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  • Small College America Podcast Returns for a New Season – Edu Alliance Journal

    Small College America Podcast Returns for a New Season – Edu Alliance Journal

    Dean Hoke and Kent Barnds Relaunch Acclaimed Series to Explore the Future of Small Colleges

    Bloomington, Indiana – February 3, 2025 – Small College America, the podcast dedicated to exploring the strengths, challenges, and future of small colleges, is officially relaunching with a new season. The series is co-hosted by Dean Hoke, Managing Partner of Edu Alliance Group and former President/CEO of the American Association of University Administrators, and Kent Barnds, Executive Vice President for Strategy and Innovation at Augustana College in Rock Island, Illinois.

    Both Hoke and Barnds are passionate advocates for small colleges, having graduated from Urbana University (OH) and Gettysburg College (PA), respectively. Their personal experiences and professional expertise have shaped their commitment to highlighting the vital role these institutions play in American higher education.

    “The landscape for small colleges is shifting rapidly, and we believe now is the time to amplify the conversation about their future,” said Kent Barnds. ” Dean and I are both passionate advocates for these institutions because we’ve experienced firsthand the impact of a small college education.”  Dean Hoke stated, “The first season of Small College America confirmed that there is a deep need for dialogue about the opportunities and challenges facing these schools. With this new season, we aim to engage with higher education leaders to explore innovative strategies that will help small colleges not just survive but thrive in an evolving higher education environment.”

    The original four-part series first aired on January 10, 2023, and was hosted by Dean Hoke and Tom Davisson, who now serves as Charter Commissioner for the National Association for Academic Excellence (NAAE). The inaugural season featured insightful conversations with small college presidents, including:

    • Dr. Barry Ryan, Former President of Woodbury University (Burbank, California)
    • Stefanie Niles, President of Cottey College (Nevada, Missouri)
    • Ryan Smith, President of the University of Rio Grande and Rio Grande Community College (Rio Grande, Ohio)
    • Janelle Vanasse, President of Alaska Pacific University (Anchorage, Alaska)

    The new season of Small College America will continue its mission of bringing critical discussions to the forefront by interviewing higher education leaders, policy experts, and innovators. The podcast will delve into the evolving role of small colleges, their economic impact, innovative strategies for sustainability, and how they can continue to provide a highly personalized educational experience.

    Season Two will begin weekly on March 11th at 11AM Eastern. More details, including upcoming, will be announced soon.

    For updates, visit [Podcast Website] or follow Small College America on [Social Media Links].

    About the Hosts

    Kent Barnds is the Executive Vice President for Strategy and Innovation at Augustana College, where he has been a senior administrator since 2005. A recognized thought leader in enrollment management and institutional strategy, Barnds is deeply invested in the success of small colleges and the students they serve.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities.

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  • Kiemelkedő emberek: hozzájárulás az orvostudomány, a gazdasági tevékenység, a kreativitás és más területekhez

    Kiemelkedő emberek: hozzájárulás az orvostudomány, a gazdasági tevékenység, a kreativitás és más területekhez

    A híres személyiségek fontos szerepet játszanak a nyilvánosság számos szektorának fejlődésében. Ezek az egyének megváltoztatják a történelem irányát, meghatározzák a következő éveket, és inspirálják utódaikat is. A kezelés, a vállalkozói szellem, a kreativitás, a technika és a sport – ezek az irányok az emberi lét szerves részét képezik, és fejlődésüket nemcsak a tudományos-technikai haladás, hanem olyan kiemelkedő egyéniségek is előidézték, akiknek tevékenysége, sikerei jelentős nyomot hagytak a kultúrában és a társadalomban. Ha érdekli a téma a las vegas casino corvin, követheti a linket https://znaki.fm/hu/places/las-vegas-casino-corvin-setany/. Ezt a cikket szakértői csapatunk írta, melynek vezetője a András Nagy. Ebben a cikkben különböző szakmai területek ikonikus alakjait elemezzük, akiknek eredményei jelentősen megváltoztatták a közösséget.

    Jelentős személyek az orvostudomány területén

    Az orvostudomány az emberi tevékenység egyik kulcsfontosságú területe, ahol kiemelkedő emberek eredményei milliók életét menthetik meg.

    Híres orvosok és tudósok erőfeszítéseinek köszönhetően a társadalom megtanulta megbirkózni a betegségekkel, meghosszabbítja az életet és javítja az életszínvonalat.

    Példák orvosokra:

    • Hippokratész egy ókori görög orvos, akinek munkái lefektették a modern orvoslás alapjait. Hangot adott annak a véleményének, hogy a betegségeknek természetes tényezői vannak, és olyan kimutatási és kezelési technikákat hozott létre, amelyek ma is hasznosak.
    • Avicenna iráni tudós, aki fontos orvosi munkákat írt, amelyek hatással voltak az orvostudományra a középkorban.
    • Florence Nightingale az ápolás megteremtője. Firenze nemcsak a kórházi körülményeket javította, hanem a higiénia terén is fontos eredményeket ért el.
    • Dr. Fleming az a tudós, aki felfedezte a penicillint, az első gyógyszert, amely milliók életét mentette meg.

    Ezek és az orvostudomány más kiemelkedő alakjai jelentősen hozzájárultak a közösség egészségének megőrzéséhez, megváltoztatták a kezelési szemléletet és a betegségek látásmódját.

    Név

    Loot

    Művészet

    A penicillin felfedezése

    XX. század

    Jelentések az orvostudományról és a filozófiáról

    XI. század

    A modern orvoslás alapjai

    Kr.e. 5. század

    Orvosi gyakorlat megváltoztatása

    XIX. század

    Jelentős személyiségek a kereskedelemben

    Egyes üzleti vezetők az előrehaladás és az innováció ikonjává válnak, és ötleteiknek és törekvéseiknek köszönhetően befolyásolják a világot.

    Az üzlet a gazdasági fejlődés motorjaként szolgál, amely új lehetőségeket nyit meg, és munkahelyeket is biztosít.

    Minták sikeres vállalkozókról:

    1. Az alapító Henry Ford úttörő, aki bevezette az autók futószalagos gyártását. Koncepciói megváltoztatták az autóipart, így a járművek könnyebben elérhetőek lettek a tömegek számára.
    2. Steve Jobs újító – az Apple vállalat társalapítója, amely technológiai áttörést ért el a fogyasztói elektronika területén. Találmányai, mint például a MacBook és az iPhone, átalakították az innovatív eszközök interakciós módszereit.
    3. Ilon Musk a Tesla és a SpaceX vállalat megalkotója. Kezdeményezései az elektromos járművek ágazatában és az űrrepülésekben megnyitják az emberiség hozzáférését egy ökológiailag és technológiailag fejlettebb időhöz.
    4. Richard Branson a Virgin Group márka alapítója, egy olyan vállalat, amely különféle iparágakban dolgozik, a show-biznisztől az űrutazásig.

    Az ilyen cégvezetők bebizonyították, hogy az innovációnak és az ambíciónak köszönhetően még a legambiciózusabb projektekben is lehet fantasztikus eredményeket elérni.

    A kultúra kiemelkedő alakjai

    A tehetséges alkotók rengeteg embert inspirálnak kreatív stílusukkal, és olyan remekműveket hoznak létre, amelyek sok éven át relevánsak maradnak.

    A művészeti tevékenység mindig is jelentős szerepet töltött be a kultúrában, megmutatva az emberi élet összetettségét és összetettségét. a világról alkotott nézetek formálása.

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    Minták kiemelkedő művészekből:

    • Da Vinci a reneszánsz korszak egyik legnagyobb festője, aki olyan remekműveiről ismert, mint a Mona Lisa és az Utolsó vacsora. Művészeti tevékenysége mellett kiemelkedő kutató és feltaláló volt, ami a művelődéstörténet kivételes alakjává teszi.
    • Charlie Chaplin színész és rendező nagyszerű színész és rendező, aki jelentős mértékben hozzájárult a mozi világához. Filmjei, különösen az “Aranyláz” és a “A nagyváros fényei” című filmek a világfilmes örökség klasszikusává váltak.
    • Marilyn Monroe Hollywood ikonikus alakja és a 20. század egyik legnépszerűbb színésznője, akinek arculata ikonikussá vált.
    • Quentin Tarantino rendező kortárs filmrendező, akinek olyan filmjei, mint a Pulp Fiction, megváltoztatták a zsánermozi felfogását, és új mércét állítottak fel a moziban.

    A kreativitás különleges erővel hat világképünkre, és az ilyen művészek továbbra is milliókat inspirálnak munkáikkal.

    Legendás alakok a tudományos és műszaki szférában

    A tudósok és mérnökök olyan tudományos és technológiai áttöréseket érnek el, amelyek az élet minden területét meghatározzák.

    A tudományos kutatás és a technológiai innováció olyan területek, amelyeken kiemelkedő gondolkodók fontos felfedezéseket tesznek, amelyek alakítják jövőnket. Ha érdeklik a Magyarországgal kapcsolatos aktuális kiadványok, javasoljuk, hogy látogassa meg a https://znaki.fm/hu/ információs oldalt. ahol újságírók mesélnek a legaktuálisabb eseményekről és témákról.

    Híres tudósok mintái:

    • Einstein Albert a relativitáselmélet szerzője, amely megváltoztatta a térlátást, az idő múlását és a gravitáció természetét.
    • Madame Curie az első nő, akit Nobel-díjjal tüntettek ki. Maria radioaktivitás-kutatása új lehetőségeket nyitott az orvostudományban és a fizikában.
    • Nikola Tesla egy feltaláló, akinek az elektromosság és a rádiókommunikáció területén végzett kutatásai nagy hatással voltak a technológia fejlődésére.
    • Stephen Hawking kozmológus egy legendás tudós, aki a fekete lyukak és a kvantummechanika tanulmányaival új távlatokat nyitott a világegyetem tanulmányozásában.

    Ezek a tudósok megváltoztatták a világról alkotott képünket, és modern eszközöket adtak az emberiségnek a további kutatáshoz és innovációhoz.

    Híres alakok a sportban

    Emellett a sport javítja a fizikai állapotot, és egyben motiválja az embereket a sikerek útján, feltárva a fizikai testben rejlő kimeríthetetlen potenciált.

    Példák kiemelkedő sportolókra:

    • Michael Jordan kosárlabda-legenda a történelem egyik vezető kosárlabdázója, sportsikerei az egész iparágra hatással voltak.
    • Usain Bolt gyorsasági sportoló, akit a bolygó leggyorsabb emberének tartanak. 100 és 200 méteres sprinttávon elért sporteredményeit még senki sem szárnyalta felül.
    • Serhii Bubka rúdugrás ukrán atléta, aki számos világrekordot állított fel rúdugrásban.
    • Simone Biles amerikai tornász, aki az olimpián és a nemzetközi bajnokságokon nyújtott hihetetlen teljesítményének köszönhetően új mércét állít fel sportágában.

    A felsorolt sportolók nemcsak nagy sikereket értek el a választott sportágakban, hanem rengeteg embert inspiráltak sportsikereikre.

    Következtetések

    Az orvostudomány, a kereskedelem, a művészet, a tudomány és a sport kiemelkedő személyiségei jelentős hatással vannak a társadalom fejlődésére.

    Erőfeszítéseiknek köszönhetően lehetőségünk van a legújabb technológiák bevezetésére, életünk meghosszabbítására, valamint a kultúra, a technológiai fejlődés és a sportversenyek modern korszerű élvezetére.

    Hozzájárulásuk nemcsak a mai világot változtatja meg. , hanem az új nemzedékeket is új magasságok megszerzésére ösztönzi.

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  • Ontario in 2029 | HESA

    Ontario in 2029 | HESA

    Back in 2022, just after the last provincial election, I wrote a piece looking forward a few years and predicted that the years 2023-25 were going to be chaos for Ontario postsecondary institutions. And I was right, although I can’t claim to have anticipated any of the specifics. Given that we are now going back into an election, I thought I would try to look into a crystal ball and look at what the province’s postsecondary system will look like financially if our glorious premier is re-elected for another four years.

    To do this, of course, requires making a few assumptions, not just about what will happen in the future but, given the inevitable Canadian delays in producing data, what’s been happening in the past two years as well. Hard data on the student numbers which drive aggregate tuition income does not exist beyond 2022 because the provincial government is deliberately suppressing data on this subject. Yes, really. Until last year, Ontario had one of the best records in the country when it came to openness on enrolment stats, usually publishing quite detailed data within six months of end of the calendar year. As of today, it has now been twenty-one months since the last update. By complete coincidence, the data that has not been updated covers the exact period where provincial government was asleep at the wheel in terms of oversight of international student intake. Can’t have that data going out before an election, I guess.

    Anyways, that means the following projections require a bit more educated guess work than usual. For transparency, here are my assumptions:

    • I have based student number projections for 2023-24 and 2024-25 on data I could find from the Ontario Universities Application Centre (OUAC) and from federal open data on student visas issued up to fall 2024.
    • I am assuming that international student enrolment will bottom out in 2025-26 and resume 10% annual growth thereafter, and that domestic enrolment will grow 2% per year, in line with projected increases in the 18-21 population. The assumptions on international students might be too generous, in which case all my projections will be too optimistic. Keep that in mind as you read this.
    • I am assuming that the provincial government will not add any new funding to the system beyond what was announced in the run-up to the 2024 budget, but that the extra funding announced as a response to the Blue-Ribbon Panel will be maintained past 2027.
    • I am assuming the freeze on tuition will be maintained, but a gentle (but below-inflation) rise in average tuition will continue due to students switching from cheaper humanities courses to more expensive STEM ones.
    • I am going to focus on the main sources of institutional operating income, which are tuition fees and provincial operating government. I am excluding from this analysis anything to do with income from federal or private non-student sources.

    Let’s start with public expenditures on postsecondary education. The problem of falling real public expenditures began well before Ford took power, but this trend has worsened under Ford. Until last year, he consistently allowed inflation to erode funding. The only time he increased institutional funding was in 2024, after the report of the blue-ribbon panel, and even then the three-year package he announced barely allows funding to keep up with inflation. When this new funding evaporates in 2027, the prospects for any new funding are uncertain: I think it is more likely that the government will revert to its previous practice of holding funding constant in nominal dollars but fail to provide any help to offset inflation. Assuming this is true, the path of government funding for Ontario postsecondary institutions will be as shown below in Figure 1.

    Figure 1: Ontario Government Transfers to Post-Secondary Education, 2001-02 to 2028-29 (projected) in Billions of $2023

    Now of course, public funding only makes up about a third of total funding in Ontario postsecondary education. What happens when you include tuition fees? Well, it looks like the graph below, Figure 2. Again, as you can see, the “take-off” point for the system we have today clearly lies in the McGuinty/ Wynne period, but boy howdy did the Ford team double-down on the model it inherited.

    Figure 2: Total Operating Income by Source and Sector, Ontario Public Postsecondary Institutions, 2001-02 to 2028-29 (projected) in Billions of $2023

    Now, this is one of those cases where it helps to disaggregate what is going on in the system and look separately at what’s going on in the universities and colleges. Let’s start with colleges in Figure 3.

    Figure 3: Total Operating Income by Source, Ontario Colleges, 2001-02 to 2028-29 (projected) in Billions of $2023

    I’ve been writing about the big fall in college revenues for a few months now, but even I find this graph shocking. Total operating income to the college system is going to crash by about a third between 2023-24 and 2024-25 and then probably will start to recover thereafter. Basically, you should consider the period 2015-2025 as a huge fever dream that is now breaking and sending the system back to exactly where it was a decade ago, minus about 15% of its public funding and a similar drop in the number of students (domestic enrolment really crashed over the past decade).

    Figure 4 repeats the exercise for universities. This one might seem puzzling for many, because it appears to show very little drop in funding in the 2020s. I mean, yes, there’s a teeny dip in 2024, but absolutely nothing like what we see in the colleges—so why are universities screaming about their untenable financial positions?

    Figure 4: Total Operating Income by Source, Ontario Universities, 2001-02 to 2028-29 (projected) in Billions of $2023

    Well, the answer is that universities don’t have a revenue challenge so much as a cost challenge. Colleges have an enormous amount of freedom to rearrange or reduce staff. Universities, to put it mildly, do not, partly because of tenure and partly because collective agreements between universities and faculty contain clauses about layoffs and financial exigency which impose very high barriers and costs to any institution that tries to reduce academic headcount. This forces institutions to force as many cuts as possible on non-academic staff and services, but there are limits to how much you can do before students start turning away.

    Plus, of course, universities simply got in the habit of getting ever larger. Looke at what happened in the 18 years before the Ford government took power: 17 straight years where the average annual income growth after inflation was 5%. The internal political economy of Ontario universities simply evolved so that growth less than 5% was believed to be “austerity.” Since Ford came to power, annual growth has been effectively zero, even as institutions are dealing with the costs of accommodating the major shift in students from humanities to STEM. The gears inside universities are grinding to a halt and even going in reverse this year and next. And universities are—by design—poorly engineered to deal with a lack of growth.

    So, what can be done? Well, in the world we all wished we lived in, this situation would be attracting serious political attention. But it’s not. Ontarians quite like having world-class universities and colleges; they just don’t feel like paying for it. Had the cuts started a few weeks earlier, or had the election been called a few weeks later, the current Program Apocalypse (which seems more than on course to deliver the closure of over 1000 programs across the province) might have become what political animals call “a kitchen-table issue,” that is an issue so important than voters talk about it at the kitchen table. Kids not being able to get into the programs they want to get into because they have been shut due to budget cuts? Yeah, that’s a kitchen table issue. One that might yet have some impact on the election, though probably not a decisive one.

    Could institutions do more to make this a kitchen table issue? Yes, they could. At the university level, institutions could be more overt in saying they will no longer be able to support as many spots in expensive, high-demand programs. At the college level, institutions could be more aggressive about closing programs in the skilled trades. So far, they have been very reluctant to do this even though their high cost-per-student should probably lead a lot more of them to be on the chopping block if financial sustainability were a major issue. But institutions are reluctant to do this because it’s hard to play chicken with the government without seeming to play chicken with the general public. And the only way things could get worse for institutions right now is if they lose what’s left of the public sympathy they have. Which is to say: yes, they could be doing more, but it’s easy enough to explain their hesitation in doing so.

    Anyways, sorry to readers in the rest of the country for all the Ontario-centricity. If you’d like to know more about how the mess in Ontario—partly due to inept oversight by the Ford team and partly due to an inept response by federal immigration minister Marc Miller—affects the rest of the country (and it does), have a listen to my guest appearance on the Missing Middle podcast last week. Good fun.

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  • Unifying supports for first-generation students on campus

    Unifying supports for first-generation students on campus

    University of South Carolina

    While first-generation students are a growing population in higher education, they remain less likely to retain or complete a credential, compared to their continuing-generation peers.

    A new initiative at the University of South Carolina unifies assistance for students who are the first in their families to attend college to guide them through the university and provide a sense of belonging. The First-Generation Student Center is connected to a first-generation living-learning community and offers embedded academic and socioemotional support, which reduces the need for students to seek support independently.

    What’s the need: USC serves a large number of first-generation learners—one in five undergraduate students or around 6,000 individuals.

    “We know from our campus data on students in our long-standing TRIO program that they do not have the gaps in retention and graduation that our other first-generation students have,” says Shelley Dempsey, assistant provost for graduation and retention. “However, the program is at max capacity.  It was time for our university to provide additional options to serve students in a similar demographic who are not able to be a part of the TRIO program.”

    The center was designed to provide increased and more specialized services for learners in a physical space that promotes students’ feelings of belonging.

    Dempsey sees particular benefits with first-generation student support, including social capital growth and impacting future generations of their families. But Dempsey also notes improving processes and the student experience for first-generation degree attainment is a benefit for the institution as a whole.

    How it works: The First-Generation Center (FGC), which opened in fall 2024 within Maxcy College residence hall on campus, includes a variety of support services and resources.

    A dedicated director and assistant director support the center, as does a faculty director, who oversees the living and learning community for 151 first-generation students.

    Within the center, students can engage with an embedded mental health counselor for one-on-one in-person or virtual sessions, as well as group sessions on common themes like homesickness and exam anxiety. The Student Success Center has embedded staff presence for drop-in hours, and the FGC hosts other partners across campus, including financial aid, the career center and the meal card office, to provide insights into navigating higher ed.

    “The idea is that if we can have all of these offices have a presence in the FGC as a safe space, then we build comfort and confidence with the first-generation students to utilize them in their locations outside the FGC as well,” Dempsey says.

    This fall, the center hosted a series called First-Gen Connections that provided relevant information related to campus experiences and deadlines. Athletics staff led a discussion on how students can earn ticket priority for sporting events and offered students a behind-the-scenes tour of the football stadium, for example.

    How it’s going: Since launching the center, USC leaders have seen an increase in first-generation student involvement. The center was advertised through meetings, events and campus media including newsletters, but word of mouth has been the most effective marketing campaign.

    Several sections of University 101, USC’s first-year seminar program, also meet in the center, which helps raise awareness of the support offerings.

    This fall, efforts to include first-generation students were noticeable in mini-grant applications for research and creative projects alongside a mentor, with 55 percent of applicants being first-gen learners.

    “We want our first-generation students to know that they are just as capable, and sometimes that takes bringing the info to them in a designated space so that they don’t have to navigate the large university and unfamiliar lingo or jargon for themselves,” Dempsey says.

    What’s next: The current target is incoming and first-year students, with the hopes of continuing to involve them as they progress through the institution, but administrators hope to reach graduate students, as well.

    “We are in the process of conducting a needs assessment to know how to increase our supports going forward,” Dempsey says.

    The university will also track other student metrics including involvement in high-impact practices, GPA, DFW rates, campus involvement and leadership opportunities. Additionally, leaders will compare utilization of support services among first-gen students who engage with the center compared to their peers who are also first-gen but not associated with the center.

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

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  • How to prepare proactively for a postdoc (opinion)

    How to prepare proactively for a postdoc (opinion)

    During my five years working in postdoctoral affairs at two higher education institutions, current postdoctoral associates have often shared their frustrations with me.

    Some feel they aren’t getting the credit they deserve in their research group. Others share they feel pressured to work long hours. And in terms of relationships with their mentors, some sense a lack of feedback and support from their faculty supervisor, while others feel they are micromanaged and lack autonomy.

    When I hear these things, it strengthens my belief that many of the problems that emerge during the postdoctoral experience could be reduced by more proactive communication prior to an individual accepting a position. Talking through personality, leadership and communication styles can help both postdocs and mentors better understand the relational dynamics, as well as the expectations and needs each bring to the partnership.

    So, while earlier “Carpe Careers” pieces have focused on the pragmatics of a postdoc job search and discovering postdoc opportunities, including those outside the traditional academic postdoc, I want to share the thought process late-stage Ph.D. students should be working their way through prior to and during a postdoc search, as well as advice on navigating the start of a postdoc position. My hope is that by carefully considering their own values and needs, graduate students can better understand if a postdoc position is the best career path for them, and if so, which postdoc position might be the right fit.

    The Right People and the Right Questions

    The first piece of advice I would give any prospective postdoc is that you must take ownership of your postdoc search. This includes talking to the right people and asking the right questions, which begins with asking yourself the most critical one: Why am I considering a postdoc position?

    People pursue postdocs for a variety of reasons. None are necessarily more appropriate than others, but your motivations for engaging in a postdoc should be clear to you. Some motivations might include:

    • To gain training and increase metrics of scholarly productivity in order to be a more competitive candidate for positions at research-intensive universities.
    • To learn new skills or techniques that will increase marketability, perhaps outside academia.
    • For international trainees, a postdoc path may allow for continued work in the United States while pursuing a green card and citizenship.
    • To increase time to think about career paths.
    • To explore a geographic location that might seem ideal for one’s career prospects.

    There is nothing wrong with any of these reasons, but understanding your reason will help you find the postdoc position that best fits your academic and professional journeys.

    Understanding Expectations

    Even if your goal is not to pursue an academic career and you don’t believe you will be in a postdoc position longer than a year, it is critical to take the postdoc experience seriously as professional experience, and accept and understand its responsibilities and deliverables.

    I fully acknowledge that the postdoc role can be nuanced and, ideally, it is some hybrid of employment, extended training and apprenticeship under a more senior faculty member. In nearly all cases, however, an individual is hired into a postdoc role to help make progress on a funded research project. This may involve funding from federal agencies such as the National Institutes of Health or National Science Foundation, a nonprofit foundation, or the institution itself. Regardless, a postdoc is hired to help deliver important outputs associated with a project that’s being paid for. From this perspective, the postdoc’s job is to help move the project forward and ultimately produce data and findings for further dissemination. Successful postdocs understand what these deliverables are and their importance to their faculty mentor.

    Of course, this does not mean postdocs should devote 100 percent of their time to producing research products. In fact, many years ago, the Office of Management and Budget made clear to federally funded U.S. agencies supporting graduate students and postdocs that such roles have dual functions of employee and trainee. The notice specifically states that postdocs “are expected to be actively engaged in their training and career development under their research appointments.” Additionally, the NIH is seeking to explicitly specify the percentage of time a postdoc should be devoting to their career and professional development through recommendations from a Working Group on Re-envisioning NIH-Supported Postdoctoral Training. In a report published in December 2023, the group suggests postdocs should have a minimum of 10 percent of their effort devoted to career and professional development activities.

    It’s clear that the job of a postdoc is to both deliver on research products and invest in one’s own training and professional development. Given the need to effectively balance these two activities, it is critical that prospective postdocs seek to understand how the group they might work in, or the faculty member they might work with, understands the position. And likewise, it is important for the candidate to convey their expectations to the same parties.

    A proactive conversation can be intimidating for some, but the Institute for Broadening Participation has created a list of questions taken from a National Academies report on enhancing the postdoc experience to get you started.

    Exploring the Landscape

    Potential postdocs should also consider speaking to current and/or past postdocs with experiences in groups and with people with whom they are interested in working. Past postdocs can often more freely enlighten others as to faculty members’ working and communications styles and their willingness to provide support.

    Another important factor prospective postdocs should consider is the support and resources institutions provide. This can range from employee benefits and postdoc compensation to career and professional development opportunities.

    A critical resource to help you understand the current institutional landscape for postdoc support in the United States is the National Postdoctoral Association’s Institutional Policy Report and Database. You can leverage this data by benchmarking the benefits of institutions you are considering for your postdoc. For example, in the most recently published report from 2023, 52 percent of responding U.S. institutions reported offering matching retirement benefits to their employee postdocs.

    Considering the entire package around a postdoc position is yet another important step in evaluating if a potential position aligns with your academic, professional and personal goals.

    Putting Together a Plan

    Once you have decided to accept a postdoc position, I advise communicating proactively with your new faculty supervisor to ensure all expectations are aligned. A great document to help with framing your potential responsibilities is the Compact Between Postdoctoral Appointees and Their Mentors from the Association of American Medical Colleges.

    Finally, I highly encourage any new postdoc to create an individual development plan to outline their project completion, skill development and career advancement goals. This can be shared with the supervisor to ensure both parties’ project completion goals match and the postdoc’s other goals will be supported. If faculty supervisors could benefit from additional resources that stress the importance of IDPs, I suggest this piece published in Molecular Cell and this Inside Higher Ed essay.

    Deciding whether to pursue a postdoc position, and how to pursue one proactively, is important to maximize your future prospects as a Ph.D. holder. Leveraging this advice, plus that of other online resources— such as the Strategic Postdoc online course from the Science Communication Lab and the Postdoc Academy’s Succeeding as a Postdoc online course and mentoring resources—will help you to choose a position with intention and engage in deliberate discussions prior to accepting it. This will increase the likelihood that your postdoc experience will align with your needs and help successfully launch the next stage in your career.

    Chris Smith is Virginia Tech’s postdoctoral affairs program administrator. He serves on the National Postdoctoral Association’s Board of Directors and is a member of the Graduate Career Consortium—an organization providing a national voice for graduate-level career and professional development leaders.

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  • Colleges promote media literacy skills for students

    Colleges promote media literacy skills for students

    Young people today spend a large amount of time online, with a U.S. Department of Health and Human Services report noting teens ages 12 to 17 had four or more hours of daily screen time during July 2021 to December 2023.

    This digital exposure can impact teens’ mental health, according to Pew Research, with four in 10 young people saying they’re anxious when they don’t have their smartphones and 39 percent saying they have cut back their time on social media. But online presences can also impact how individuals process information, as well as their ability to distinguish between news, advertisement, opinion and entertainment.

    A December Student Voice survey by Inside Higher Ed and Generation Lab found seven out of 10 of college students would rate their current level of media literacy as somewhat or very high, but they consider their college peers’ literacy less highly, with only 32 percent rating students as a whole as somewhat or very highly media literate.

    A majority of students (62 percent) also indicate they are at least moderately concerned about the spread of misinformation among their college peers, with 26 percent saying their concern was very high.

    To address students’ digital literacy, colleges and universities can provide education and support in a variety of ways. The greatest share of Student Voice respondents (35 percent) say colleges and universities should create digital resources to learn about media literacy. But few institutions offer this kind of service or refer students to relevant resources for self-education.

    Methodology

    Inside Higher Ed and Generation Lab polled 1,026 students at 181 two- and four-year institutions from Dec. 19 to 23. The margin of error is 3 percent. Explore the findings yourself  here, here and here.

    What is media literacy? Media literacy, as defined in the survey, is the ability or skills to critically analyze for accuracy, credibility or evidence of bias in the content created and consumed in sources including radio, television, the internet and social media.

    A majority of survey respondents indicate they use at least one measure regularly to check the accuracy of information they’re receiving, including thinking critically about the message delivered, analyzing the source’s perspective or bias, verifying information with other sources, or pausing to check information before sharing with others.

    A missing resource: While there are many groups that offer digital resources or online curriculum for teachers, particularly in the K-12 space, less common are self-guided digital resources tailored to young people in higher education.

    “Create digital resources for students” was the No. 1 response across respondent groups and characteristics and was even more popular among community college respondents (38 percent) and adult learners (42 percent), which may highlight students’ preferences for learning outside the classroom, particularly for those who may be employed or caregivers.

    Arizona State University’s Walter Cronkite School of Journalism offers a free self-directed media literacy course that includes webinars with journalism and media experts, as well as exercises for reflection. Similarly, Baylor University’s library offers a microcourse, lasting 10 minutes, that can be embedded into Canvas and that awards students a badge upon completion.

    The University of North Carolina at Charlotte provides a collection of resources on a Respectful Conversation website that includes information on free expression, media literacy, constructive dialogue and critical thinking. On this website, users can also identify online classes, many of which are free, that provide an overview or a deeper level look at additional topics such as misinformation and deepfakes.

    The American Library Association has a project, Media Literacy Education in Libraries for Adult Audiences, that is designed to assist libraries in their work to improve media literacy skills among adults in the community. The project includes webinars, a resource guide for practitioners.

    Does your college or university have a self-guided digital resource for students to engage in media literacy education? Tell us more.

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  • Is going to university still worth it? A widening participation student’s view

    Is going to university still worth it? A widening participation student’s view

    By David Lam, Activities Officer at the Students’ Union Bath.

    As a child, I always envisioned a very traditional educational journey. I would work my way through high school, do my A levels and then end up at a good university, graduating into a well-paid job. I think this is the journey most undertake or are pointed towards as we were told that university students almost always earn more than those without one. It’s a no-brainer, right?

    However, there have been recent conversations about the value of going to university and getting a degree. Being a student is tough right now, because:

    Despite these challenges, record numbers of students from TUNDRA 1 (lowest participation) backgrounds have made it to university. A remarkable stat! But why has this happened? I believe university opens so many more opportunities for you besides a good education and, for this reason, people would prefer to earn and learn rather than not doing it at all.

    Going to university allows you to access a whole load of new experiences through societies and sports clubs at a relatively low cost and without much commitment. At Bath, there are over 200 groups that you can join, ranging from common interests like football and board games to more niche ones like sailing and gliding. I am sure there are equally wide offers at other universities. Having gone to a state school, I never had the opportunity to try all these things while others from more privileged backgrounds did. 

    Studying at Bath meant I had access to a wide range of placements for my year in industry. Without the wonderful placement team showing me all the world had to offer, I would not have known where to start, nor would I have ever considered doing a placement.  I had always seen movies that involved people going for the best year of their life abroad in a sunny place, making friends for life and being temporarily free from studying. I decided I wanted that experience too, but then the Covid-19 Pandemic hit, meaning my opportunities suddenly shrank. Despite the setback of a global pandemic, I eventually found an opportunity and I ended up working in Madrid as a Physical Education (PE) teacher in an international school. It was the best year of my life, living the dream I’d seen on TV, thanks to my university’s placement team’s support.

    Attending university exposes you to people from diverse backgrounds. Coming from a small town in the Midlands, predominantly made up of white British residents, I was one of only three kids of colour in my entire primary school. So arriving in Bath and encountering people who looked like me was a strikingly different experience. Some of my closest friends come from all over the world and, yes, eventually when we all leave Bath, I will be visiting them at some point! The chances of me making such friendships would have been minimal had I stayed in my little town and I would have nowhere near as enlightened an understanding of other cultures as I have now.

    University is often the first real taste of freedom for many, marking the transition from life at home to living independently. You are no longer surrounded by an endless supply of clean clothes or home-cooked meals; instead, you are managing your own routine and life, all within the relatively safe university environment. This shift into the big wide world fosters resilience and builds people skills. You will inevitably encounter challenges, like that one housemate who never does their dishes. But part of the university experience is learning to handle these issues yourself, having the tough conversations and solving problems independently rather than relying on someone else to step in. Along the way, you will meet both amazing people and those who are not so great. While no degree teaches you how to interact with others, living with a diverse group of people forces you to learn those essential skills.

    For these reasons, I still believe there is value in going to university. While not everyone’s experience is the same, the underlying benefits remain. The university experience represents a beacon of opportunity and opens so many doors. It leads to things you would have never imagined doing, like living in another country for a whole year or writing a blog for a higher education think tank. Seeing the Office for Students turn its attention to the wider student experience, rather than exclusively to education, is welcome. I believe more places should be taking this holistic view and I look forward to seeing what their new strategy comes out with it.

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  • Renters’ Rights Bill Update – into the Lords

    Renters’ Rights Bill Update – into the Lords

    By Martin Blakey, the former Chief Executive of the Leeds-based student housing charity Unipol. Read Martin’s previous comments on the Renters’ Rights Bill from November 2024, October 2024 and June 2024. A proposed amendment to the Bill is attached at the bottom.

    Elsewhere on the site, David Lam explores, from the perspective of a widening participation student, the true value of going to university – not just in terms of career prospects, but in the friendships, experiences, and personal growth it fosters. You can read the blog here.

    Background

    The Renters Rights Bill passed its Report stage in the Commons on 14 January 2025. The first reading has now taken place in the House of Lords, with the second reading listed to take place on Tuesday 4th February. The stated aim of the Government is that the Bill should become law and take effect over the summer of 2025 and, at present, the Bill is on track to achieve that aim.

    This is a good moment, therefore, for an update on recent developments together with a few thoughts about how the Bill has developed and been shaped.

    This blog follows on from the earlier detailed HEPI blog on 9 October 2024 Renters’ Rights Bill and Student Accommodation: The Final Stretch? https://www.hepi.ac.uk/2024/10/09/renters-rights-act-and-student-accommodation-the-final-stretch/ and does not seek to cover that ground again.

    As a reminder, most of the Renters’ Rights Bill will not apply to purpose build student accommodation (PBSA) where the provider is a member of the Government approved Code; PBSA providers will let their rooms on common law tenancies rather than the assured tenancies that are covered by this Bill.

    Latest Developments

    During the Report stage of the Bill in the Commons, a relatively small number of Government amendments were agreed upon (no non-Government amendments were agreed) and three have particular relevance to students in off-street housing on assured tenancies:

    a) a new clause 14 limits the amount of rent that a landlord can require to a maximum of one month. It does so by amending Schedule 1 to the Tenant Fees Act 2019 so that any payment of rent made before a tenancy agreement is signed will be a prohibited payment. A new clause 13 amends the Housing Act 1988 to ensure that tenants continue to be protected from unreasonable requests for rent to be paid early once a tenancy has commenced. Landlords will no longer be able to include any terms in the tenancy agreement that have the effect of requiring rent to be paid prior to the rent due date.

    The effect of this is that tenants can be certain that the financial outlay to secure a tenancy will not exceed the cost of a tenancy deposit and the first month’s rent.

    b) A restriction has been added to repossession ground 4A (that allows landlords to recover possession of an HMO that is let to full-time students) and landlords will not be able to use the ground if the tenancy was agreed more than six months in advance of the date on which the tenant has a right to occupy the dwelling.

    c) A new Clause 21 inserts sections into the Housing Act 1988 to limit a guarantor’s liability for rent following the death of a tenant. Terms of guarantee agreements that purport to hold a guarantor liable for rent in these circumstances will be unenforceable. The details are complex but, generally, this liability is removed only where a guarantor is a ‘family member’.

    So, what impact will these changes have on student tenants? As is common in housing, there is a balance between the positives and negatives that these changes will bring.

    a) Restricting rent in advance

    Generally, this means that students will pay rent monthly to their landlord, in advance. This will have the advantage that students who previously found renting difficult because they did not have sufficient ‘up-front’ money will find renting easier. Notably, rental payments will no longer bear any relationship to when students receive their loan payments or University terms.

    The downside to this change is that students, unlike most tenants in the private rented sector, rarely have a credit history and landlords sometimes see students posing a higher risk of non-payment. This is particularly the case if a student is from overseas, where debt recovery post-tenancy can be difficult, if not impossible. Up-front rent payment has, in the past, gone someway to allaying fears of non-payment.

    Many landlords are likely to react to this perception of increased risk by increasing their use of guarantors (where a third party guarantees to pay the rent in the event of tenant default).

    One of the key MPs seeking to restrict up-front rent payments (Alex Sobel MP for Leeds Central and Headingley, which has a large student population) realised this and also made a strong case for limiting the use of guarantors but this was rejected by the Minister who said

    I appreciate fully that obtaining a guarantor can be difficult for some prospective tenants, and I understand the reasoning behind his amendment. However, I am also mindful that in some instances the use of guarantors can provide good landlords with the assurance necessary to let their properties to tenants who may otherwise find it difficult to access private rented accommodation… Having considered this issue in great detail, I ultimately concluded that limiting guarantors could inadvertently make life more difficult for certain types of renter.

    Hard data on the use of guarantors is hard to come by, but their use will likely increase. This might cause problems for those with no easy access to guarantors, particularly those who have no family members or international students who have no UK-based contacts.

    Another likelihood is that landlords start increasing the size of deposits to guard against the non-payment of rent. Generally, the size of deposits that students pay has been low compared to other private renters. This is probably because, at the time of renting, students are low on cash and many have already paid one deposit (for where they are currently living). Being asked to pay a larger deposit for next year’s accommodation acts as a disincentive to rent and therefore landlords have kept student deposit levels low.

    Many non-student private renters are asked to pay a deposit that is the maximum allowed by the Tenant Fees Act which is capped at 5 weeks rent. Looking at the most detailed national data available in the last 2021 Unipol/NUS Accommodation cost survey, the average deposit students paid was £259 and the average weekly rent (at that time, excluding London) was £170. So in theory, student deposits could be increased to around £850. It is unlikely student deposits will rise to their maximum level, but many forecast an increase from the commonly charged £250 to £500 over the next couple of years.

    On balance, the positives and the negatives probably balance each other out. Some students will benefit, others will not. Although placing limits on guarantors may have been seen as a step to far by the Government, had up-front rent payments been restricted and the use of guarantors had also been restricted, this would have been a significant win for student renters.

    b) Trying to stop early renting

    This new clause aims to reduce early renting. Landlords will no longer be allowed to take repossession of their property under the new ground for possession (4a) that stops students from staying outside of the academic cycle if the tenancy was agreed more than six months in advance of the date on which the tenant has a right to occupy the dwelling.

    The Housing Minister, in agreeing this change, said that this would:

    Act as a strong disincentive against landlords who wish to use it to pressure students into early sign-ups, as many do now.

    Many in the student housing world have long been dismayed at how the student renting season has been getting earlier and earlier. Many first-year students now rent properties for their second year of study within their first 6 weeks of arriving as freshers. Anything that stops this early letting is a good thing and is to be welcomed. This change is likely to have no negative effect on the overall level of supply and demand in the student market; it simply gives students a longer time to think and will enhance their decision-making.

    But this is an odd way of going about trying to stop this early letting cycle. Indeed, the Minister went on to say:

    I want to be clear that the amendment will not lead to an outright ban on contracts being agreed more than six months in advance.

    This is why an earlier HEPI blog said:

    It is clearly daft that many students are looking for next year’s housing in November of the preceding year. There should be a ‘cooling off period’ that would allow students to withdraw unilaterally from any contract made up to four months before it begins.

    So, two points here. Firstly, on timing, many student tenancies begin over the summer period (from 1July onwards), so renting could still take place in early January and ground 4a could still be used. A four month limit would have meant many students renting in March, which would have been a much better outcome.

    Secondly, this is an odd way of going about trying to tackle early-renting. A legal expert in this field makes the point:

    I don’t like the ‘removal of privileges’ approach to achieving policy objectives. It would be clearer all round if they either ‘banned’ signing up more than 6 months in advance, or gave people cancellation rights. That way, landlords and tenants have more chance of understanding what they are doing. With this approach, I can see students signing up early as always, then realising that Ground 4A can’t be used and staying put. The people who will lose out are the intending tenants of the following year, who are unlikely to have made any enquiry before booking as to whether or not the landlord will be able to give possession.

    This change, if it has the effect of slowing down early-renting, is to be welcomed but it is a bit half-hearted and may have less impact than hoped for.

    c) Limiting a guarantor’s liability for rent following the death of a tenant

    This change followed a number of examples given by MPs of landlords heartlessly chasing guarantors for payment following the death of a tenant. The new clause aiming to stop this is, however, limited to family members. As the Minister put it:

    I should make it clear that if in a joint tenancy the guarantor is not a family member, their liability for rent will be maintained….Our new clause strikes the right balance: guarantors will be protected from being held liable for rent when they are grieving; landlords will be able to reclaim costs owed prior to a tenant’s death; and guarantor’s liability for other costs incurred under the tenancy will not be affected.

    This approach gives rise to several pages of detail in the Bill, not least because it has to define ‘family member’ and then goes into considerable detail about what happens when the guarantee affects joint tenants (as many student renters are). These additional clauses bear all the hallmarks of a rushed and ill-thought-through change. The definition of ‘family member’ for guarantor purposes, for example, is different from another definition in the same Bill of ‘family member’ relating to tenancy succession.

    Again, all a bit half-hearted and unnecessarily complex. What was wrong with saying, once a tenant dies, their guarantor arrangement dies with them? For students, this change will have little effect unless, at the point the tenant dies, a guarantor is a family member and those within joint tenancy arrangements have restricted the scope of their guarantor payment to a fixed sum of rent (otherwise unpaid rent is a joint liability to be borne by other tenants or their guarantors).

    Students and the Report Stage

    Students were mentioned frequently in the debate, often by MPs with significant numbers of students living in their constituency. Generally, they confined their comments to amendments and had, no doubt, been told that this was not the place for revisiting matters that had already been considered during the second reading stage.

    Several MPs raised the issue of affordability in rented housing, both for students and other renters and there was frequent referencing of whether rent controls should be used, or ‘rent stabilisation’ that some MPs suggested should ensure that rents should rise by no more than annual earnings or CPI. The Minister, Matthew Pennycook, went out of his way in his summing up speech to reject the possibility of rent controls:

    The Liberal Democrat spokesman, the hon. Member for Taunton and Wellington, along with my hon. Friend the Member for Liverpool Wavertree (Paula Barker) and the hon. Member for Bristol Central (Carla Denyer), spoke in support of their respective amendments to introduce forms of rent control.

    However, as we debated extensively in Committee, the Government sincerely believe that the introduction of rent controls in the private rented sector could harm tenants as well as landlords by reducing supply and discouraging investment. While I fully appreciate that there is a broad spectrum of regulation that falls under the title of rent control, there is, as we debated at length in Committee, sufficient international evidence from countries such as Sweden and Germany, cities such as San Francisco and Ontario, and the Scottish experience since 2017, to attest to the potential detrimental impacts of rent control.

    An amendment to extend ground 4a to all properties occupied by students failed. Readers will recall that ground 4a allows a landlord, with prior notification to tenants, to repossess a property in order that it can be let to future groups of students. After a considerable amount of lobbying by both educational sector bodies and landlords, the Government responded that it:

    …recognises that the student market is cyclical – and that removing section 21 will mean landlords cannot guarantee possession each year for a new set of tenants.

    Having engaged across the sector, we understand the cyclical model is critical for landlords’ business models and ensures a timely and robust supply of student accommodation. We will therefore introduce a ground for possession that will facilitate the yearly cycle of short-term student tenancies. This will enable new students to sign up to a property in advance, safe in the knowledge they will have somewhere to live the next year.

    But this right to repossess only applies to Houses in Multiple Occupation (HMOs) and it does not apply to one- and two-bedroomed properties.

    The suspicion is that the Government assumed non-HMO properties housed only a small number of students and any such reduction in supply would be fairly marginal. This is a significant miscalculation.

    Data provided by the Accommodation for Students website (the largest search engine for student off-street properties) showed that 31% of the off-street properties on their website were not HMOs and were listed as showing 1 or 2 beds for rent. There were significant regional variations behind this average, which reflected the different housing stock in different areas. In Newcastle upon Tyne, 54% of student-advertised properties were non-HMOs, in Preston this was 50% and in Nottingham 40%.

    These figures show that these smaller properties form a significant minority of the supply and, in many student cities, this kind of smaller property is a key part of the student accommodation supply. These areas, with many non-HMO student properties, are still vulnerable to stock moving into the non-student lettings market.

    Purpose Build Student Accommodation

    Work is now taking place by the Ministry of Housing, Communities and Local Government (MHCLG) to establish the mechanism whereby PBSA providers will become ‘specified’ under the 1988 Housing Act, taking them outside the remit of much of the Renters Rights Act. There was some speculation about whether the new Decent Homes Standard (DHS) would apply to PBSA, but that has now been clarified. In response to a parliamentary question on 19 December 2024, the Housing Minister, Matthew Pennycook said

    The Bill will exempt Purpose Built Student Accommodation (PBSA) from the assured tenancy system if the landlord is signed up to a government approved code of management practice. Such accommodation will therefore not be subject to the DHS, but landlords will need to meet rigorous standards set by the codes which are tailored to the needs of PBSA….Failure to meet these standards will result in membership being terminated, meaning the property will then be subject to the DHS.

    The Government-approved Code for the private sector is currently being reviewed by its operator Unipol and, as was reported earlier, is likely to include provisions to ensure:

    • the continued protection of deposits using a Government-approved deposit protection scheme and using that adjudication process to resolve any disputes;
    • improved flexibility for students either leaving their institution of study or not gaining a place to study, giving them a right to leave their agreement having given a period of notice. An initial draft of the Code gives the notice period as 8 weeks, but there is a view that this could be shortened to 4 weeks without adversely affecting suppliers;
    • that in the event of the death of a tenant, any guarantor agreement will not be proceeded with or enforced;
    • that the Code now references the Building Safety Act, the Fire Safety Act and tighter guidance on how to respond to damp and mould; and
    • that in handling complaints, timescales have been tightened and Code Members have been given a clearer pathway to ensure they respond promptly to students complaining.

    These inclusions in the Code are designed to protect and improve students’ rights in renting PBSA. These proposed changes are subject to both a sector and public consultation period (likely to take place across March and April 2025).

    Will anything change in the Lords?

    The suspicion is that there will be few major changes made but, for students, two amendments suggest themselves from what has been reported earlier:

    The first is that, in order to maintain properties in the student sector, ground 4a should apply to all properties occupied by students, not just HMOs.

    The second would be to shorten the time span of 6 months to 4 months, which would allow landlords to recover possession if the house is let to full-time students. This would mean, if the Government’s view that this will discourage early renting is correct, that house-hunting would take place in March, just before Easter.

    Conclusion

    The Renters Rights Act seeks to rebalance the rights between tenants and landlords and the changes it brings about will have different effects on different sub-sectors of the rental market.

    In many areas within the Bill, policymakers wanted all renters to have the same rights with a view to improving the security of tenure for the vast majority of rented tenants and ending no fault evictions. But treating students differently does not imply that they are ‘second-class citizens’; instead, it recognises the important links between good housing supply, on the one hand, and standards and academic achievement on the other. It remains important that student housing does not suffer from collateral damage as additional protections are added to the rest of the private rented sector for longer-term renters.

    Many have speculated on what shifts in the availability of student off-street properties will take place, but it is important to stress that no one actually knows what will happen. The first real indications will be seen towards the end of this year, as current first-year undergraduates start looking for their housing for 2026-2027.

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  • Filling their boots? The rationale for growing loss-making home student numbers

    Filling their boots? The rationale for growing loss-making home student numbers

    The release of provider-level end of cycle data for the 2024 cycle confirms what has been long known informally; this year a group of “higher-tariff” providers went for growth, in some cases by reducing their entry tariff significantly. You can see DK’s crunching of the provider data here.

    Typically, behaviour like this leads to grumbling elsewhere in the sector. That’s partly because there’s a direct impact on other institutions’ bottom line when the big players flex in this way, meaning that those who lose out may need to suspend planned investment and/or embark on portfolio rationalisation, rounds of voluntary redundancy, and other cost-reduction measures to stay afloat.

    But it’s also because there’s a perception that the selective institutions are pulling in students that mid or lower tariff institutions consider themselves to be best equipped to support and nurture. This (arguably) creates additional risk for the students who find themselves studying at an institution that culturally may assume a greater degree of academic self-efficacy than they actually have.

    The debate rumbles on as to whether it’s reasonable to “permit” popular institutions to grow at the expense of others. But much less attention is generally given to the question of why any successful provider with significant overheads would seek to grow home student recruitment at all. In 2022 the Russell Group warned that the average deficit incurred by English universities per home student per year was £1,750 per student per year, and that a “conservative estimate” would see that deficit increasing to £4000 by the current academic year.

    Assuming you’re not an economist or a strategy consultant (if you are, do write in), you might legitimately be scratching your head about the strategic intent behind increasing sales of a product you don’t make any money on – indeed, that you have to subsidise from other sources. Higher education institutions don’t have to make money of course – the goal is generally to realise a small surplus across the breadth of activities, recognising that some degree of cross-subsidy, primarily from international student income, is part of the business model. But even with that caveat, growth of a loss-making activity in times of financial pressure remains, on the face of it, a peculiar approach.

    What’s going on?

    There are three strategic rationales for this that I can think of. It might be that hitherto high tariff institutions are growing for public interest reasons – to meet their access and participation targets, or because they are offering new courses of value to their regions or that will attract a wider range of international students or even support a particular research ambition.

    It might be that they are growing in the subject areas that are cheaper to teach in hopes of making inroads into that average deficit and reducing the level of cross-subsidy from other sources. Over on DK’s end of cycle data visualisations you can take a look at the general subject areas where particular institutions have seen growth. DK would no doubt be the first to tell you that HECoS subject grouping isn’t quite as nuanced as you’d need to be able to make that case plausibly, though there’s probably a bit of it going on. This was a concern the Augar review flagged back in 2019 – that the fixed unit of resource, all other things being equal, tends to incentivise growth in subject areas that have higher margins and for which there is stable or growing demand, rather than trying to generate additional demand for more expensive and less popular subjects.

    It is possible there might be changes to teaching and/or student support provision that have generated sufficient efficiencies to get to a break-even or modest surplus situation on home students that would make overall growth a sensible business strategy. This is the current focus of a lot of sector thinking on efficiency – if the unit of resource isn’t increasing fast enough, but student (and regulatory) expectations aren’t reducing, then the sector has to figure out ways to make its provision sustainable, through technology adoption, more sharing and collaboration among institutions, reducing costs in areas where the institution believes there is minimal impact on student experience, and so on.

    While there is a lot of interesting thinking going on around efficiency, it’s doubtful that this number of institutions has made such significant progress as to get to the point of wiping out the home student deficit in its totality, though there may be some efficiencies to be gained through economies of scale.

    There are also several less overtly strategic options. One is that the institutions in question don’t have that strong a central grip on their admissions. It’s easy to imagine in a devolved academic system individual departments and faculties pursuing growth to increase their own overall income without a great deal of attention being given to the aggregate effect on the institution as a whole.

    The final possibility – and in all honesty I think this is probably at least a somewhat accurate assessment – is that the calculation is that growth, even cross-subsidised growth, will demonstrate market strength, which will satisfy boards of governors, reassure lenders, and keep the university in good fettle with the bond markets. Which raises the question about what happens next year and the year after that. Growth, even for the most popular institutions can’t be an indefinite strategy. And what happens to the rest?

    For the big players, growth can generally be deployed as a tactical response to immediate financial pressure, while structural or operational change can be deferred to future times, when there’s more bandwidth and appetite for change, or clarity about the policy environment. Other institutions don’t in most cases have that luxury and some are likely to be less stable as a result.

    The policy response

    So how should government respond? It’s very hard to make the case that students should be forced – or at least obliged – to attend an institution that isn’t their first choice simply to ensure that that institution remains generally healthy and sustainable. We should also on principle give those selective institutions the benefit of the doubt on their strategic preparedness for a different intake this year. Growth in the hundreds in an institution of thousands, if fairly evenly spread, needn’t be an issue if there is a plan in place to support those students and notice if any are struggling.

    It’s still worth saying, though, that if you’re looking through the lens of student interest, the market principle that student choice is the most important thing only holds true if the basis on which prospective students are making choices has a meaningful relationship with their prospect of flourishing at their chosen institution. So it remains a bit of a worry that if there are issues we’ll only know about it when the outcome data surfaces in the coming years – too late to do anything about it.

    Some in the sector wish there was a way of putting restraints on the market without resorting to institutional student number controls. There are options short of total control that might focus on restraining or encouraging recruitment in particular subject areas, or asking institutions to evidence the case for growth, and/or subjecting them to more stringent oversight when growth exceeds a certain margin. It would also be theoretically possible, though very complicated, to set quality thresholds around inputs ie set conditions around the available resources in the learning environment all students should be able to expect.

    But it’s also worth government giving consideration to the idea that in market terms all of this only is an issue because the perception is that the size of the market is pretty fixed and institutions are by and large vying for a larger slice of the pie rather than trying to grow the pie. UCAS data tends to support that view as applications via UCAS have seen growth at a lower rate than the sector hoped given the demographic growth in 18-19 year olds in the wider population.

    Published UCAS data does not, however, capture applications made direct to institutions or, indeed, PG-level applications, and there may be growth or potential for growth in other parts of the market. Market purists would argue that if a provider is not seeing success in its traditional market then the smart move is to tap into a different market. While this might be accurate in strategic terms, this analysis tends to gloss over the risks and complexities involved in making such a pivot, especially when the provider in question is already feeling financially squeezed.

    Even if your market share is eroding, trying to win it back can be perceived as a path of less resistance and more immediate potential reward than entirely retooling the whole offer – even if thinking this way is also a highly risky strategy if things continue as they are and the rewards fail to materialise, as some institutions have discovered to their cost.

    If government wants a policy win on two key fronts: widening access to selective institutions and broadening the pool of people who benefit from HE in general, it could do worse than to create a programme of support explicitly targeted at those institutions who are less powerful in the “traditional” market but that still have a great deal to offer their localities, and work with them to develop the offer to prospective students where there is latent growth potential – pooling risk and transition costs, with a payoff ultimately realised in skills and economic growth.

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