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  • Record Number of U.S. Students Apply for U.K. Undergraduate Degrees

    Record Number of U.S. Students Apply for U.K. Undergraduate Degrees

    A record number of U.S. students have applied to study for undergraduate degrees in the U.K. next year, figures reveal.

    Experts had previously suggested that U.K. institutions might benefit from international students being put off by Donald Trump’s new administration.

    And analysis suggests campuses are already seeing an influx of applicants from the U.S. itself. Figures from the University and College Admissions Service, UCAS, show that 6,680 U.S. students applied to U.K. courses for 2025–26 by the main deadline at the end of January.

    This was a 12 percent increase on the year before and the most since comparable records began in 2006. It surpasses the previous record of 6,670 set in 2021–22 and is more than double the demand in 2017.

    Maddalaine Ansell, director of education at the British Council, said she was “delighted” by the 20-year high.

    “It’s a testament to the quality of U.K. universities that so many people want to study here. Three-year degrees, lower tuition costs and poststudy work opportunities all increase the attractiveness of the U.K. offer,” she said.

    “As well as adding to the vibrancy of their courses, we hope that these students will also take a lasting affection for the U.K. forward into their future careers and stay connected with us for years to come.”

    Almost two-thirds (63 percent) of the applicants from the U.S. were 18 years old, and 61 percent were women.

    The UCAS data covers undergraduate applicants, but separate figures show an uptick in demand at all levels—even before Trump’s second term began.

    Recent Home Office statistics reveal that 15,274 U.S. main applicants were issued sponsored study visas in 2024.

    This was a 5 percent increase on 2023 and also the highest level since at least 2009—despite total visa numbers from around the world falling.

    Recent research by the British Council found that more international students would choose the U.K. over the U.S. as a result of Trump’s return to the White House.

    Although he managed to generate a large swing toward the Republican Party among young voters, those aged 18 to 29 still largely backed Kamala Harris in November.

    In the 78-year-old’s first six weeks in the Oval Office, he has pledged to shut down the Department of Education, block federal funding for institutions that allow “illegal” protests and launched a crackdown on spending on diversity, equity and inclusion programs.

    Universities UK said the increase in demand to study in the U.K. is positive, following a turbulent period for international student recruitment.

    “But it is too early to say whether this is the start of a longer-term trend,” added a spokesperson.

    “What is important now is for universities and government to continue to work together to promote the U.K. as a welcoming destination, and to preserve our competitive offer to international students.”

    Recent data also showed that a record number of Americans applied for U.K. citizenship last year, which immigration lawyers attributed to Trump’s presidential re-election bid and victory.

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  • College Applications Rise, Especially From Minority Students

    College Applications Rise, Especially From Minority Students

    The number of students applying to college rose 4 percent this admission cycle, and applicants submitted 6 percent more applications over all, according to a new report from the Common App. 

    The increase was fueled by an especially large spike in the number of underrepresented minority applicants, which rose by 12 percent compared to non-URM applicants’ 2 percent increase. In addition, applicants from families below the median income level rose 8 percent, compared to 3 percent from above the median.

    The increase could reflect the Common App’s addition of more community colleges and open-access institutions to its platform, expanding to include more institutions that primarily serve low-income students.

    One striking finding in the report: Domestic applicant growth exceeded that of international students for the first time since 2019. Domestic applicants increased by 5 percent while the number of international applicants declined by 1 percent.

    In addition, the number of applicants submitting test scores in 2024–25 grew by 11 percent, outpacing nonreporters for the first time since 2021. Some schools began returning to mandatory test requirements this application cycle, abandoning test-optional policies adopted during the pandemic.

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  • States File Lawsuit Challenging Education Department Cuts

    States File Lawsuit Challenging Education Department Cuts

    Twenty Democratic state attorneys general filed a lawsuit Thursday against the Trump administration for its massive job cuts at the Education Department, seeking to block what they say is “an effective dismantling” of the department. 

    The suit argues that by eliminating half the staff, the department is essentially abdicating its responsibility to deliver statutorily mandated programs, like federal student aid and civil rights investigations—many of which also affect state programs. 

    “This massive reduction in force is equivalent to incapacitating key, statutorily-mandated functions of the Department, causing immense damage to Plaintiff States and their educational systems,” the suit reads.

    The plaintiffs include Arizona, California, Colorado, Connecticut, Delaware, the District of Columbia, Hawaii, Illinois, Maine, Maryland, Massachusetts, Michigan, Minnesota, Nevada, New Jersey, New York, Oregon, Vermont, Washington and Wisconsin.

    The lawsuit is at least the eighth to be filed against the Trump administration over its education policies in the past month. Follow Inside Higher Ed’s Trump Lawsuit Tracker for updates on the case.

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  • Sam Altman’s AI Hype Is Familiar

    Sam Altman’s AI Hype Is Familiar

    I think Sam Altman is too young to have been influenced by Rolling Stone magazine, but I feel like he’s learned something about retconning previously expressed hype in order to make room for fresh amazement from how Rolling Stone treated the new albums of the 1980s and 1990s by the Rolling Stones.

    By that time, the Stones had established themselves as permanent rock royalty, but their music was undeniably less vital than their late-’60s, early-’70s heyday that produced all-time great work. Music tastes had changed, Mick and Keith were less interested in and less capable of breaking new ground, and so the work understandably suffered next to albums like Exile on Main Street or Sticky Fingers.

    Not according to Rolling Stone, which could be relied on to wax rhapsodically about whatever the boys had produced upon the album’s release, declaring it a return to greatness after a previous fallow period. Unfortunately, you can only return to greatness once, so when the next album would arrive, they had to retroactively downgrade the previous album that had been dubbed a near masterpiece.

    In 1983, Kurt Loder declared that Undercover “reassembles, in the manner of mature masters of every art, familiar elements into exciting new forms,” giving the album four and a half stars.

    Undercover had one minor hit, “Undercover of the Night,” which sounds like second-rate Duran Duran, and has Charlie Watts playing electronic drums, an absolute offense against all that is good and holy. The idea that it is a near-perfect album is, literally, insane.

    We move forward to 1989 and the Steel Wheels album, also given four and a half stars, this time by Anthony DeCurtis. The review opens with “Nothing reinvigorates Sixties icons like having something to prove. In the past few years the reverence typically shown both the Rolling Stones and Bob Dylan has worn perilously thin. The Stones’ last two albums, Undercover and Dirty Work—not to mention Mick Jagger’s solo recordings—ranged from bad to ordinary” (emphasis mine).

    It gets better. In 1994, Barbara O’Dair declared in her review of Voodoo Lounge, “Gone are the smooth moves, trend nods and lackluster songcraft of Dirty Work and Steel Wheels, the Rolling Stones’ last two studio discs. The band’s new album, Voodoo Lounge, is ragged and glorious, reveling in the quintessential rock & roll the Stones marked as their own some 30 years ago.”

    But this time it’s true, the Rolling Stones really are back!

    The popular explanation for all these rave reviews upon a new album’s release is that Rolling Stone editor Jann Wenner and Stones lead singer Mick Jagger were close friends. But even that friendship could not stand up against the fact that over time, it became clear that these albums were duds, and so each review had to retroactively throw the previous effort under the bus.

    Recently, on the platform I will only ever call Twitter, Sam Altman declared, “We trained a new model that is good at creative writing (not sure yet how/when it will get released). This is the first time I have been really struck by something written by AI.”

    This is a strange statement, given that Altman has been relentlessly hyping this technology since its first public appearance in 2022, expressing personal marvel at its smarts, its empathy and now its creativity. One would think he’s been struck repeatedly by what his models produce, but apparently not—this is the first time.

    Note that this model is not yet available for public consumption, so we cannot judge for ourselves if it is “good” at creative writing, except I am totally going to judge whether or not it is good at creative writing and say it isn’t.

    Despite being well established in the skeptic camp about this technology, I think anyone who reads More Than Words: How to Think About Writing in the Age of AI would come away seeing that I am quite open to experimentation and exploration of this technology where it has the potential to enhance, as opposed to substitute for, human capacities.

    But “creative writing” is clearly not an area in which large language models will excel, because I will go to my grave believing that the whole point of writing creatively is to attempt to capture the artistic intention of a single unique intelligence and then to share that intention with other unique intelligences. This challenge, which I have wrestled with over many, many hours of my life, is difficult, fascinating and very much worth doing even if the product of that wrestling never sees the light of day beyond the audience of the original author, which is something I’ve experienced rather often in my career.

    Large language models are not unique intelligences. They are highly sophisticated, technologically amazing pattern-matching machines that generate syntax as their outputs. There is no intention behind this generation, therefore there is no creativity at work. It is not writing, not as I understand it, and not as I value it.

    I know lots of people who are willing to argue about these things who will say that we’re in the midst of a “new” intelligence, blah blah blah. I’m happy for other people to wrestle with these thought experiments, but I know for a fact that the human experiences of reading and writing the creative work of other unique human intelligences is worth doing no matter what this technology—that cannot and never will work from an intentional place—is capable of.

    Look, I imagine some of my frustration is starting to leak through, and I do not wish to outright dismiss those with other perspectives, though I wonder about folks who are not capable of seeing past Altman’s relentless hucksterism by now.

    The thing is, thanks to More Than Words being in the world and having the opportunity to talk to lots of different people in lots of different contexts about what I have to say about writing in a world where large language models exist, it’s increasingly clear to me that in many cases, no one is asking for this stuff.

    If no one is asking for it, we certainly have no responsibility to give it the time of day when it does arrive just because it’s shiny, new or amazing at the surface level.

    The future is ours, not AI’s.

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  • More Colleges Freeze Hiring Amid Federal Funding Uncertainty

    More Colleges Freeze Hiring Amid Federal Funding Uncertainty

    As the higher education sector grapples with federal funding cuts and other disruptions, a growing number of colleges across the country—from public flagships to Ivy League institutions—are freezing hiring and spending and pausing graduate student admissions.

    This week, Brown University, Duke University, Harvard University, the University of Pennsylvania, the University of Washington and others joined the list of more than a dozen colleges that have temporarily paused hiring and vowed to hold off on some discretionary spending.

    “It is meant to preserve our financial flexibility until we better understand how changes in federal policy will take shape and can assess the scale of their impact,” Harvard president Alan Garber wrote this week in a message to the campus community. “We plan to leave the pause in effect for the current semester but will revisit that decision as circumstances warrant.”

    Garber added that Harvard will continue to advocate for higher education in Washington, D.C.

    “Expanding access to higher education for all, preserving academic freedom, and supporting our community’s research, teaching, and learning will always be our highest priorities,” he wrote.

    Colleges and universities started to curb costs last month after the National Institutes of Health said it plans to cap reimbursements for costs indirectly related to research—a move expected to cost colleges at least $4 billion. A federal judge has since blocked that proposal from moving forward, but the Trump administration has essentially stopped awarding new NIH grants, creating financial uncertainty for many colleges.

    The latest wave of freezes comes after the Trump administration announced it was pulling $400 million in federal grants and contracts from Columbia University, warning that other universities could see a similar penalty as part of the government’s crackdown on alleged campus antisemitism. Meanwhile, Secretary of State Marco Rubio said he was essentially shutting down the U.S. Agency for International Development, which has provided billions to colleges over the years. And the Education Department laid off nearly half its staff, which could cause disruptions for colleges, though the financial impact is not clear.

    Congress is also considering proposals to put some colleges on the hook for unpaid student loans and to raise the endowment tax on wealthy institutions, among other ideas that could affect universities’ bottom lines.

    Penn officials said this week that while the final impact of the federal changes and cuts isn’t yet clear, the university is already “experiencing reduced funding.” In addition to a hiring freeze, Penn is reducing noncompensation expenses by 5 percent and reviewing all spending on capital projects.

    “The scope and pace of the possible disruptions we face may make them more severe than those of previous challenges, such as the 2008 financial crisis or the COVID pandemic,” Penn officials wrote in a letter. “With careful financial management, however, Penn is well-positioned to navigate them.”

    At the University of Washington, officials are facing not only the federal policy changes but also potential state funding cuts. Officials have noted that the university is in a good financial position over all but said they need to take proactive measures—such as stopping all nonessential hiring, travel and training—to prepare for any losses.

    “These risks together have the potential to jeopardize the full scope of our work, including existing and new research projects, patient care, instruction and basic operations,” university provost Tricia Serio wrote in a blog post.

    Other colleges that have paused hiring or instituted other cost-cutting measures this month include Emory University, the University of Notre Dame, the University of Nebraska–Lincoln, the University of Pittsburgh and the University of Vermont.

    Beyond hiring freezes, some colleges continue to re-evaluate graduate student admissions, particularly for Ph.D. students who are typically supported by federal grants.

    On Wednesday, the Morningside Graduate School of Biomedical Sciences at the University of Massachusetts Chan Medical School in Worcester rescinded provisional offers of acceptance to students who planned to pursue a doctorate, a spokesperson confirmed to Inside Higher Ed.

    “With uncertainties related to the funding of biomedical research in this country, this difficult decision was made to ensure that our current students’ progress is not disrupted by the funding cuts and that we avoid matriculating students who may not have robust opportunities for dissertation research,” the spokesperson said. “All impacted applicants are being offered the opportunity to receive priority consideration without the requirement to reapply, should they wish to join our Ph.D. program in a future admissions cycle.”

    Neither current students nor those at the medical school’s other graduate schools are affected.

    Iowa State University also rescinded some acceptance offers, The Iowa Capital Dispatch reported, joining other colleges that made similar decisions in the last month.

    As the list grows, academics worry about the long-term consequences of the cost-cutting measures. The hiring freezes and disruptions to graduate student admissions have thrown a wrench into the plans of early-career researchers, who are now looking to Europe and the private sector for job opportunities.

    Puskar Mondal, a lecturer on math at Harvard and a research fellow, wrote in an opinion piece for The Harvard Crimson that the hiring freeze is “troubling.”

    “The hiring freeze isn’t just a financial or administrative issue—it’s something that could have a ripple effect across all disciplines at Harvard,” Mondal wrote. “It could lead to fewer opportunities for students, more pressure on faculty, and a slowdown in research that could take years to recover from. And that’s not just bad for Harvard—it’s bad for all of us.”

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  • Promoting Student Engagement, Health Innovation With Grants

    Promoting Student Engagement, Health Innovation With Grants

    This past fall, Elon University in North Carolina offered students an opportunity to positively impact the campus community’s well-being through grant-funded projects.

    The Andrew G. Bennett ’08 Student Wellness Innovation Grants recognized four student-led projects this winter, which will be implemented over the next year and beyond. The initiative supports student leadership in well-being work and also helps university leadership glean insight into what could impact student health and wellness.

    How it works: Funds for the grant were previously endowed to support a safe ride program at the university, but the rise of ride-hailing apps has reduced the need for funding in that area, explains Anu Räisänen, director of HealthEU initiatives. University leaders worked with the donor to realign funds to spur innovation among students.

    To be considered, the project had to align with HealthEU goals and address at least one of six dimensions of wellness—community, emotional, financial, physical, purpose and social.

    The grant committee—chaired by Räisänen and supported by two graduate apprentices, a counselor and a professor of education—reviewed seven proposals this cycle. Each proposal was submitted by a student as an individual or as part of a group. Students were encouraged to find a department or student organization to co-sign the proposal to promote sustainability and continuation of efforts beyond the individual’s time at the university, Räisänen says.

    Prior to submitting an application, students could opt to meet with Räisänen for a consultation to flesh out their idea, including brainstorming campus partners to support the effort after the individual graduates.

    Applicants also provided a summary of how funding will be used and the intended impact on the community’s well-being.

    The committee accepted and reviewed applications within Qualtrics, grading each proposal with a rubric that weighed feasibility, innovation and impact.

    What’s next: Four proposals received $500 each in funding, the maximum amount available, including a puppy yoga event, an arts and crafts service initiative, a peer support program for nursing students, and renovation of the philosophy suite in the Spence Pavilion, an academic building on campus.

    There was no one ideal project, and each grantee differed in terms of length of project and target population, Räisänen says.

    This spring, students will submit an impact report describing the project status and the effects so far. Grant recipients will also present at HealthEU Day, which celebrates ongoing efforts to promote integrated wellness through fun events and education.

    Students still enrolled will be asked to attend, and those who have graduated may provide a video discussing their project and the innovation fund.

    “The goal is that students come and share their experience, like they would do with undergraduate research as well, and then we build that momentum” for student interest and engagement, Räisänen says. “The best way to get a message to students is word of mouth; you just need to find the right students to spread the word.”

    In the future, Räisänen and her team are considering ways to provide larger grant awards to encourage students to think bigger about ways they could impact well-being on campus.

    Seeking stories from campus leaders, faculty members and staff for our Student Success focus. Share here.

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  • Greater width and greater depth: changing higher education in an electronic age

    Greater width and greater depth: changing higher education in an electronic age

    • Ronald Barnett is (www.ronaldbarnett.co.uk), Emeritus Professor of Higher Education at the Institute of Education and President of the Philosophy and Theory of Higher Education Society.

    Chris Husbands’ latest HEPI blog is fine so far as it goes but, I suggest, it goes neither wide enough nor deep enough.  Yes, the world is changing, and higher education institutions have to change, but the analysis of ‘change’ has to encompass the whole world (have great width) and also to burrow down into the deep structures of a world in turbulent motion (and so have much depth).

    The current crisis in UK higher education – and especially in higher education in England – has to be set more fully in the context of massive global shifts that directly affect higher education. These are too many to enumerate entirely here, but they include:

    • A hyper-fast world: Theorists speak of cognitive capitalism, but we have already moved into a new stage of electronic capitalism (of which AI is but the most evident feature).
    • Volatile labour markets (disrupting the relationship between higher education and the world of work)
    • A fragmenting state of student being: now, their higher education is just part of an incredibly complex life and set of challenges with which students are confronted
    • Geo-political shifts affecting (and the reduction of) the internationalisation of higher education; and
    • An entirely new complex of human needs (physical, cognitive, social, political, environmental, and phenomenological) for learning to be part of life, ‘cradle-to-grave’. 

    In short, the world is fast-changing not only around higher education but in the depths of higher education in ways not yet fully appreciated.  It is a world that is going through multiple and unimagined transformations, transformations that are replete with conflicts and antagonisms that are both material and discursive. These changes are already having effects on higher education, especially on what it is to be a student.

    Now, students are increasingly part-time (whatever the formal designation of their programmes of study). Moreover, they play out their lives across multiple ecosystems – including the economy, social institutions, culture, the polity, the self, knowledge, learning, the digital environment, and Nature. In the context of these nine ever-moving ecosystems, what it is to be a student is now torn open, fragmented, and bewildering to many. 

    More still, many students of today will be alive in the 22nd century and will have to navigate an Earth, a world, that will exhibit many stages of anxiety-provoking and even possibly terrifying change. Sheer being itself is challenged under such circumstances and, more so, the very being of students. And we see all this in spades in (quite understandable) growing student anxiety and even suicide.

    In this context, and under these conditions, a model and an idea of higher education bequeathed to the world largely from early 19th century Europe (Germany and England) no longer matches the present and the future age for which students are destined.

    Crucially, here, we are confronted by profound changes that are not just institutional and material in that sense, but we are – and students are – confronted with unnoticed changes in the discourse of higher education.  Not just what it means to be a student but the very meaning of student is changing in front of us; yet largely unnoticed. (Is being a student a matter of dutifully acquiring skills for an AI world or is it to set up encampments so as actively to engage with and to be a troublesome presence in world-wide conflicts?)

    Fundamental here is the idea of higher education.  Fifty years ago, some remnants of the idea of the university from 19th century Europe could romantically be held onto. Ideas of reason, truth, student development, consciousness-raising, critical thinking and even emancipation were concepts that could be used without too much embarrassment.  But now, that discourse and the pedagogical goals and relationships that it stood for have almost entirely dissolved, overtaken and trivialised by talk of skills, work-readiness, employability, impact and of using but of being ‘critical’ of AI.

    It is a commonplace – not least in the higher education consultancies and think-tanks – to hear murmurings to the effect that institutions of higher education must change (and are insufficiently changing). Yes, most certainly.  And some signs of change are apparent. In England alone, we see talk of (but little concerted action on) life-long learning, formation of tertiary education as such, better higher education-further education connections, micro-credentials, ‘alternative providers’, shortened degrees, AI and recovering part-time higher education (disastrously virtually vanquished, regretted now by David Willetts, its progenitor).

    These are but some of the adjustments that the large and complex higher education can be seen to be making to the challenges of the age.  But it is piecemeal in a fundamental sense, namely that it is not being advanced on the basis of a broad and deep analysis of the problem situation. 

    Some say we need a new Robbins, and there is more to that idea than many realise. Robbins was a free-market economist, but the then general understanding as to what constituted a higher education and the balance of the Robbins committee, with a phalanx of heavy-weight educationalists, resulted in a progressive vision of higher education. Now, though, we need new levels of analysis and imaginative thinking. 

    Consider just one of the changes into which English higher education is stumbling, that of life-long learning and its associated idea of credit accumulation. Credit accumulation was first enunciated as an idea in English higher education in the 1980s through the Council for National Academic Awards (and there through the efforts especially of Norman Evans and Peter Toyne). But the idea of universities as a site where the formation of human beings for a life of never-ending inquiry, learning and self-formation has never seriously been pursued, either practically or theoretically. 

    Now, life-long learning is more urgent than ever, but the necessary depth and width of the matters it prompts are hardly to be seen or heard.  However, and as intimated, this matter is just one of a raft of interconnected and mega issues around post-school education today.

    As is said, there is no magic bullet here in such an interconnected world. Joined-up progress is essential, from UNESCO and suchlike to the teacher and class of students. The key is the individual institution of higher education, which now has a responsibility to become aware of its multiple ecosystem environment and work out a game-plan in each of the nine ecosystems identified above.

    At the heart of that ecosystem scanning has to be the individual student. Let this design process start from the bottom-up – the flourishing of the individual student living into the C22.  It would be a design process that tackles head-on what it is to live purposefully in a world of constant change, challenge and conflict and what might we hope for from university graduates against such a horizon.  Addressing and answering this double question within each university – for each university will have its own perspective – will amount to nothing less than a revolution in higher education.

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  • Course-Correcting Mid-Semester: A Three Question Feedback Survey – Faculty Focus

    Course-Correcting Mid-Semester: A Three Question Feedback Survey – Faculty Focus

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  • Games and their cheat codes can show universities how to unlock new purpose

    Games and their cheat codes can show universities how to unlock new purpose

    I was recently browsing Board Game Geek, an online forum for nerds who like tabletop games, and came across a thread entitled “anyone have a use for the University?”

    This contained a complaint about the board game Puerto Rico. In Puerto Rico, although the University is potentially a very powerful card, it’s considered too expensive and therefore not worth players’ investment – and I couldn’t help being struck by a resonance with real life higher education in the UK.

    Following the recent increase in tuition fees, reports of students perceiving university education as a poor investment of time and money have proliferated. As such, understanding and communicating the value of higher education has become an increasingly pressing concern.

    Value and metaphor

    In 2024, over 1,000 papers were published which mention the value of higher education, going over themes like economic gain, professional and academic experience, networking, “cultural capital”, and a sense of the value that higher education institutions offer to society in general. Authors explore how value is perceived differently by applicants, students, graduates, staff and the public, and by different demographic communities within these groups. Undoubtedly, the value of higher education is multifaceted and complex.

    A powerful way of understanding value is through metaphor. When we use a metaphor, we ascribe the value of one thing to another. For instance, universities are beacons of knowledge positions universities as guiding lights, illuminating the path to progress (or something).

    Some common metaphors ascribed to universities include: universities are innovators that drive progress and create new ideas; universities are catalysts for personal and societal transformation; and universities are providers which supply a skilled workforce to deliver economic growth.

    When metaphors are layered together, they become a narrative – a way of conveying greater meaning through interconnected symbols. Games, as a form of interactive storytelling, take this concept even further. They combine metaphors with player agency, allowing players to actively engage with and shape the narrative. In games, players don’t just passively observe metaphors at work; they inhabit and interact with them.

    The player of games

    Because games are dynamic, this means that universities appear in games only when they are actively doing something: acting on the simulation and changing the outcome for the player. Analysing these dynamics leads to some thought-provoking insights into how universities are perceived as acting on the real world, and therefore what value higher education holds in society.

    Our most familiar metaphors for universities are easily recognisable in games. For example, in strategy games such as Age of Empires, universities are innovators which generate “research points” which can be spent to unlock new things. In city-building games like Megapolis, universities are providers that give the player more resources in the form of workers. In Cities: Skylines, universities are catalysts for growth: once a citizen has attended university their home will be upgraded to higher building levels, and they can get better jobs, which in turn levels up their place of employment.

    To return to Puerto Rico: in the normal rules of the board game, players can “construct” a building (such as a factory or warehouse) but cannot use it until the next “mayor phase” is triggered, at which point they can be “staffed”, and its benefits can be used by the player thereafter. The university card grants the player the ability to both “construct” and “staff” new buildings instantly, without waiting. This significantly speeds up the gameplay for the owner of the card.

    When used in this way, the university card changes the mechanics of the game for the player who can use it.

    Puerto Rico is not alone in this. For example, in Struggle for Catan, the university card allows the possessor to buy future cards more easily by swapping one required resource for any other kind. This has such an unbalancing effect that it changes the game from that point onwards. As one Board Game Geek user puts it:

    When I play with my wife we ban the University to keep it a friendly game […] In a four player game everyone just gangs up on whoever gets the University.

    In both of these games, universities are cheat codes: “a secret password […] that makes something unusual happen, for example giving a player unusual abilities or allowing them to advance in the game.”

    Cheat codes are used by players to create exceptions to the standard game rules everyone else must abide by. Universities change the mechanics of the game and enable players to act in a way that would be otherwise impossible.

    Real-life cheat codes

    The idea of students using universities to gain an advantage is not new. When university strategies talk about “transforming students’ lives”, this is generally what they’re referring to. “Educational gain”, “cultural capital”, “graduate attributes”, and “personal development”, are all facets of the same sort of idea.

    However, I’d argue that using the metaphor of a “cheat code” forces us to see students as active players who are using their experiences agentically and strategically, rather than just passively receiving something. When a player uses a cheat code, they generally have an intention in mind. Using the game metaphor reminds us to see students as individual players, who are interested in developing their own palette of cheat codes for their own personal goals.

    If the value of a university experience for students is in developing and testing cheat codes, then we should be intentionally structuring higher education to teach the most effective “hacks”. As Mark Peace has argued on this site in the past, we mustn’t be complacent about the process by which students “catch” transferrable skills. We need to be much more intentional about how we scaffold the development of these cheat codes, and how we work collaboratively with students to identify the skills they want to build and create meaningful ways to help them develop their own toolbox of cheat codes.

    Without this, there is a real danger that we will return to the original scenario of this article, the forum post bemoaning the high-cost, low-return of the university card in Puerto Rico. We must guard against the “university card” being almost unplayable, because it is too expensive, not flexible enough, or too dated. The challenge to institutions is to ensure our provision is more like the university card in Struggle for Catan: truly game-breaking.

    Thinking about universities in terms of game design invites us to rethink the rules we’re playing by and imagine a world where some rules don’t apply. It’s a reminder that the narratives that shape higher education aren’t set in stone. Players have autonomy and can change the direction of the game. This might mean building a toolbox for life with students – and for us, it means taking a wider look at the system we’re part of. What would it look like to recover our agency and, as Edward Venning puts it on HEPI recently, “recover an assertive self-confidence”? For too long, universities have been stuck playing the game instead of changing the rules.

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  • Higher education postcard: Oxford Brookes University

    Higher education postcard: Oxford Brookes University

    Greetings from Oxford!

    As reported in the Oxford Times, on 21 March 1865 – which by my count is very nearly 160 years ago – a meeting was held in Oxford. This led to the establishment of the Oxford School of Art, which opened its doors to students on 22 May that year.

    The initial curriculum included freehand drawing, shading in chalk, perspective and model drawing, figure drawing and anatomy, and painting in oil and watercolour. There were separate classes for men, women, and children under 15. Men and children paid two shillings a month (with discounts for larger periods paid up front); women paid four shillings per month. It isn’t clear to me why the fees were different, but as L P Hartley says, “the past is a foreign country; they do things differently there.”

    The school was initially housed on the ground floor of the Taylor Institute, a library for European languages within the University of Oxford. In 1868 or 1870 (sources differ) a school of science was added. But trouble was brewing. John Ruskin, who had recently been appointed as the Slade Professor of Fine Art at the university, did not approve of the way drawing was taught at the Oxford School of Art, and established the Ruskin School of Drawing to address this. The Ruskin School needed space, and so the School of Art and Science was moved to the basement of the Taylor Institute. The Ruskin School of Drawing is now, by the way, the Ruskin School of Art, and is the University of Oxford’s department of fine art. This tells you who won that argument in the long run!

    The move to the basement proved short lived. In 1888 chemistry labs in the Wesleyan school, Witney, were used by the school of science. In 1891 the school was taken over by the city council, following legislative changes enabling local authorities to fund education and to act as trustees, and was renamed the Oxford City Technical School. And in 1894 a new site, at St Ebbe’s in Oxford, was acquired for the school.

    The new site enabled growth in activities – so rapid that in 1899 the government Department of Art and Science declared it inadequate. Needless to say, the school remained on that site for another fifty years, albeit it also occupied other sites across the city.

    We now need to fast forward to 1928 and introduce a new character: John Henry Brookes.

    Brookes had trained as a silversmith, and was a part-time teacher of sculpture at the school. In 1928 he was appointed vice principal of the school of art (the schools of art and science were technically separate organisations); and in 1934 when the schools of art and science were formally merged to form the Schools of Technology, Art and Commerce, Brookes was appointed its first principal, and was to remain in that post until 1956.

    A pressing issue was accommodation, and in 1949 a 25 acre site in Headington was secured for the school. Planning permission was not granted until 1952, having been initially rejected in 1950, and it wasn’t until 1955 that the foundation stone for the new suite was laid. In 1952 a new name was also given: the school became the College of Technology, Art and Commerce. The Headington site was not formally opened until 1963, fourteen years after the site was acquired.

    In 1956 Brookes retired. His impact on the institution was clearly great. The college was once again renamed as the Oxford College of Technology; this and Brookes’ retirement were not, I believe, related events.

    In 1970 the college became Oxford Polytechnic and, in line with national policy which encouraged the amalgamation of smaller specialist colleges into more generalist institutions, it started to expand by incorporation. First came the Lady Spencer-Churchill College – this had been an emergency teacher training college, established in 1947. The Oxford School of Nursing joined in 1988; and in 1992 the Dorset House School of Occupational Therapy also joined the polytechnic. And also in 1992, the polytechnic became a university.

    Oxford Brookes University was the chosen name, in honour of John Henry Brookes. A few of the polytechnics had chosen names to commemorate local people – for example, Liverpool John Moores, Lanchester Polytechnic in Coventry – but I think Oxford Brookes is the only one named for a former principal. If you know different, please do say!

    In 1993 the university acquired Headington Hill Hall, formerly owned by Robert Maxwell, enabling an expansion of the Headington site. And in 2000 Westminster College, a methodist teacher training college, merged with the university.

    Being a university sharing a city with the University of Oxford can’t be easy: comparisons will mostly be tiresome. But here’s a surprising one: Oxford Brookes is arguably the best university in the UK at which to row (as in, propel a boat by oars, not argue) – see, for example, this report on the Henley regatta, 2023. Bet you didn’t know that!

    And here’s a jigsaw of the postcard, which I found more challenging than I expected.

    Happy 160th birthday, Oxford Brookes University!

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