Just over one in 10 higher education institutions enroll at least 20 percent international students.
Photo illustration by Justin Morrison/Inside Higher Ed | skynesher/E+/Getty Images
Colleges and universities with a high percentage of international students face a credit risk as the federal government continues to target international students, according to a new report from Moody’s Ratings.
Those most at risk include the 11 percent of American institutions where international students make up more than 20 percent of the student body, the ratings agency said, as well as institutions that are already struggling financially. (In total, 6 percent of students at U.S. institutions come from other countries.)
“The reduction in international students presents a credit risk for universities heavily reliant on this demographic because of potential declines in tuition income, as international students typically pay full tuition fees,” the report states. “Additionally, with declining numbers of high school students over the next several years in the U.S. leading to fewer domestic students, universities intending to fill the gap with more international students may fall short.”
The report follows the Trump administration’s months-long attack on immigrants and international students specifically, which began with the sudden removal of thousands of students from the Student Exchange and Visitor Information System, putting their legal status at risk. Since then, the administration has implemented a travel ban that includes 12 countries, prohibiting students from those countries from studying in the United States, and has targeted international students at Harvard University specifically, attempting to end the university’s ability to host international students. The State Department has also increased scrutiny into student visa applicants’ social media presences.
It’s unclear as of yet how those factors will impact international enrollment in the fall. According to a recent report by the Institute of International Education, an approximately equal number of colleges and universities said they expected their international enrollment in the 2025–26 academic year to increase (32 percent), decrease (35 percent) and stay the same (32 percent) from this year’s numbers. But the percentage who expect a decrease was much higher than last year, when only 17 percent of institutions thought they might lose international students.
The hit to the sector may not be as significant as it would be in countries like the United Kingdom and Australia, where about 25 percent of all students are international, Moody’s reported. Still, if the U.S. lost 15 percent of its international student population, a substantial number of colleges could experience at least moderate financial repercussions, according to one projection.
About one in five colleges’ and universities’ EBIDA (earnings before interest, depreciation and amortization) margins would shrink by 0.5 to two percentage points, according to the ratings agency’s calculations.
“For entities that already are under fiscal stress and have low EBIDA margins (the median EBIDA for private nonprofit colleges and universities was 11.7 percent in fiscal 2024 and 10.7 percent for publics), a change of one or two percentage points could push them into negative territory, especially if they are heavily discounting domestic tuition or losing enrollment because of demographic shifts,” according to the report. “Also, many small private schools may need to contend with federal changes to student loan and aid programs, further depressing domestic enrollment prospects and stressing budgets, especially for those with low liquidity.”
The report stresses that this model does not account for any steps the institutions might take to mitigate those losses—especially at wealthier institutions. (Fifty-four percent of institutions with at least 15 percent international students are highly selective, while 25 percent are nonselective.)
“Institutions that are highly selective, or those with considerable reserves, may better absorb the impacts by adjusting operations or increasing domestic enrollment,” it states. “Some elite institutions are less reliant on tuition, deriving income from endowments, fundraising or research, thereby mitigating the financial impact.”
Many university leaders are uneasy about the idea of personal branding. It can feel self-promotional, even uncomfortable – and it’s often a concept that jars with their personal values, the culture of their institution, and indeed their perception of how higher education itself operates.
However, personal branding should not be about ego or marketing. It’s about clarity, authenticity, and trust. In an environment where leadership visibility, credibility, and alignment with institutional values are increasingly scrutinised, shaping how you’re understood by others isn’t merely helpful, it’s essential.
So, while we’re a bit uncomfortable with the term, personal brand, we think it’s extremely important for aspiring university leaders to think about how they go about developing one for themselves.
Personal branding – it’s not just what you say about yourself
It’s perhaps worth reflecting on what Jeff Bezos has said in this context because it’s helpful:
“Your brand is what other people say about you when you’re not in the room.”
Your title and role may open doors, but it’s your values, your expertise and your contribution that leave a lasting impression. Personal brand is the space you occupy in other people’s minds: your colleagues, students, and external connections. In today’s digital world, you are visible in search results, social feeds, LinkedIn and other platforms. If you’re not actively shaping your own narrative, others will do it for you – forming opinions and perceptions that may not be accurate or aligned with your values.
Why should personal branding matter for aspirational university leaders?
Thinking about your personal branding allows you to control the narrative. Essentially, if you don’t shape your story, someone else will. It allows you to build trust and credibility authentically. This is vital, we all know that a consistent, values-led brand is consonant with reliability in times of change. Where there is so much information out there, it can be a strong signal among confusion and noise. It also gives you a better handle on future-proofing your career.
Executive search companies, partnerships, board appointments all begin with discovery, and if you can’t be found, you can’t be considered. Distilling your experience and expertise beyond the role you’re in now makes moves to other roles easier. People do their homework on you, they want to know what kind of person you are, not necessarily the nitty gritty detail (although bad social media lingers) but to know that you are real. And it’s not always about a positive career trajectory to the next job. In these times your role might be at risk, and you might need to consider your next position, even beyond your current role, institution and sector.
This is about developing a personal mark, but it’s worth noting that an authentic personal brand also benefits your institution. Visible leaders attract talent and partnerships, and can draw top academics, high-calibre students, and external funders. People will engage because of what you stand for in terms of your values and your impact. And got right, it will help your students, staff, external connections and the public to be more confident about your vision and your decisions.
Equally important, a clear and visible personal brand enables you to communicate more effectively – an essential skill for building strong teams, driving change, and leading through crisis. You are future-proofing yourself, becoming a trusted authority, so that you are known for more than just your job title and credentials.
It starts with how you present yourself in meetings, working groups, committees, stakeholder meetings, even corridor conversations and incidental interactions.
Articulating your expertise beyond your job title
To be able to develop your personal brand, you need to ask yourself several questions and answer them honestly. And bear in mind that ‘showing up’ is not showing off, you can’t make a difference if you’re invisible!
Truly understand what your goals are: who you are trying to help, and what positive difference do you want to make? Understanding your reason for doing what you do makes being visible that much easier.
Do I want to make a positive difference?
What do I want to change and how?
What do I want to be known for?
Who do I want to help?
Ask yourself these questions in the context of what you want to change or influence, such as Leadership & Change Management; Equity, Diversity & Social Mobility; Research Impact & Knowledge Exchange; Student Experience & Wellbeing; The Future of Work & Skills. These should, of course, be significant topics that reflect what you want to be known for and the people or communities you aim to support.
Before you can become an authority on your topic, you need to have a proven track record of success in that area. Your credibility is built not just on what you say, but on what you’ve delivered; your demonstrable achievements and real impact that others can recognise and rely on. Without this foundation, personal branding risks sounding empty or a promissory note rather than coming from a position of authority and authenticity.
When you are speaking to others about what you are doing, it is helpful to reflect on how you should structure what you say. Make sure, for example, that you’re clear about defining the issue: speak directly to the challenges your audience faces (e.g. navigating grant applications, improving departmental culture); position the challenges. Share frameworks, tips, or toolkits you’ve developed, and humanise your advice – weave in a short anecdote or lesson learned, for example.
Do these things in the context of people you might be able to support by being more visible: students and research students, people more junior, and those wanting to get into HE, particularly those from minoritised backgrounds. Essentially, leadership isn’t just about climbing, your role should be to hold the ladder down for others.
Practical Tips
To help you maximise your impact – here are some ideas:
1. Digital Footprint Audit
Search Yourself: Google your name in incognito mode. Note the top 10 results.
Review Social Profiles: Ensure consistency of photo, headline, and bio across LinkedIn, Twitter, ResearchGate, etc.
Clean Up: Archive or delete outdated posts or profiles that conflict with your current values.
2. Think about Content, Calendar & Cadence
Plan regular outputs (blog posts, LinkedIn articles, micro-posts) aligned to your expertise, but don’t worry if you can’t maintain a consistent frequency right away.
It is important that they are insightful, add value and contribute.
Use simple tools (e.g. Trello or a shared spreadsheet) or agentive AI to track ideas, deadlines, and performance.
3. Collect Metrics & Evaluation
Engagement: Likes, comments, shares on social platforms.
Opportunities: Invitations to speak, consult, sit on panels or boards.
Search Trends: Monitor Google Analytics (if you host a blog) or LinkedIn analytics for profile views and keyword searches.
4. Network Activation
Identify, say, 10 key contacts (internal & external) each quarter to reconnect with.
Offer value first. Be gracious and share – share an article, congratulate them on their achievement, propose a brief call.
Leverage your network to co-author articles, co-host webinars, or nominate others for awards.
And avoid:
Oversharing: While transparency is good, avoid extraneous personal detail that can detract from your message.
Inconsistency: Mixed messaging erodes trust. Align every post and presentation with your core values.
Neglecting Offline Presence: A strong digital brand should be backed up by consistent behaviour in meetings and events.
Ignoring Feedback: Listen to comments, direct messages, and 360-degree reviews to refine your approach.
What Leaders Say
Professor Shân Wareing, Vice-Chancellor and CEO, Middlesex University
People are always going to draw conclusions from what they see you do, so you always need to be aware of that. I don’t use personal brand with the goal of ‘selling’ me. However, I do want to consistently communicate important and specific aspects of how I work – such as that I care about other people’s growth – and I try to align all my social media and other communications with that message.”
Professor Simon Biggs Vice Chancellor and President, James Cooke University
Senior leaders represent their organisation externally. A strong personal brand helps amplify and align their values with the organisation in public forums, industry discussions, and policy advocacy. Personal branding signals what a leader stands for ethically, strategically, and culturally. It helps align teams and attract talent who resonate with that leadership style.
Professor Theo Farrell, Vice-Chancellor, Latrobe University, Australia
I think aspiring leaders need to think carefully about the kind of leader they want to be – and this will involve reflecting on their own values, the ambitions they have for the organisation or unit they lead, and their aspiring leadership journey. For me, personal brand is simply the outward expression of this leadership ethos and style. It is expressed in communications, including social media, and also in every interaction with people inside and outside the organisation. Being consistent with your personal brand, in everything you do is important for authentic leadership. In terms of social media, the goal is to communicate your values. Being consistent is obviously important. At the same time, my experience is one of posting fewer personal reflections and more corporate content as I have become more senior, and in these senior roles increasingly represent my organisation.
And finally
Leadership and personal branding are inseparable in today’s higher education landscape. Your brand is not a luxury. It’s your strategic asset made up of your values, your story, your impact on others and ultimately your legacy.
When searching for friendly support or warm words from politicians, the media, and the public, UK universities are increasingly being left empty-handed.
Last year’s modest increase in tuition fees allowed universities a temporary reprieve after years of tightening financial constraints but came with a firm warning that standards must improve and was quickly wiped out by rises in National Insurance. Meanwhile, culture wars and negative perceptions on quality and graduate outcomes continue to dominate discourse around the sector, fuelling criticism of universities from all directions.
Richard Jones, vice president for regional innovation and civic engagement at the University of Manchester posited last week that university leaders may be tempted to look for easy savings in their civic impact work – initiatives that engage with and benefit their local community but ultimately fall outside of a university’s traditional mission of teaching and research. But as he argues, this would be a profound mistake.
The outlook in recent years for universities may have been challenging, but hope lies in Labour’s focus on place-based policy. Place has driven flagship funding decisions and policies including the Spending Review and the Industrial Strategy, with more money being devolved from Whitehall to the regions in pursuit of growth. New Mayoral Strategic Authorities have been empowered to take the reins on transport, investment, spatial planning and skills, with the promise of further autonomy as they mature. A new Green Book – government’s methodology for assessing public investments – is being updated and will broaden the criteria to look more favourably at investments outside London and the South East.
Universities are perfectly placed to be the drivers of Labour’s regional growth ambitions. The priority sectors in last week’s Industrial Strategy – including advanced manufacturing, life sciences, and clean energy industries – are some of UK universities’ best strengths. Moreover, as anchor institutions located in the heart of communities, universities are physically well-placed to address causes of economic decline.
Civic engagement for economic growth
The civic university movement, which champions collaboration between universities and their localities, has an established framework for institutions looking to ramp up civic impact initiatives with their civic university agreements. More than 70 civic university agreements are already in place between universities and their local authorities, with universities in Manchester, Nottingham, Sheffield, Exeter, Derby and London, among others, providing a range of examples for institutions to learn from.
A UPP Foundation series of roundtables held in four regions across England recently has also highlighted that the civic university movement remains active, with a wealth of civic activity taking place across the country. Universities are finding creative ways to engage with their local communities, with examples including offering to host events in university spaces, or running a café that demystifies the benefits of nuclear energy while providing employment and training for local people. For institutions nervous about signing up to lengthy and potentially costly partnerships, participants at the roundtables instead stressed that smaller gestures can be just as meaningful. Rather than draining resources, civic activity can in fact alleviate funding pressures when universities work together to learn from one another.
Irrespective of geography, participants were united in their contention that universities should collaborate with their local partners to develop civic initiatives, working collaboratively to address the real day-to-day problems communities want help with, such as helping local businesses transition to net zero.
Labour’s devolution agenda also offers an opportunity for universities to become visible bridges working across regions and political geographies. While mayoral devolution has been lauded in cohesive urban centres like Manchester and Birmingham, there are concerns the model will work less well in rural areas where proposed Mayoral Combined Authorities will intersect with traditional county borders. For such regions, universities can both serve as bolsters to wider regional identity and can benefit from the flexibility of their own geography that may span mayoral regions.
The opportunities are there for universities to re-embed civic activity into their core work under Labour’s agenda – but it needs brave leadership to embrace them. In the face of tough financial decisions, university leaders must champion the benefits of civic activity. The late Bob Kerslake, chair of the UPP Foundation’s Civic University Commission 2018–19, deeply understood the potential and necessity for universities to be rooted in their local communities. For a higher education sector that has spent recent years on uncertain footing, tapping into Kerslake’s vision could provide a more certain path forward.
The UPP Foundation’s full report UPP Foundation Spring 2025 Roundtables: The Role of Universities in Regional Placemaking explores the key themes of the roundtable discussions. You can download the report here.
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Dive Brief:
While career and technical education has long connected students to real-world job skills and opportunities in different fields, it may also offer an avenue to strengthen arts programming and diversify career pathways for students interested in the arts.
CTE experts emphasize the importance of thinking outside the traditional arts education framework by combining foundational techniques with an awareness of how those skills can be applied in the real world and meet local job market needs.
“There’s a dismissiveness about careers in the arts because it’s assumed that you have to be a starving artist, but that’s truly not the case,” said Ashley Adams, executive director of Arts Media Entertainment Institute, a nonprofit that connects educators to creative professionals. “There are incredible jobs for students that use their creative skills, and it empowers them if you can teach them about those careers early on.”
Dive Insight:
Adams began as a classroom teacher at a school with a robust Parent Teacher Association that regularly fundraised to support high-quality arts programming. However, not every school has access to this type of resource, Adams said, which is why she views CTE in the arts as an avenue for equity and access for students.
For example, a theater teacher in Colorado launched a new course that teaches technical theater skills such as set design and sound design in order to qualify for CTE state and federal level funding.
Technical training is valuable for students because graduating with a certification in an industry-recognized software platform boosts and strengthens their resume when applying for jobs, Adams said. She added that because CTE programs are project-based, it’s a great preparation for the workforce, as many jobs are seeking professionals who can work collaboratively.
For an arts-oriented CTE course to succeed, one of the main factors to take into consideration — as with any CTE course — is labor market value. Dan Hinderliter, associate director of state policy for Advance CTE, a national association for CTE directors and professionals, explained that there needs to be at least some level of local labor market analysis to determine which careers and opportunities are available, and to make these explicitly clear to stakeholders.
“There’s a lot of programs in, say, California — where there’s more opportunity because they have the labor market — than you would find in rural Oklahoma, where they don’t inherently have a lot of need for students with a lot of technical arts skill and background,” Hinderliter said.
If a school district decides they have a local labor market that’s looking for a much more technical approach to arts education, Hinderliter encourages them to make sure they partner with the employers in that area and, more comprehensively, with the state.
At the local level, the AME Institute connects teachers with creative industries and ensures they have training resources and the knowledge necessary to prepare students for these jobs. The organization provides virtual learning opportunities, in-person institutes that include visits to industry studios, and curated programming to strengthen pathway curriculum.
“It’s workforce development, and our workforce needs creators, it needs innovators, if we are going to continue to be a leader,” Adams said. “Entertainment is a huge industry sector within our economy, but if we’re going to continue to lead in that industry sector and many others, we have to have creative thinkers. We have to have people who are taking these tools and using them in innovative ways.”
On Tuesday, Paramount announced an agreement to pay $16 million to settle President Donald Trump’s lawsuit over the editing of a “60 Minutes” interview with Kamala Harris.
The following can be attributed to FIRE attorney Bob Corn-Revere, who filed a comment to the FCC calling its investigation into the Harris interview a “political stunt”:
A cold wind just blew through every newsroom this morning. Paramount may have closed this case, but it opened the door to the idea that the government should be the media’s editor-in-chief.
Trump has a long history of filing frivolous lawsuits to intimidate critics, and his targets have a long history of capitulating to avoid legal headaches. And here, he had the added tactic of using the FCC and its review of the multi-billion dollar Paramount-Skydance merger to bring added pressure to bear.
Behavior that gets rewarded gets repeated. This settlement will only embolden the president to continue his flurry of baseless lawsuits against the press — and against the American people’s ability to hear the news free from government intrusion.
As of 2023, more than 464 million people listen to podcasts regularly, and this number is growing each year. And with over 70% of parents listening with their children, podcasts are a communication channel your school can’t afford to overlook.
Why does this matter for education marketing?
Because parents, students, and alumni increasingly expect content that’s on demand, easy to consume, and aligned with how they already engage with other brands. A podcast offers exactly that. It provides a way to humanize your institution, give voice to your values, and build stronger relationships with your audience, all without requiring a massive budget or full production studio.
Is a school podcast worth the effort?
Here’s the reality: Schools that use podcasting strategically are finding new ways to connect with prospective families, boost engagement, and increase brand awareness. Whether you’re trying to showcase your faculty, highlight student achievements, or simply keep your community informed, a podcast gives you a direct line to your audience’s attention.
First things first, what is a podcast in school? A school podcast is an audio series created by educators, students, or staff to share news, stories, or educational content. It can highlight campus life, feature interviews, or support learning, helping schools connect with their communities in an accessible, on-demand format.
This blog post breaks down seven clear steps for launching a school podcast, from planning and production to promotion and measurement.
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Step 1: Define Your Podcast’s Purpose
Before you record a single second of audio, it’s important to answer one key question: Why are we starting this podcast?
A well-defined purpose ensures your content stays focused and impactful. Are you hoping to:
Attract and engage prospective families?
Showcase student life and culture?
Build thought leadership through staff and faculty interviews?
Strengthen alumni connections?
The most successful school podcasts have a clear audience and goal. For example, a private school may want to build trust with prospective families by featuring authentic stories from teachers and students. A language institute might use a podcast to demonstrate teaching methods or highlight student success stories. A university could aim to strengthen alumni ties through interviews and updates.
Whatever the goal, be specific. Broad intentions like “we want to communicate better” are too vague. Instead, anchor your podcast in a focused objective, be it enhancing recruitment, increasing transparency, or offering value-added resources to your community.
Once the purpose is clear, ensure leadership is aligned. Gaining buy-in from school administrators and relevant departments will give your project momentum, credibility, and cross-functional support.
Example: Yale University’s admissions office launched an official podcast called Inside the Yale Admissions Office to pull back the curtain on their application process. Their goal was to demystify college admissions for prospective students by sharing firsthand insights from actual admissions officers. Because the project aligned perfectly with Yale’s outreach goals, it had strong internal buy-in. Admissions staff themselves host the show, with support from the Dean.
Pro tip: Avoid trying to appeal to everyone. Tailor your podcast to a specific listener group and let that clarity shape your voice, content, and messaging.
Step 2: Choose the Right Format
The best podcast format is the one that plays to your strengths and fits your resources. You don’t need to copy what others are doing. What matters most is that your format fits your team and speaks to your audience.
Popular school-friendly formats include:
Interviews with staff, students, or alumni to spotlight personalities and accomplishments
Thematic episodes exploring topics like student life, curriculum innovations, or study tips.
Student-produced episodes that give learners ownership and boost engagement, or other types of user-generated content
Roundtable discussions where multiple voices weigh in on a key theme.
Example: A great illustration of a defined concept is Stanford University’s The Future of Everything podcast, produced by its School of Engineering. The show’s premise is crystal clear – each episode explores how technology, science, and medicine are shaping our lives and future. Hosted by a Stanford bioengineering professor, it follows an interview format where experts discuss innovations in fields from AI to health care. This distinctive theme and structure leverage Stanford’s academic strengths and consistently deliver on what the title promises.
Whatever you choose, aim for consistency in tone and structure. A 20-minute interview series sounds very different from a 10-minute solo voice memo, but either can be powerful if well-executed.
Remember: A podcast is more than a recording; it’s a conversation. Make space for authenticity and spontaneity to shine through.
Step 3: Build a Content Plan and Plan Episodes in Advance
Now that you’ve defined your purpose and format, it’s time to think long-term. One of the biggest mistakes new podcasters make is launching without a content roadmap. Jumping into production without a plan can lead to burnout or disjointed messaging.
Ask yourself:
What themes or topics will we cover across the season?
Which internal experts or guests should we feature?
Are there recurring segments that can anchor each episode?
A solid content calendar will help you avoid scrambling for ideas and ensure your messaging supports broader marketing campaigns (like admissions deadlines, open houses, or graduation season).
Here’s an example of a 6-episode launch plan for a K–12 school podcast:
Welcome from the Head of School
A Day in the Life of a Student
Meet Our Parent Community
Inside the Classroom: A Faculty Roundtable
From Our Alumni: Life After Graduation
How We Support Student Wellbeing
Example: At Kent State University, the Division of Student Affairs took a strategic approach when launching its podcast. They deliberately planned the first season of the podcast to coincide with the university’s virtual orientation program for new students. Because orientation had moved online (due to the pandemic), the podcast team organized a series of episodes addressing topics incoming freshmen needed, essentially turning the podcast into a fun, on-demand extension of orientation. They collaborated with the orientation staff (Destination Kent State) to ensure content was relevant and even gathered feedback from that partnership to improve the show.
Bonus tip: Batch-record your first few episodes in advance so you can launch with momentum and buffer time.
Step 4: Set Up Your Equipment and Software
Worried about needing a full recording studio? Don’t be. Getting started doesn’t require expensive equipment. Here’s a basic setup to launch your podcast with professional quality:
Essentials:
Microphone: A USB mic like the Blue Yeti or Samson Q2U delivers clear, studio-like audio.
Headphones: Avoid audio bleed and ensure consistent sound levels during editing.
Recording Software: Tools like Audacity (free) or Descript (freemium) let you easily record and edit.
Hosting Platform: Services like Buzzsprout, Podbean, or Anchor distribute your podcast to Spotify, Apple Podcasts, and Google Podcasts.
Tip for schools on a budget: Consider using your media or IT lab for recordings. You may already have access to podcast-friendly tools through student programs.
Example: At UC Berkeley, staff in the communications department use a variety of clever do-it-yourself strategies to produce high-quality podcasts on a tight budget, proving that high production value is possible even without a fancy studio or expensive equipment.
Step 5: Record and Edit With Your Audience in Mind
Now it’s time to hit “record.” As you begin, remember that quality matters, not just in audio clarity, but in tone, pacing, and structure.
Keep your episodes:
Concise. Aim for 15 to 30 minutes per episode. That’s long enough to deliver substance, but short enough to fit into a morning commute or lunchtime walk.
Focused. Each episode should revolve around a single topic or theme. If you have more to say, turn it into a two-part series.
Natural. Avoid reading from a script word-for-word. Outline your key points, then speak conversationally.
Editing is where your podcast becomes polished. Using editing software, you can tighten up the conversation, remove umms/uhs, add intro music or segues, and generally polish the recording. Aim to balance the sound levels between speakers and cut any extraneous digressions to keep the episode flowing. The goal is an episode that sounds natural but also stays on topic and within your desired length.
Don’t be discouraged if the first few recordings feel rough. Podcasting has a learning curve for everyone, and you’ll get more comfortable and skilled with each episode. Incorporate feedback from early listeners and continuously improve your technique.
Example: The team behind Bucknell University, which produces the College Admissions Insider podcast, began with two co-hosts from the admissions office and communications staff who had no prior podcasting experience. They weren’t trained radio personalities, but their deep knowledge of the admissions process and ability to communicate enabled them to create engaging episodes from the get-go. In their case, the hosts’ confidence and skill grew quickly as they recorded more sessions. After the first few episodes, they found their rhythm in interviewing guests and editing the content into a polished final product.
Pro tip: If editing feels overwhelming, explore student help or freelance editors. Podcast production is a great opportunity for cross-department collaboration.
Step 6: Publish and Distribute Your Podcast
With a finished episode in hand, it’s time to share it with the world. This step involves uploading your episode to your chosen podcast hosting platform and ensuring it gets distributed to all the major listening apps. The good news: once set up, this process is straightforward.
Start by choosing a podcast hosting service (if you haven’t already). There are many options – from free platforms like Anchor (Spotify for Podcasters) to paid hosts like Libsyn, Podbean, or Buzzsprout. The host is essentially where your audio files live and where your podcast’s RSS feed is generated. When you upload a new episode, your host will update the RSS feed, which in turn notifies podcast directories (like Apple Podcasts) to pull the new content.
Upload your MP3 file to the host and fill in the episode details: title, description, episode number, season (if applicable), etc. Use this metadata to attract listeners – write a clear, engaging description and include relevant keywords (e.g., “STEM education chat with our Science Department” or “Tips for college admissions interviews”). Also, upload your cover art if you haven’t already, as it will display on players.
Next, distribute your podcast. Submit the RSS feed to major platforms such as Apple Podcasts, Spotify, Google Podcasts, and Amazon Music. Many hosts provide one-click distribution or guides to do this. Usually, you only need to do the submission once for each platform; after that, new episodes will appear automatically. Don’t forget any niche or regional platforms popular with your audience. Essentially, you want your school’s podcast to be available wherever listeners might look.
Example: The University of Chicago hosts its award-winning Big Brains podcast on a platform that syndicates it widely – on the official UChicago site, the podcast page prominently offers subscribe buttons for Apple Podcasts, Spotify, and even YouTube. Once UChicago uploaded episodes and submitted their feed, their content became available across all those apps. In practice, this means a parent commuting to work can pull up Apple Podcasts and find the school’s show, while a student on Android might use Spotify to listen – the experience is seamless.
“If you build it, they will come” doesn’t quite apply in podcasting. After creating a podcast for students and other members of your school’s community, you have to actively promote your school podcast so that your community (and beyond) know it exists. Promotion is an ongoing step, not a one-time task.
Here’s how to promote your school podcast effectively:
Website: Create a dedicated podcast page with episode archives and show notes.
Social Media: Share episode clips, quotes, or audiograms on social media platforms like Instagram, Facebook, and LinkedIn.
Email Marketing: Feature new episodes in newsletters or nurture campaigns.
Admissions Materials: Mention your podcast in brochures or application confirmation emails.
Student Portals and Alumni Networks: Make your episodes discoverable for internal and extended communities.
Example: Bucknell didn’t just publish episodes and hope people would find them. The university made the podcast an integral part of its outreach. They promoted it vigorously by including podcast links in emails to prospective students and parents, sharing episode clips on social media, and even running targeted online ads to reach more listeners.
Think beyond downloads: Use the podcast to reinforce messaging in other marketing assets like blog posts, webinars, or virtual tours.
Bonus Tip: Track Performance and Evolve
Like any marketing initiative, measurement is key. Use analytics tools (often provided by your podcast host) to track:
Number of downloads
Listener demographics
Episode drop-off points
Subscription growth
But don’t stop at the numbers. Solicit feedback from listeners. What do they want to hear more of? Which episodes resonated most?
Note: Your podcast will evolve. You might tweak your format, test new topics, or expand your production team. That’s a good thing. Podcasting, like all great content marketing, thrives on iteration.
Partner With HEM to Create an Authentic Podcast That Stands Out
Starting a school podcast isn’t about jumping on a trend. It’s about creating a platform to tell your school’s story in a compelling, authentic way.
Why are podcasts good for school?Podcasts are engaging, cost-effective, and easy to access. They help schools build trust, highlight culture, and communicate more personally with students, parents, and alumni, especially in today’s mobile-first world where audio content fits busy lifestyles.
In today’s crowded education market, families crave meaningful connections. They want to hear directly from your community, not just what you offer, but who you are. A podcast helps you do exactly that.
It’s a platform that humanizes your brand, showcases your values, and builds real relationships with your audience. In short, it allows your community to hear your voice, quite literally.
In a nutshell, the answer to the question “How do I make an academic podcast?” can be summed up in a few crucial steps. Start by defining your goal and audience. Choose a format, plan episodes, and use basic recording equipment or software. Feature faculty or students, keep episodes concise, edit for clarity, and publish on platforms like Spotify or Apple Podcasts. Promote it across your school’s channels.
Ready to bring your school’s story to life through podcasting? Start by defining your audience and recording a pilot episode. With each step, you’ll gain clarity and momentum.
If you’d like support planning your podcast strategy, identifying compelling topics, or aligning the content with your admissions goals, HEM is here to help.
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Frequently Asked Questions
Question: What is a podcast in school? Answer: A school podcast is an audio series created by educators, students, or staff to share news, stories, or educational content. It can highlight campus life, feature interviews, or support learning, helping schools connect with their communities in an accessible, on-demand format.
Question: Why are podcasts good for school? Answer: Podcasts are engaging, cost-effective, and easy to access. They help schools build trust, highlight culture, and communicate more personally with students, parents, and alumni, especially in today’s mobile-first world where audio content fits busy lifestyles.
Question: How do I make an academic podcast? Answer: Start by defining your goal and audience. Choose a format, plan episodes, and use basic recording equipment or software. Feature faculty or students, keep episodes concise, edit for clarity, and publish on platforms like Spotify or Apple Podcasts. Promote it across your school’s channels.
Columbia University has reached a $9 million settlement agreement with undergraduate students who alleged the institution deliberately submitted false information to U.S. News & World Report to artificially boost its college rankings position.
The preliminary settlement, filed last Monday in Manhattan federal court and pending judicial approval, resolves claims that Columbia misrepresented key data points to enhance its standing in the influential annual rankings. The university reached as high as No. 2 in the undergraduate rankings in 2022 before the alleged misconduct came to light.
Students alleged that Columbia consistently provided inaccurate data to U.S. News, including the false claim that 83% of its classes contained fewer than 20 students. The lawsuit argued these misrepresentations were designed to improve the university’s ranking position and, consequently, attract more students willing to pay premium tuition rates.
The settlement covers approximately 22,000 undergraduate students who attended Columbia College, the Fu Foundation School of Engineering and Applied Science, and the School of General Studies between fall 2016 and spring 2022.
The controversy began in July 2022 when Columbia mathematics professor Dr. Michael Thaddeus published a detailed analysis questioning the accuracy of data underlying the university’s No. 2 ranking. His report alleged that much of the information Columbia provided to U.S. News was either inaccurate or misleading.
Following the publication of Thaddeus’s findings, Columbia’s ranking plummeted to No. 18 in September 2022. The dramatic drop highlighted the significant impact that data accuracy has on institutional rankings and reputation.
In response to the allegations, Columbia announced in June 2023 that its undergraduate programs would withdraw from participating in U.S. News rankings altogether. The university cited concerns about the “outsized influence” these rankings have on prospective students’ decision-making processes.
“Much is lost when we attempt to distill the quality and nuance of an education from a series of data points,” Columbia stated in explaining its decision to withdraw from the rankings process.
While denying wrongdoing in the settlement agreement, Columbia acknowledged past deficiencies in its reporting practices. The university stated it “deeply regrets deficiencies in prior reporting” and has implemented new measures to ensure data accuracy.
Columbia now provides prospective students with information that has been reviewed by an independent advisory firm, demonstrating the institution’s commitment to transparency and accurate representation of its educational offerings.
Columbia’s decision to withdraw from U.S. News rankings reflects a growing skepticism among elite institutions about the value and impact of college ranking systems. Harvard and Yale have also stopped submitting data to U.S. News for various programs, signaling a potential shift in how prestigious universities approach rankings participation.
Under the terms of the agreement, student attorneys plan to seek up to one-third of the settlement amount for legal fees, which would leave approximately $6 million available for distribution among affected students. The settlement requires approval from a federal judge before taking effect.
Student lawyers characterized the accord as “fair, reasonable and adequate” given the circumstances of the case and the challenges inherent in proving damages from ranking manipulation.
Vasquez’s last byline for The Chronicle appeared in August 2024, with no public announcement of his departure from the publication. His silence since then has raised questions among media observers and watchdogs who followed his work. Given the importance of his investigations—often exposing powerful institutions that exploit vulnerable students—his absence is conspicuous and troubling.
Before joining The Chronicle, Vasquez led education coverage at Politico and served as a longtime reporter at The Miami Herald. His career has been marked by award-winning investigations into fraudulent colleges, political influence in higher education, and the failings of accreditation and oversight systems. In a time when public interest journalism is shrinking, his work stood out for its rigor, clarity, and impact.
That Vasquez was laid off in a year of wider cutbacks and financial uncertainty in journalism is hardly surprising. But his continued listing on The Chronicle’s website could reflect an industry practice of obscuring layoffs to protect institutional reputation, or a lack of transparency about the ongoing hollowing out of serious investigative reporting.
His departure comes as the for-profit college industry appears to be regaining political momentum under a second Trump presidency, and as student borrowers, whistleblowers, and contingent faculty face mounting challenges. Without voices like Vasquez’s, the public may lose one of its fiercest advocates for truth and accountability in U.S. higher education.
If Michael Vasquez has moved on to other work—or has been pushed out by institutional pressures—he hasn’t said so publicly. But the silence speaks volumes.
Have you just finished your exams and not feeling as good as you had expected? I have been struck by the number of finalists I interview who describe the experience of completing their exams as an anti-climax. Particularly so for those who are still looking for a job or don’t know what to do next. ‘I still don’t know what I want to do and I’m feeling quite anxious about it…’ is a common theme.
Not having a career aim probably didn’t feel like such an important issue in your first year, with the next 3-4 years of a degree stretched out tantalisingly in front of you. Your approach to choosing a career may have consisted of convincing yourself that, ‘I’ll know when I know…it will just happen…something will turn up.’ These thoughts may have occurred to you if you were struggling to identify a future career path and wanted to put career decisions to the back of your mind. You may now be considering employment for the first time as up to this point, there was a certain inevitability and expectation that you would go to university.
But now reality has hit, you are about to graduate. If making this transition is unsettling and causing unexpected anxiety, consider the following to adopt a more helpful perspective.
Recognise your achievement
Take some time to reflect on your success. There may have been challenges and setbacks which have required determination to overcome. This resilience is an employability skill highly valued by all employers. You have been awarded a degree from the University of Warwick, an institution with an international reputation ranked 69th out of over 1500 universities in the QS world rankings. Warwick is also currently the 6th most targeted university by graduate recruiters in the UK. All of this makes you highly employable
You will develop a new structure
If the lack of lectures and assignments has created a void, you will develop a new working pattern in your career. This may be with a high-profile employer where you are on a graduate programme with a workplace mentor to guide and coach you. You will develop a new circle of friends, many of whom may also be recent graduates providing mutual support during the early stages of your career. You can also keep in touch with your university peers by registering as an alumni with the University of Warwick. Linked In can also be useful in this respect. Alumni can become useful business contacts in the future as well as providing advice to help you develop your career
The anticipation of starting your career
Finding that first job will be highly motivating. The opportunity to use the skills developed on your degree and perhaps apply your subject knowledge in the workplace will be an exciting challenge. Your learning and intellectual curiosity will not just stop after graduation, just used in a different environment and context.
If you haven’t got a job or decided what to do next, here are some approaches to consider:
Take control The variety of choices you have (the majority of graduate employers do not even specify a degree discipline) may feel overwhelming. It may be tempting to sit and wait for something to happen. This strategy could prove to be frustrating and ultimately ineffective though. Far better to take the initiative, be proactive and you will start to feel like you have a sense of direction. However small or insignificant that first step feels, it may be the beginning of formulating your plan. So set some realistic and manageable targets – create that Linked In profile, apply for some volunteering, enrol on a short course to develop a new skill, join a temping agency, for example. If nothing else research career options with your degree , do any of them motivate you? Reflect on your values and motivations to begin matching yourself to the potential opportunities
The first job doesn’t define the rest of your career. Don’t feel under pressure to find that ‘dream’ job immediately. Compromise, be pragmatic and accept that the first step in your career may be an opportunity to learn about yourself and the world of work. Maybe this experience will help you to find that ideal job later in your career as you develop a sense of what really matters to you
Could a longer term strategy work for you? Ask yourself if you are ready to commit to your career or would a work placement/graduate internship help you identify where your motivation and passion really lies?
Don’t be afraid to take a risk. A creative director in the advertising industry, Paul Arden once said, ‘better to regret what you have done than what you haven’t.’ If the first graduate job isn’t right for you think about how valuable the experience will be in developing your self-awareness. It will also add to your skill set and provide further evidence of your employability to future employers.
You are not alone, lots of other finalists are still finding it difficult to choose and find a career. Reflect on what an enjoyable and rewarding experience university has hopefully been. And look forward to the next stage of your career.
Even though there have been longstanding ideological differences across states, higher education leadership was largely insulated against these differences over the last half-century. Yes, they popped up in meaningful ways on topics such as South African divestment, affirmative action, and antiwar protests, but it was possible for university leaders to move from red states to blue states and vice versa. It helped to share the state’s political leanings, but it was generally not a requirement.
The last month has clearly shown that potential presidents now must pass an ideological litmus test in order to gain the favor of governing boards and state policymakers. Here are three examples:
Santa Ono’s hiring at Florida was rejected by the system board (after being approved by the campus board) due to his previous positions in favor of diversity initiatives and vaccine mandates. He tried to pivot his views, but it was not enough for Republican appointments on the board.
Six red states, led by Florida and North Carolina, are seeking to launch a new accreditor to break free from their longtime accreditor (which was the only major institutional accreditor to never have a DEI requirement, although their diversity page is now blank). Florida Governor Ron DeSantis used his press conference to go on a tirade against higher education, but the North Carolina system’s statement was more cautious, focused on academic quality.
The Trump administration’s Justice Department effectively forced out University of Virginia president James Ryan over his alleged noncompliance in removing diversity initiatives from campus. This effort was successful because Virginia’s Republican governor also supported removal and has the ability to push the institution’s governing board to take action.
While there has been a long history of politicians across the ideological spectrum leading universities (such as Mitch Daniels at Purdue, John King at the State University of New York, and Dannel Molloy at Maine), these politicians have generally set aside most of their ideological priors that are not directly related to running an institution of higher education. But now a growing number of states are expecting their campus presidents to be politicians that are perfectly aligned with their values.
There are two clear takeaways from recent events. The first is that college presidents are now political appointments in the same way that a commissioner of education or a state treasurer would be in many states. Many boards will be instructed (or decide by themselves) to only hire people who are ideologically aligned to lead colleges—and to clean house whenever a new governor comes into power. The median tenure of a college president is rapidly declining, and expect that to continue as more leaders get forced out. Notably, by threatening to withhold funding, governors do not even have to wait for the composition of the board to change before forcing a change in leadership. New presidents will respond by requesting higher salaries to account for that risk.
Second, do not expect many prominent college presidents to switch from red states to blue states or vice versa. (It may still happen among community colleges, but even that will be more difficult). The expectations of the positions are rapidly diverging, and potential leaders are going to have to choose where they want to be. Given the politics of higher education employees, blue-state jobs may be seen as more desirable. But these positions often face more financial constraints due to declining enrollments and tight state budgets, in addition to whatever else comes from Washington. Red-state jobs may come with more resources, but they also are likely to come with more strings attached.
It is also worth noting that even vice president and dean positions are likely to face these same two challenges due to presidential transitions and the desire of some states to clean house within higher education. That makes the future of the administrative pipeline even more challenging.
