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University of New Orleans should rejoin LSU system, state board says
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Dive Brief:
- The struggling University of New Orleans should return to the Louisiana State University system, the state’s higher education board has recommended.
- UNO, founded in 1956 as part of the LSU system, transferred to the University of Louisiana system in 2011 amid enrollment declines stemming from Hurricane Katrina damage.
- Transferring the institution back to the LSU system would require state legislation, which Louisiana’s board of regents voted unanimously to recommend at a meeting on Wednesday.
Dive Insight:

UNO’s enrollment has never fully recovered from the disaster of Katrina nearly two decades ago. The university even grew its student body slightly after the hurricane but has since lost those gains. For the 2023-24 academic year, full-time equivalent enrollment stood at 5,114 students — just over a third of what it was in 2004-05.

Accompanying those declines has been financial instability. Between fiscal years 2015 and 2024, UNO’s tuition and fee revenue fell about 20% to $65 million.

State fiscal support has also collapsed. Louisiana has gone through “one of the largest higher education disinvestments in the nation,” according to a March feasibility study from the regents on returning UNO to the university system. For UNO, state funding has fallen by just under 45% from two decades ago.

In addition to cost increases felt throughout higher education, UNO also faces contractual debt obligations such as for bookstore and dining services and a deferred maintenance backlog exceeding $2 billion.

The report also laid blame with the university, stating that “UNO’s lack of aggressive action to address these issues immediately as they arose has resulted in a deep budget deficit that must be strategically repaired.”

Amid all its many revenue and expense challenges — and despite job cuts and other budget efforts — UNO’s budget gap has reached $30 million, according to the study.

All of those problems indicate failed thinking behind the university’s transfer into the UL system, according to the regents’ report. Moving UNO into UL’s fold came with an “expectation that new governance would assist in reversing declining enrollment and graduation rates to yield a stronger and more vibrant UNO,” it noted.

But things did not turn out as planned. “Instead, the institution’s fiscal condition has deteriorated to its current dire state, challenging UNO’s ability to meet its academic, research and community service missions,” the report said

Yet the university “plays a significant role in advancing the intellectual and economic development of the City of New Orleans,” the study argued, pointing to well-regarded programs in jazz studies, naval architecture and marine engineering, hospitality and cybersecurity.

While the regents voted to recommend the university’s transfer to the LSU system, some board members expressed concern that doing so would just make UNO’s financial troubles a systemwide problem.

“I just worry that, when you look at the shortfall, you’re taking the shortfall from one area and transferring it to the other,” Regent Dallas Hixson said at Wednesday’s meeting.

The point of transferring the university to the LSU system would be to “unlock the full potential of UNO, fostering regional prosperity while ensuring a smooth and efficient transfer of governance and leadership,” the feasibility study stated. It offered few details, however, for how that would occur.

To ensure a smooth transfer, the regents recommended setting up a transition team that would engage the system and UNO leadership. It also called for an in-depth third-party forensic financial audit, as well as program and facilities assessments, to help enumerate and address UNO’s challenges.
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March 28, 2025
Russia May Arrest Harvard Med Researcher if Deported

Immigration and Customs Enforcement is detaining a Harvard Medical School research associate who’s a Russian native. One of Kseniia Petrova’s lawyers says the government is trying to deport her to Russia, where she faces possible arrest due to her “prior political activism and outspoken opposition to Russia’s invasion of Ukraine.”

Gregory Romanovsky, the lawyer, said in a statement that Petrova was trying to re-enter the U.S. on Feb. 16 at Boston’s Logan International Airport when a Customs and Border Protection officer discovered she “had not completed the required customs paperwork for a non-hazardous scientific sample she was bringing from an affiliated laboratory in France.”

“CBP was authorized to seize the item and issue a fine,” Romanovsky wrote. “Instead, they chose to cancel Ms. Petrova’s visa and detain her.”

Petrova remains in ICE custody in Louisiana. The Boston Globe reported earlier on her detention.

Romanovsky wrote that “CBP improperly invoked their extensive immigration authority to impose a punishment grossly disproportionate to the situation. This overreach reflects broader concerns about the treatment of international scholars by U.S. immigration authorities.”

A spokesperson for the Department of Homeland Security, which includes ICE, told Inside Higher Ed in an email that Petrova was “detained after lying to federal officers about carrying biological substances into the country. A subsequent K9 inspection uncovered undeclared petri dishes, containers of unknown substances, and loose vials of embryonic frog cells, all without proper permits. Messages found on her phone revealed she planned to smuggle the materials through customs without declaring them. She knowingly broke the law and took deliberate steps to evade it.”

Harvard spokespeople didn’t provide an interview Friday about the situation or answer multiple emailed questions. In a brief email, the medical school’s media relations arm said, “We are monitoring this situation.”

Romanovsky has sued to restore Petrova’s visa.

“Ms. Petrova’s 1.5-month-long detention has caused significant disruption to both her professional and personal life,” Romanovsky said in his statement. “As a dedicated and highly respected researcher, her work is critical to scientific progress. We strongly urge ICE to release Ms. Petrova while her legal proceedings are ongoing.”

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March 28, 2025
University of Michigan scraps multimillion dollar DEI investment
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Dive Brief:
- The University of Michigan has scrapped its multimillion dollar university-wide strategic plan to promote diversity, equity and inclusion amid increasing pressure from the Trump administration on the sector.
- With the move, the public flagship shuttered two equity-focused offices — its Office of Diversity, Equity and Inclusion and Office for Health Equity and Inclusion — and ended all DEI programming and spending, according to the Thursday announcement.
- The student services provided by the DEI office will be housed under different unnamed departments. And employees who led DEI efforts will “refocus their full effort on their core responsibilities,” university leadership said. They did not say if the restructuring would result in layoffs.
Dive Insight:

In Thursday’s announcement, President Santa Ono and other university leaders cited President Donald Trump’s flurry of executive orders attacking DEI efforts and the U.S. Department of Education’s resulting Dear Colleague letter.

Many universities across the country have already caved under the Trump administration’s pressure. But the University of Michigan’s compliance represents a significant victory for the White House.

In fall 2023, the public flagship launched its DEI 2.0 Strategic Plan, a five-year blueprint even longer in the making.

“The university’s DEI efforts are a perpetual work in progress, and we are committed to this ongoing journey and one where we never reach our destination,” the plan’s webpage said. It describes the plan as a “campuswide effort engaging all levels of the university”

In total, the university spent some $250 million dollars on diversity efforts, according to Regent Jordan Acker.

But Acker and other critics have argued that the investment did not result in the desired outcome.

“The population of minority students at UM has grown little — and much of the resources we’ve devoted to these efforts has gone into administrative overhead, not outreach to students,” he said in a Thursday statement on social media.

Before the launch of the university’s first DEI strategic plan, it faced a years-long struggle boosting Black enrollment, to the dissatisfaction of students and administration alike.

In 2023, 14.1% of Michigan residents were Black, according to federal data. That fall, just 4.6% of the university’s students were Black.

Acker described the elimination of the university’s DEI efforts as a means of focusing resources on programs of “real impact,” such as the university’s Go Blue Guarantee, which offers free and reduced tuition to qualifying Michigan residents.

In its announcement this week, the university spotlighted Go Blue and its Wolverine Pathways program — which works with K-12 students in under-resourced communities — when touting its student successes.

Among undergraduates, first-generation students have increased 46% and Pell Grant recipients by about 32% since 2016, university leaders said Thursday, attributing the growth to those two programs.

The University of Michigan also said Thursday it will expand another student success program designed for undergraduates who are former foster care youths or are “navigating their educational journey without the support of their parents or guardians.”

Because those initiatives do not explicitly mention diversity or race, they are set to survive the university’s purge of programs.

Not all will be so lucky.

Among its many DEI programs, the University of Michigan oversees the National Center for Institutional Diversity, the Diversity Scholars Network, and a public safety task force dedicated to addressing structural racism in policing.

The university’s general counsel will be conducting an “expedited review” of all institutional policies, programs and practices to ensure compliance with the Trump administrations’ orders, according to Thursday’s announcement.

Additionally, all departments are expected to ensure their webpages are in compliance and “reflect the status of current programmatic directions” at the university.

“These decisions have not been made lightly,” Ono said Thursday. “We recognize the changes are significant and will be challenging for many of us, especially those whose lives and careers have been enriched by and dedicated to programs that are now pivoting.”

Additionally, the university’s Alumni Association this month ended LEAD Scholars, a 16-year-old merit scholarship for admitted students who exemplify “leadership, excellence, achievement, and diversity.” The group cited the same federal pressures as university leaders.

In an email Thursday, the head of the university’s faculty senate called the move to dismantle DEI infrastructure an “assault on the democratic values of public education and attacks on marginalized students, staff, and faculty.”

Senate Chair Rebekah Modrak lambasted the Trump Administration as using “the power of the government to engineer a sweeping culture change towards white supremacy.”

“Unfortunately, University of Michigan leaders seem determined to comply and to collaborate in our own destruction,” she said. “There are legal recourses that the university and university associations can and must take.”

The faculty senate held a closed emergency meeting Friday for university employees and students to discuss next steps.

This isn’t the first move against DEI the university has taken.

In December, the University of Michigan eliminated the use of diversity statements from the hiring, promotion or tenure processes. A faculty working group recommended the change, but it also advised the university to ask instructors to incorporate information about their DEI efforts into their teaching, research and service statements.

Michigan’s administration did not enact the second recommendation at the time, and such actions are now banned following Thursday’s announcement.

Sarah Hubbard, a regent on the University of Michigan’s board and a consistent opponent of DEI efforts, praised the cancellations.

“Ending DEI programs will also allow us to better expand diversity of thought and free speech on our campus. The end of litmus test hiring and curtailment of speech stops now,” Hubbard said in a Thursday social media post.
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March 28, 2025
Higher Education Inquirer Asks State Department for List of Student Visa Revocations

The Higher Education Inquirer (HEI) has requested a list of more than 300 students who have had their visas revoked. The State Department has acknowledged receipt. We hope other media outlets will follow suit. At this point, we only know of a handful of these cases. We will keep the public informed as this story develops.

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March 28, 2025
Democratic senators call for probe of Trump Education Department cuts

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Democrat efforts to challenge President Donald Trump’s dismantling of the U.S. Department of Education mounted Thursday, as 11 senators asked the agency’s acting inspector general, René Rocque, to investigate the push.

Sen. Elizabeth Warren and senate Minority Leader Chuck Schumer were among those requesting an evaluation of whether the administration is undermining the Education Department’s ability to provide students with equal access to education and to help state and local governments’ education systems

“Decimating the Department of Education’s abilities to administer financial aid, investigate civil rights violations, conduct research on educational outcomes, and oversee the use of federal education grants threatens to have disastrous consequences for American students, teachers and families,” they wrote in a March 27 letter to Rocque.

“The Trump Administration’s further attempts to close the Department entirely and transfer its responsibilities over to other agencies will likely interrupt and degrade education programs and services, causing additional pain for the 62 million students across the country that the Department serves.”

The administration’s gutting of the Education Department not only impacted nearly half of the department’s workforce, but also left civil rights investigation and enforcement offices at half their previous capacity, cut the Federal Student Aid office by over 450 employees, and slashed 90% of the Institute of Education Sciences staff.

These decisions would likely impede key functions of the department, including ensuring all students’ civil rights are protected, administering federal loans and overseeing lenders and FAFSA, and tracking students’ educational outcomes and the condition of education in the nation, the Democratic senators told Rocque.

Rocque, who joined the Education Department’s Office of Inspector General as deputy inspector general in December 2023, became acting director in January.

As with many other issues dividing lawmakers today, Democrats and Republicans have been starkly divided over the Trump administration’s efforts to eliminate the department altogether. This makes attaining a Senate supermajority of 60 votes — which is required to officially shut the department — unlikely.

House Democrats introduced a resolution on March 21 calling for transparency and information from the administration, including unredacted copies of all federal documents referring to the department’s closure and information on workforce reduction decisions.

About a week after the massive reduction in force on March 11, Democrat lawmakers from both the House and Senate wrote the department demanding information on the layoffs, saying that halving its workforce could impact the agency’s ability to perform vital functions required by law.

Meanwhile, Republicans in some states have taken the opportunity to ask the administration for more leeway in their education spending.

On March 25, for example, Oklahoma State Superintendent Ryan Walters sent a letter to the Education Department requesting a waiver to receive a block grant for all funds allocated to his state under the Every Student Succeeds Act. Such a consolidated block grant would “significantly enhance local flexibility” so “schools will be able to address their unique needs and priorities,” Walters wrote.

The block grant would be used to “expand educational choices,” including attendance at private schools, and would loosen federal oversight of education spending requirements.

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March 28, 2025
Agent Advisory Groups set to strengthen UK-East Asia recruitment links

Addressing the audience at the British Council’s East Asia Education Week 2025, held in Hong Kong, Xiang Weng, visa outreach officer for South China/ West China/ Hong Kong and Macau Visa, British Consulate – General Guangzhou, described a “new concept” which would see agent advisory groups set up to enhance collaboration.

“One of our colleagues from Vietnam set up what we call our Agent Advisory Groups and tested the concept there. Now, we plan to expand it across the rest of East Asia,” said Weng.

“By having these advisory groups, UKVI can build a much stronger connection with agents, gain valuable local intelligence, and share insights with our Home Office colleagues. This will help us introduce and improve our visa services across the region.”

Though UKVI didn’t confirm plans to introduce agent advisory groups in the broader East Asian region to The PIE News, it noted that it continually works with overseas stakeholders, including the British Council, to support prospective students by addressing their questions about the UK visa system.

Over the years, Vietnam has played a pioneering role in the UK’s efforts to increase transparency among agents in East Asia.

By having these advisory groups, the UKVI can build a much stronger connection with agents, gain valuable local intelligence, and share insights with our Home Office colleagues.

Xiang Weng, British Consulate-General Guangzhou

Just last year, over 130 education advisers in Vietnam earned the prestigious “I am a UK-certified counsellor” badge, as part of the Agent Quality Framework, showcasing their expertise and deep understanding of the UK as a study destination.

According to Weng, the concept’s success in Vietnam can be emulated in the broader East Asian region.

Though visa approval remains high in East Asia, students still fall victims to common mistakes, she explained.

“Some students forget to provide a TB (tuberculosis) certificate or evidence of finances which can impact their applications,” stated Weng.

“In countries like Japan, Korea, Malaysia, Singapore, China, and Hong Kong, when applying for a student visa, you only need to submit your passport and TB certificate. That’s it. You don’t even need to apply for IELTS or provide evidence of finances.”

Though visas challenges have not proved to be a major barrier for UK universities accessing the East Asian student market, intra-regional mobility and price concerns are leading to fluctuations in demand for UK education, as reported by The PIE News.

According to Daniel Zheng, managing director, HOPE International Education, safety concerns and career prospects have also become key factors influencing student choices in East Asia, particularly in China.

To tackle these challenges, UK universities are increasingly turning to in-house employability services and other affordability options for international students.

“In terms of affordability, many UK universities, including ours, have in-house employability service teams. Their role is to enhance students’ employability and expand their career opportunities after graduation,” stated Scarlett Peng-Zang, East Asia regional head, University of Nottingham.

“So I believe that there’s something everyone is working on regarding addressing the economic uncertainty. I found lots of UK universities offer alternative payment options to improve affordability. So is the same for Nottingham University.”

As rankings of East Asian universities rise and the countries set mammoth targets for international students, agencies are also looking inward for recruitment opportunities, expanding beyond the UK.

“In the past six months, my colleagues and I have traveled to Singapore and Malaysia three times, visiting UK university campuses like Southampton and Nottingham, as well as boarding schools like Epsom College,” stated Zheng.

“This indicates that there is significant interest – not just from us, but also from our partners and institutions – in the Malaysian market, particularly from China.”

These changing trends come at a time when UK institutions are under pressure to measure the return on investment of their agents, according to Fraser Deas, director, client success, Grok Global.

“We are noticing that UK institutions are under pressure to measure the ROI of their agents. How can we work with them, along with in-country staff, to ensure that agencies provide evidence that these partnerships are going well? There’s important work to be done in that sense,” stated Deas.

“I think there is a genuinely good understanding in the sector of the difference between in-country staff and agents. The role of a third party should be to facilitate that relationship without interfering, but it remains very important.”

Agents and universities having a direct relationship has also become important for UK-East Asia relations, with organisations like BUILA demonstrating how agents can be compliant with the UK National Code of Ethical Practice as the Agent Quality Framework comes in focus.

As per Dave Few, Associate Director, Jackstudy Abroad, while education agents are already performing well, there is a concern about maintaining quality as more agencies enter the market, particularly through aggregators.

“In my unbiased perspective, I think agents are already doing a fantastic job. The key factor is the quality of information – ensuring that as the barrier for entry for new agencies lowers through aggregators, the quality remains consistent,” stated Few.

“Whether that means requiring a year of training from the very beginning or another measure, the priority should always be keeping the student at the heart of the conversation, not revenue.”

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March 28, 2025
State Dashboards Help Students See Higher Education’s Long-Term Value

Title: Bridging Education and Opportunity: Exploring the ROI of Higher Education and Workforce Development

Author: Paula Nazario

Source: HCM Strategists

New insights from HCM Strategists highlight how continued state investments in higher education are creating pathways to economic mobility, with the majority of degree programs delivering increased earnings and a solid return on investment (ROI). However, despite the continued success and quality of many degree programs, both students and the public have increased concerns about whether postsecondary credentials are worth the time and money.

If consumers do not understand the ROI of their credentials, this can contribute to decreased enrollment, funding, and research, which would in turn produce broader economic and social consequences. While the data are clear that a majority of postsecondary programs do pay off, there are many degrees that fail to provide a measurable ROI. HCM Strategists’ recent analysis of College Scorecard data shows that the average student at over 1,000 institutions earns less 10 years after they first enrolled than the typical high school graduate. While nearly two-thirds of these institutions are certificate-focused, for-profit institutions, there are still many private nonprofit and public colleges that do not provide strong economic outcomes.

To help students and the public understand the differences between institutions and degree programs that provide positive and negative value, the author of the brief urges states and policymakers to provide clear data on post-graduation outcomes. Some states have already advanced initiatives to help consumers see in real time the differences in earnings for those that enroll in higher education.

The author highlights several states initiatives that help students see the value of their credentials including California Community Colleges’ Salary Surfer tool, the Texas Higher Education Coordinating Board’s student outcomes dashboards and reports, and the Virginia Office of Education Economics’ College and Career Outcomes Explorer. Ohio and Colorado are also highlighted for their investments in employer partnerships to expand graduates’ opportunities for well-paying and workforce relevant jobs.

To read more on these new insights from HCM Strategists, click here.

—Austin Freeman

If you have any questions or comments about this blog post, please contact us.

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March 28, 2025
More Pell Grant Recipients Enrolling at Top-Tier Universities

Title: Achieving Greater Socioeconomic Diversity at Highly Endowed Colleges and Universities

Author: Phillip Levine

Source: Brookings Institution

Since the 2014-15 academic year, the share of students receiving a Pell Grant at institutions with large endowments (over $250,000 and $500,000 per full-time equivalent student, respectively) has increased. Pell Grant recipience is often used as a proxy for low-income status, pointing to an increase in the socioeconomic diversity of highly endowed institutions in the past decade. To pinpoint the source of this increase, the author of a new Brookings Institution brief examines several variables: eligibility, admissions standards, and student application behavior.

Importantly, the eligibility requirements to receive a Pell Grant have changed over the years. The maximum award amount increased during the Great Recession while incomes fell, raising the number of people who qualified. From the 2008-09 to 2010-11 academic years, the share of students receiving a Pell Grant at institutions with large and very large endowments jumped from 12 percent to 17 percent.

According to the author, changes in eligibility can likely explain part of the increase in Pell Grant recipience during the Great Recession. Since then, however, the maximum award amount in real dollars has decreased, despite the share of students receiving Pell Grants at highly endowed institutions continuing to rise.

Adjusting for inflation to 2023 dollars, in the 2013-14 academic year, the maximum award was $7,410. Ten years later, in the 2023-24 academic year, the maximum award was $7,395. Over this period, the economy recovered and the share of students receiving Pell Grants across higher education writ large decreased. Because the figures at these institutions diverge from national figures, eligibility changes—and therefore the number of people qualifying—are likely not the cause of the increase in Pell Grant recipients at highly endowed institutions over the past decade.

Examining average SAT scores from institutions with large and very large endowments indicates that changing admissions standards for Pell Grant students is not the source of the rise in socioeconomic diversity.

When comparing scores from 2007-08 and 2011-12 with those from 2015-16 and 2019-20, the gap between the average scores of students with and without a Pell Grant at institutions with very large endowments decreased from 72 points in 2008/2012 to 58 points in 2016/2020. At institutions with large endowments, the gap in scores between Pell Grant recipients and those not receiving a grant narrowed even more, from 98 points in 2008/2012 to 51 points in 2016/2020, representing a statistically significant change. The shrinking gaps suggest that admissions standards for Pell Grant recipients have not been lowered.

Because eligibility and admissions standards cannot explain the increase in the share of students at highly endowed institutions, it is likely that a higher number of Pell Grant recipients are applying to highly endowed schools and then choosing to enroll. Emerging research from the beginning of the decade on undermatching among low-income students coincides with an expansion of institutional initiatives to overcome these barriers, which may be contributing to higher application rates. Organizations like uAspire and Posse, which aim to recruit low-income, marginalized students, have also advanced this effort.

While there are many barriers for low-income students to attend higher education, the evidence suggests there has been progress in improving access for these students at highly endowed institutions. Institutional commitment to promoting social mobility while adhering to their academic missions will not only benefit the institutions themselves but society at large as well.

To read the full report, click here.

—Erica Swirsky

If you have any questions or comments about this blog post, please contact us.

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March 28, 2025
The Student Assistant: Through the Student Lens

Reading Time: 4 minutes

You first met our game-changing GenAI-powered Student Assistant in August 2024, and we’ve been keeping you up to date on all of the exciting developments ever since. We’ve told you how it helps personalize your students’ learning experience on a whole new level with content that’s specific to your course textbook — but now we want to show you how.

Let’s dive in and explore some visual examples of student interactions that demonstrate its full capabilities.

Points students in the right direction

Do your students ever get stuck on how to begin working on a question or topic? Using the Student Assistant, students can ask for a solid jumping-off point to get the ball rolling in the right direction. They can also ask it to clarify points of confusion, so they can successfully progress through an assignment.

Promotes critical thinking and academic integrity

The Student Assistant guides students to help them identify the correct answer, without giving it away, promoting the development of critical thinking skills and putting emphasis on self-reliance. Students are also discouraged from simply guessing a correct answer and are asked to explain their logic behind a selection.

Simplifies complex topics

If students are struggling to comprehend what they’re learning, they can ask for topics to be elaborated on, rephrased or broken down. They can also ask for brief definitions of key terms.

Makes real-world connections

With the Student Assistant, students can ask for explanations of how topics they’re studying connect to real-world scenarios. It can generate discipline- and career-specific use-cases, helping students understand the relevancy of course content within the framework of their future careers.

Keeps students on track

Getting distracted during a task is something that can happen to the best of us, and students are no exception. If students ask to be shown external or entertaining web content, the Student Assistant will redirect and keep them focused on the assignment at hand. This tool will never provide or rely on external content.

Motivates and encourages

The Student Assistant lets students know that it’s okay to struggle through an assignment by encouraging them with a positive, motivational tone. With positive reassurance from the Student Assistant, students can complete assignments with confidence.

Reframes course content

When students aren’t making personal connections with course content, it can be easy for them to lose interest in the topic altogether. Students can ask for their course topics to be turned into an engaging story, helping them key into critical themes and ideas that they may have initially overlooked.

Can’t wait to begin using the Student Assistant in your courses?

The Student Assistant is currently available in beta with select titles, including “Anatomy & Physiology”, “CompTIA Network+ Guide to Networks” and “Economics.” To get started, create a course with any of the titles available with the Student Assistant and start using it today.

We’re gearing up for more titles to feature the Student Assistant this fall. In the meantime, you can currently explore this tool’s capabilities, its current list of titles where it’s featured and AI at Cengage.

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March 28, 2025
QS boss wins lifetime achievement award at PIE Live Europe 2025

The PIE Live Europe, held between March 11-12 in central London, brought together leading figures in the international education sector. Delegates at the two-day conference heard key immigration updates, debated the future of the ELT sector and highlighted the value that international students bring to the UK.

As the conference drew to a close, the winner of the event’s lifetime achievement award was revealed to be Nunzio Quacquarelli, who founded the global higher education and insights company QS in 1990.

Famed for its university rankings, QS has expanded under Quacquarelli’s leadership to employ more than 900 people from over 30 countries.

Quacqarelli said it was a “great feeling” to win the award, having been a supporter of The PIE since it was a “fledgeling business”.

On what was next for QS, he added: “We’re really committed to providing trusted data and insights to the higher education sector and we really believe in the need for universities to transform, to adopt AI – so we’ve launched a responsible AI consortium with Imperial College.

“And we really believe the need to deliver the emerging skills of the fifth industrial revolution, so we are developing huge amounts of insight on skills and occupations… to identify whatever skills are going to be demanded by employers of the future to guide curricular reform and university transformation.”

You can watch his full interview in the video below.

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March 28, 2025