughout the world, many people are wondering what the truth really is and how to find it.

In Africa, it is embedded in the power of story.

“The oral tradition has always been a hallmark of West African culture for generations long before colonization, and so storytellers have been the truth tellers,” said Dr. Geremie Sawadogo, a World Bank talent manager and storyteller, who, as a child growing up in Burkina Faso, would gather with his family to listen to story hour on national radio every Tuesday evening.

David Thuku, an executive coach and storyteller in Nairobi, Kenya, agreed. “Stories are a very structured system of managing life and giving knowledge about such things as governance, values, laws, social sciences and medicine. Medicine men, for example, would tell people which plants to use for different illnesses,” Thuku said.

“They also taught us morals and our code of acceptable behaviours,” Sawadago added. For many, they are a form of timeless, universal truth.

African stories can come in many different forms: two- to three-hour speeches, long monologues, oral renditions, poems, sayings, proverbs, fables, folklore tales, visual language, songs and even dance.

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March 19, 2025
Surviving and thriving in HE professional services

by GR Evans

This blog was first published in the Oxford Magazine No 475 (Eighth Week, Hilary term, 2025) and is reproduced here with permission of the author and the editor.

Rachel Reeds’ short but comprehensive book, Surviving and Thriving in Higher Education Professional Services: a guide to success (Routledge, 2025), is both an instruction manual for the ‘professionals’ it was written for and an illuminating account of what they do for the academics and students who benefit. However, Reeds is frank about what is sometimes described as ‘trench warfare’, a ‘tension’ between academics and ‘everyone else’, including differences of ‘perceived status’ among the staff of ‘higher education providers’.

Her chapters begin with a survey of the organisation of ‘UK higher education today’. Then comes a description of ‘job or career’ in ‘professional services’ followed by a chapter on how to get such a post. Chapter 4 advises the new recruit about ‘making a visible impact’ and Chapter 5 considers ‘managing people and teams’. The widespread enthusiasm of providers for ‘change’ and ‘innovation’ prompts the discussion in Chapter 6.

Reeds defines ‘Professional Services’ as replacing and embracing ‘terms such as administrators, non-academic staff or support staff’. In some providers there are not two but three categories, with ‘professional services’ sometimes described as ‘academic-related’ and other non-academics as ‘assistant’ staff. Some academics are responsible for both teaching and research but there may also be research-only staff, usually on fixed-term externally-funded contracts, which may be classified on the sameside of the ‘trench’ as academics. The ‘umbrella carriers’ of ‘middle management’ and ‘dealing with difficult things’ provide matter for Chapter 7. In Chapter 8 and the conclusion there is encouragement to see the task in broader terms and to share ‘knowledge’ gained. Each chapter ends with suggestions for further reading under the heading ‘digging deeper’.

The scope of the needs to be met is now very wide. Government-defined ‘Levels’ of higher education include Levels 4 and 5, placing degrees at Level 6, with postgraduate Masters at 7 and doctorates at 8. The Higher Education and Research Act of 2017 therefore includes what is now a considerable range of ‘higher education providers’ in England, traditional Universities among them, but also hundreds of ‘alternative providers’. Some of these deliver higher education in partnership with other providers which have their own degree-awarding powers, relying on them to provide their students with degrees. These all need ‘professional services’ to support them in their primary tasks of teaching and, in many cases, also research.

Providers of higher education need two kinds of staff: to deliver education and research and others to provide support for them. That was noticed in the original drafting of the Further and Higher Education Act of 1992 s.65, 2 (b) which approved the use of (the then significant) ‘block grant’ public funding for:

the provision of any facilities, and the carrying on of any other activities, by higher education institutions in their area which the governing bodies of those institutions consider it necessary or desirable to provide or carry on for the purpose of or in connection with education or research.

In what sense do those offering such ‘services’ constitute a Profession? The Professional Qualifications Act of 2022, awaiting consideration of amendments and royal approval, is primarily concerned with licence to practise and the arrangements for the acceptance of international qualifications. It is designed to set out a framework ‘whereby professional statutory regulatory bodies (PSRBs) can determine the necessary knowledge and experience requirements to work in a regulated profession (for example nursing or architecture)’. It will permit ’different approaches to undertaking’ any ‘regulatory activity’ so as ‘to ensure professional standards’This is not stated to include any body recognising members of the Professional Services of higher education. Nor does the Government’s own approved list of regulated professions.

The modern Professional Services came into existence in a recognisable form only in the last few decades.The need for support for the work of the ‘scholars’ got limited recognition in the early universities. When Oxford and Cambridge formed themselves as corporations at the beginning of the thirteenth century they provided themselves with Chancellors, who had a judicial function, and Proctors (Procuratores) to ensure that the corporation stayed on the right side of the law. The office of Registrar (Oxford) and Registrary (Cambridge) was added from the fifteenth sixteenth century to keep the records of the University such as its lists and accounts.

The needs to be met expanded towards the end of the nineteenth century. Oxford’s Registrar had a staff of five in 1914. The Oxford and Cambridge Universities Commission which framed the Act of 1923 recommended that the Registrar’s role be developed. The staff of Oxford’s Registrar numbered eight in 1930 and forty in 1958. By 2016 the Registrar was manager to half the University’s staff.

The multiplication of universities from the 1890s continued with a new cluster in the 1960s, each with its own body of staff supporting the academics. A body of University Academic Administrative Staff created in 1961 became the Conference of University Administrators in 1993. The resulting Association of University Administrators (AUA) became the Association of Higher Education Professionals (AHEP) in 2023. CUA traced its history back to the Meeting of University Academic Administrative Staff, founded in 1961. Its golden jubilees was celebrated in 2011 in response to the changing UK higher education sector. It adopted the current name in 2023.

This reflects the development of categories of such support staff not all of whom are classified as ‘Professional’. A distinction is now common between ‘assistant staff’ and the ‘professionals’, often described as ’academic-related’ and enjoying a comparable status with the ‘academic’.

The question of status was sharpened by the creation of a Leadership Foundation in Higher Education (LFHE) in 2004, merged with AdvanceHE in 2018. This promises those in Professional Services ‘a vital career trajectory equal to research, teaching and supporting learning’ and, notably, to ‘empower leaders at all levels: from early-career professionals to senior executives’ That implies that executive leadership in a provider will not necessarily lie with its academics. It may also be described as managerial.

Reading University identifies ‘role profiles’ of four kinds: ‘academic and research’; ‘professional and managerial’; support roles which are ‘clerical and technical; ‘ancillary and operational support’. The ‘professional and managerial’ roles are at Grades 6-8. It invites potential recruits into its ‘Professional Services’ as offering career progression at the University. The routes are listed under Leadership and Management Development; ‘coaching and mentoring’ and ‘apprenticeships’. This may open a ‘visible career pathway for professional services staff’ and ‘also form part of succession planning within a team, department or Directorate or School where team members showing potential can be nurtured and developed’.

Traditional universities tend to adopt the terminology of ‘Professional Services’. Durham University, one of the oldest, details its ‘Professional Services’ in information for its students, telling them that they will ‘have access to an extensive, helpful support network’. It lists eleven categories, with ‘health and safety’ specifically stated to provide ‘professional’ advice. York University, one of the group of universities founded during the 1960s, also lists Professional Services. These are ‘overseen by the Chief Financial and Operating Officer’ and variously serving Technology; Estates and Facilities; Human Resources; Research and Enterprise; Planning and Risk; External Relations; student needs etc. The post-1992 Oxford Brookes University also has its Professional Services divided into a number of sections of the University’s work such as ‘academic, research and estates’. Of the alternative providers which have gained ‘university title’ Edge Hill (2006) lists seven ‘administrative staff’, two ‘part-time’, one described as administration ‘co-ordinator’, one as a ‘manager’ and one as a ‘leader’.

Reeds’ study draws on the experience of those working in a wide range of providers, but it does not include an account of the provision developed by Oxford or Cambridge. Yet the two ancient English Universities have their own centuries-long histories of creating and multiplying administrative roles. The Colleges of Oxford and Cambridge similarly distinguish their ‘academic’ from their other staff. For example St John’s College, Oxford and Sidney Sussex College, Cambridge list more than a dozen ‘departments’, each with its own body of non-academic staff.

In Oxford the distinction between academics and ‘professional’ administrators is somewhat blurred by grading administrators alongside academics at the same levels. Oxford’s Registrar now acts ‘as principal adviser on strategic policy to the Vice-Chancellor and to Council’, and to ‘ensure effective co-ordination of advice from other officers to the Vice-Chancellor, Council, and other university bodies’ (Statute IX, 30-32). Cambridge’s Registrary is ‘to act as the principal administrative officer of the University, and as the head of the University’s administrative staff’ and ‘keep a record of the proceedings of the University, and to attend for that purpose’ all ‘public proceedings of the University’, acting ‘as Secretary to the Council.’

The record-keeping responsibility continues, including ‘maintaining a register of members of the University’, and ‘keeping records of matriculations and class-lists, and of degrees, diplomas, and other qualifications’. The Registrary must also edit the Statutes and Ordinances and the Cambridge University Reporter (Statute C, VI). The multiplication of the Registrary’s tasks now requires a body offering ‘professional’ services. ‘There shall be under the direction of the Council administrative officers in categories determined by Special Ordinance’ (Statute c, VI).

Oxford and Cambridge each created a ‘UAS’ in the 1990s. Both are now engaged in ‘Reimagining Professional Services’. Oxford’s UAS (‘University Administration and Services’, also known as ‘Professional Services and University Administration’) is divided into sections, most of them headed by the Registrar. These are variously called ‘departments’, ‘directorates’, ‘divisions’, ‘services’ and ‘offices’ and may have sub-sections of their own. For example ‘People’ includes Childcare; Equality and Diversity; Occupational Health; Safety; ‘Organisational Development’; ‘Wellbeing’ and ‘international Development’, each with its own group of postholders. This means that between the academic and ‘the traditional student support-based professional services’ now fall a variety of other tasks some leading to other professional qualifications, for example from the Chartered Institute of Personnel and Development, the Chartered Management Institute or in librarianship and technology.

Cambridge’s UAS (Unified Administrative Service), headed by its Registrary and now similarly extensive and wide-ranging, had a controversial beginning. Its UAS was set up in 1996 bringing together the Financial Board, the General Board, and the Registry. Its intended status and that of its proposed members proved controversial. Although it was described as ‘professional’, the remarks made when it was proposed in a Report included the expression of concerns that this threatened the certainty that the University was ‘academic led’. This prompted a stock-taking Notice published on 20 June 2001 to provide assurance that ‘the management of the University’s activities, which is already largely in the hands of academic staff, must also continue to be academic-led’ and that the ‘role of the administration is to support, not to manage, the delivery of high-quality teaching and research’. But it was urged that the UAS needed ‘further development both in terms of resourcing and of organization’. The opportunity was taken to emphasise the ‘professionalism’ of the service.

With the expansion of Professional Services has gone a shift from an assumption that this forms a ‘Civil Service’ role to its definition as ‘administrative’ or ‘managerial’. ‘Serving’ of the academic community may now allow a degree of control. Reeds suggests that ‘management’ is a ‘role’ while ‘leadership’ is a ‘concept’, leaving for further consideration whether those in Professional Services should exercise the institutional leadership which is now offered for approval.

In Cambridge the Council has been discussing ways in which, and with whom, this might be taken forward. On 3 June 2024 its Minutes show that it ‘discussed the idea of an academic leaders’ programme to help with succession planning by building a strong pool of candidates for leadership positions within the University’. It continued the discussion at its July meeting and agreed a plan which was published in a Notice in the Reporter on 31 July:

to create up to six new paid part-time fellowships each year for emerging academic leaders at the University, sponsored by the Vice-Chancellor. Each fellow would be supported by a PVC or Head of School (as appropriate) and would be responsible for delivering agreed objectives, which could be in the form of project(s).

‘In addition to financial remuneration’, the Fellows would each receive professional coaching, including attendance on the Senior Leadership Programme Level 3. Unresolved challenge has delayed the implementation of this plan so far.

The well-documented evolution and current review of Professional Services in Oxford and Cambridge is not included, but the story of Professional Services told in this well-written and useful book is illustrated with quotations from individuals working in professional services.

SRHE member GR Evans is Emeritus Professor of Medieval Theology and Intellectual History in the University of Cambridge.

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Categories: Government & Higher Education Policy, Higher Education | Tags: Academic, Administrative Staff, cambridge, careers, Higher Education, innovation, leadership, Management, Oxford, professional services | Permalink.

Author: SRHE News Blog

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

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March 19, 2025
Results of Men’s March Madness Bracket Based on Academics

March Madness officially begins Thursday with a match-up between the University of Louisville and Creighton University.

Michael Allio/Icon Sportswire/Getty Images

No shame if you forgot National Collegiate Athletic Association’s Division I basketball championships were coming up—after all, this March has been filled with more than enough madness in higher ed, even without paying attention to basketball.

Nonetheless, the biggest event in college sports kicks off this week. If you’ve been a little too concerned with the news cycle to fill out your bracket, we’re here to help. Every year since 2006, Inside Higher Ed has determined which teams would win in the men’s and women’s tournaments if the results were based on academic, rather than athletic, performance.

To determine the winners, we used the NCAA’s key academic performance metric, known as the academic progress rate, for the 2022–23 academic year, the most recent data available. The academic progress rate measures student athlete retention and academic eligibility, though some outside experts have said the metric paints an imperfect picture of a program’s academic performance.

(Full disclosure, we did use this metric to determine the winners of the First Four matchups, even though two of the four games will be determined before publication Wednesday morning.)

If two colleges had the same APR, we used 2023–24 graduation success rate, the proportion of athletes who graduated within six years of entering an institution, as tiebreakers. If teams tied again, we turned to the team’s six-year federal graduation rates, which is a more inclusive metric.

Luckily, none of the teams tied in all three categories. Still, there were a handful of nail-biting victories. For instance, the Clemson University Tigers tied the Liberty University Flames on both the academic progress and graduate success rates. But when looking at the overall graduation rate, Clemson won by one point. After besting the Flames in the Final Four, the Tigers beat out the University of Louisville to win the whole thing.

Now, the Inside Higher Ed bracket likely won’t win you any money. But there’s no bad time to celebrate the academic achievements of student athletes alongside their athletic prowess.

Congrats, Clemson Tigers!

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March 19, 2025
Judge Orders Education Dept. to Restore Teacher Prep Grants

A federal judge in Maryland this week ordered the U.S. Department of Education to reinstate numerous grants that support teacher-preparation programs.

The department canceled the $600 million in grants last month as part of a wider effort to slash federal funding and eliminate programs that promote diversity, equity and inclusion. In response, the American Association of Colleges for Teacher Education, the National Center for Teacher Residencies and the Maryland Association of Colleges for Teacher Education challenged the cuts, arguing in a lawsuit that the grant terminations were illegal.

On Monday, U.S District Judge Julie Rubin ordered the department to restore funding for the Supporting Effective Educator Development program, the Teacher Quality Partnership program and the Teacher and School Leader incentive program within five business days. That order comes after a federal judge last week directed the department to reinstate canceled grants in eight states.

“We are thrilled that the court has ruled in favor of preserving funding for TQP, SEED, and TSL grants, which have a transformative impact on our nation’s education system,” AACTE president and CEO Cheryl Holcomb-McCoy said in a news release.

The order also blocks the department from terminating any other TQP, SEED or TSL grant awards “in a manner this court has determined is likely unlawful as violative of the Administrative Procedure Act,” which instructs courts to “hold unlawful and set aside final agency actions” deemed “arbitrary, capricious, an abuse of discretion, or otherwise not in accordance with law.”

The judge asked both the department and the plaintiffs to file a status report within seven business days showing compliance with the order.

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March 19, 2025
Moody’s Downgrades Sector Outlook to Negative

Moody’s Ratings on Tuesday downgraded its outlook for the higher education sector from stable to negative due to recent and potential federal policy changes.

The revised outlook comes as the Trump administration has gutted the Education Department via mass layoffs and sought to aggressively overhaul higher education with a flurry of executive orders that have destabilized certain funding streams.

“Actions and potential changes include cuts to research funding, enforcement actions against diversity programs, staff reductions at the US Department of Education, uncertainty over federal student aid, and possible expanded taxes on endowments,” Moody’s analysts wrote in the report released Tuesday. “These factors are causing institutions to pause capital investments, freeze hiring, and cut spending.”

In December, Moody’s projected a stable 2025 with anticipated revenue growth of 4 percent—the most optimistic outlooks for the sector among a trio of predictions from key financial organizations. Now the ratings agency notes federal policy changes could prompt revenue shortfalls, particularly at research universities, due to a proposed cap on National Institutes of Health reimbursements for research-related costs. That cap, which is currently blocked by a court order, would mean about $100 million in cuts annually for research universities that spend at least $50 million on research and award 70 research doctorates a year, according to Moody’s.

In addition to the NIH rate cut, an increase to the endowment tax would hit wealthy, private universities and likely drive cuts to financial aid or in other spending categories, the report found. The current endowment tax is 1.4 percent for institutions with at least 500 students and $500,000 in assets per student, but recent Republican proposals have floated raising that tax significantly. One proposal has called for a 10 percent tax and changing the per-student endowment threshold from $500,000 to $200,000. Another GOP proposal would set the tax at 21 percent.

Potential disruptions to federal financial aid disbursement, however, would impact all colleges and universities. Moody’s noted that “only a select group of wealthy institutions have the financial flexibility to manage such a scenario without likely seeing steep enrollment decline.” Given steep cuts to the Education Department, Moody’s expressed concern that the Federal Student Aid office could be affected, particularly after last year’s overhaul of the Free Application for Federal Student Aid, which was beset by multiple technical challenges.

“The administration has said the reductions will not affect the department’s statutorily mandated functions such as administering Title IV financial aid and providing assistance to federal student loan borrowers, but the extent to which that will be the case is uncertain,” the report noted.

Federal enforcement actions against diversity, equity and inclusion initiatives—which the Trump administration has targeted—also pose a financial risk to the sector, according to Moody’s. The report cited the potential for “a wide array of funding cuts, including Title IV funding suspension, if [universities] do not comply” with Trump’s executive orders clamping down on DEI offerings.

Moody’s also flagged potential losses due to the possible reduction in visas for foreign students. Colleges and universities that would be hit the hardest, according to the report, are those that are “reliant on STEM master’s programs, or more niche offerings like art and design programs.”

The report concluded that the outlook could revert to stable “if many of the federal policies and proposals are reversed or halted by judicial intervention or do not come to pass. Stronger-than-expected investment market returns and operating revenue growth could also lead to a revision of the outlook to stable.”

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March 19, 2025
Columbia AAUP Urges University to Reject Trump’s Demands

The American Association of University Professors chapter at Columbia University is urging officials there to reject the Trump administration’s demands, which include putting an academic department under receivership, abolishing the University Judicial Board and giving security employees arrest authority.

“Compliance would make Columbia complicit in its own destruction, stripping shared control of academic and student affairs from the faculty and administration and replacing the deliberative practices and structures of the university with peremptory fiats from outside the institution,” the AAUP chapter said in a statement Tuesday. “We see no evidence that compliance would assuage the hostility of the White House.”

The Trump administration announced March 7 it was canceling about $400 million in federal grants and contracts for Columbia due to what it claims is the university’s “continued inaction in the face of persistent harassment of Jewish students.” Then, in a letter last week, federal officials listed “next steps that we regard as a precondition for formal negotiations regarding Columbia University’s continued financial relationship with the United States government.” They set a March 20 deadline for complying with the demands, which also include a mask ban, a plan for changing admissions and more.

The Columbia AAUP’s statement said, “The government’s demands read like a ransom letter, dictating to the university what principles it must sacrifice and what ideological positions it must adopt to restore research funding.” As for the justification of fighting antisemitism, the AAUP chapter said the university took “many actions over the last year to accommodate its Jewish students, sometimes at the expense of the grievances of other campus groups.”

The AAUP chapter said this “assault on Columbia will serve as a model for attacks on other universities across the nation” and urged colleagues to speak out and “march in the streets.”

The White House didn’t return a request for comment Tuesday.

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March 19, 2025
Will the UK’s AI Action Plan Force Universities into a U-turn?

The AI Opportunities Action Plan, led by Matt Clifford CBE and announced in January, documents recommendations for the government to grow the UK’s AI sector to ‘position the UK to be an AI maker, not an AI taker’ in the field and help achieve economic growth.

The UK’s AI Action Plan highlights the critical need to harness international talent and expand the workforce with AI expertise. However, this ambition is at odds with recent moves by the British government to limit international student numbers through stricter visa regulations, leading universities to make difficult decisions—cutting courses, slashing budgets, and exploring alternative strategies to maintain financial stability and global relevance.

The AI Action Plan: A policy contradiction

Despite a well-documented skills gap in the UK’s AI sector, the Government’s actions have forced universities to pivot toward establishing global campuses in a bid to preserve financial stability and maintain and promote international collaboration in general. This trend is exemplified by universities like Coventry University, which opened a campus in Delhi last year, and the University of Lancaster’s partnership with Deakin University in Indonesia. Today, UK universities operate 38 campuses across 18 countries, educating more than 67,750 students abroad.

While these international campuses help extend the UK’s academic reach, the UK’s immigration policies are creating significant barriers to attracting top-tier AI talent to work domestically. Many international graduates, trained to UK standards, are struggling to secure postgraduate visas for themselves and their families, preventing them from contributing their skills to the UK economy.

Visa barriers for graduates

One of the main visa routes intended to help international talent integrate into the UK workforce is the High Potential Individual (HPI) visa. The HPI visa is a UK immigration pathway designed for recent graduates from 40 top global universities, allowing them to live and work in the UK for several years. However, this scheme remains restrictive. To qualify, applicants must have a qualification from one of the eligible global universities in the last five years. Of the universities included, 47.62% are from the US, and there is just one institution from the entire southern hemisphere on the list.

The AI action plan recommended the government consider reforming the HPI pathway with ‘graduates from some leading AI institutions, such as the Indian Institutes of Technology and (since 2020) Carnegie Mellon University in the US, are not currently included in the High Potential Individual visa eligibility list’.

The AI Action Plan itself highlights the need for a rethink of the UK’s immigration system to attract graduates from top AI institutions worldwide. However, the government has only ‘partially agreed‘ with this recommendation, pointing to existing visa schemes that they believe meet the needs of skilled workers, including AI graduates. However, it can be argued that the UK visa process is often expensive, and Global Talent Visas require employer sponsorship while failing to account for the challenges that international graduates face when trying to secure long-term employment, especially in industries with rapidly evolving skills like AI. Even if the HPI eligibility list was expanded, our existing visa pathways are too restrictive to support a rapid influx of skilled graduates.

Government and university collaboration

The AI Action Plan calls on the government to ‘support Higher Education institutions in increasing the number of AI graduates and teaching industry-relevant skills.’ The reality is that many UK universities have already adjusted their strategies to cope with both domestic financial pressures and the measures introduced to quell international students through restricted immigration pathways.

The question remains whether universities will be expected to reverse course, intensify efforts to recruit domestically and retain AI talent to meet the government’s urgent targets. Without a targeted and affordable visa system to support these efforts, the AI Action Plan’s goals risk falling short of their potential.

This is not about asking Universities to ensure that their international students have clear career pathways post-graduation or providing AI-specific courses. The government must create an AI-specific visa that allows graduates from top global institutions to work in the UK.

The real need lies in fostering closer collaboration between higher education institutions and government policymakers, particularly when it comes to visas. The government must take responsibility for creating a new visa pathway if it wants to meet the aims of the AI action plan. Universities cannot be expected to U-turn- develop new courses in the face of financial constraints and restrictive visa policies.

Mauve Group is a global HR, Employer of Record and business consultancy provider. Mauve specialises in supporting organisations of all sizes to expand overseas, helping companies navigate the complexities of employing workers across borders.

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March 19, 2025