Tag: critical

  • Eight critical questions for the new chief executive of UKRI

    Eight critical questions for the new chief executive of UKRI

    The appointment of a new chief executive for UK Research and Innovation (UKRI) could not happen at a more crucial time.

    With public finances under strain, the case for public investment in R&D needs to be made cogently and needs to focus both on addressing the UK’s five government missions and on sustaining the fantastic research asset which the UK university sector represents. The list of issues for the new appointee will no doubt be lengthy, but we put forward the following as a possible shortlist of priorities.

    1. The interface (pipeline) between research councils and Innovate UK

    One of the main goals in establishing UKRI was to ensure a smooth pipeline from the research undertaken by the individual research councils to the industrial/end user base thereby bringing both economic and societal benefit. However, despite years of intent this pipeline seems as obstructed as ever. The fundamental question remains: to what extent is the role of Innovate UK to aid the transition of the outcomes resulting from research council funding versus simply supporting UK-based enterprises in their own research?

    Currently there are disconnects between the research priorities, often defined by government and implemented by the research councils, and the Innovate UK funding mechanism to ensure they are exploited. There are some exceptions here of course: the Creative Industries Clusters was a good example of a joint initiative between AHRC and Innovate UK which did integrate industry demand to local research strengths.

    A key priority for the new chief executive is to join up the pipeline more effectively across the whole range of industry sectors and ensure a very clear role for Innovate UK in partnership with the research councils and the subsequent interface to the National Wealth Fund or British Business Bank.

    2. Articulating and agreeing the balance between UKRI spend on government priorities and investment in the research base of the future

    As we have argued elsewhere on Wonkhe, the nation needs UKRI to fund both the research required by current government priorities relating to industrial strategies or societal challenges, and invest in the broader research base that, in the words of science minister Patrick Vallance, will feed the “goose that lays the golden egg” of our research base and the opportunities of tomorrow.

    Currently, this balance is, at best, hidden from view, suiting neither the needs of government nor the future aspirations of the sector. We urge UKRI to quantify this balance historically and to articulate a proposal to government for moving forward. We also require balance between the budget committed in the long-term to institutes, infrastructure, international subscriptions, and facilities vs. the shorter-term funding into the wider research and innovation community. Balancing these priorities requires a strengthening of the relationship, and open discussion, between UKRI, DSIT and wider government.

    3. Ensuring UKRI is relevant to the government’s regional economic development agenda

    As part of the government’s economic agenda, driving productivity growth in the tier-2 cities outside the South-East and the wealthier places in the UK is key to executing its growth mission. There is a clear tension here in UKRI acting as the key funding agency for public R&D spending driven solely by excellence, and a regional economic development mission, for which additional criteria apply. This tension must be addressed and not ignored.

    The creation of innovation accelerators in which additional funding was provided by government, but UKRI was involved in evaluating the merit of proposals, is a good example of how UKRI can drive change. As the government develops new levers to address and fund regional economic development, UKRI should play a key role in ensuring that this dovetails with the research and innovation base of the nation.

    4. Creating a highly skilled workforce

    As is becoming clear, the number of doctoral students supported by UKRI continues to fall – an issue highlighted, for example, by Cambridge vice chancellor Deborah Prentice in a recent Guardian interview. This is particularly clear in areas which have traditionally relied upon UKRI funding, such as the engineering and physical sciences. The corresponding research effort is in part bolstered by an increase in the number of fee-paying overseas students, but this does little to create the UK-based workforce industry needs.

    UKRI needs to prioritise funding and work with government to find new ways of addressing the skills the nation needs if we are to drive a productive knowledge-based economy. The skills required extend beyond doctoral degrees to include technical professionals and engineers.

    5. Sector confidence around REF as a rigorous, fair process, supportive of excellence

    The HE sector is in financial turmoil, manifested in the unprecedented number of UK higher education institutions currently implementing severance schemes. Ongoing uncertainties over the REF process, from the portability of outputs and the lack of an essential mechanism to ensure a diversity of authors (current proposals have no cap on the number of outputs that can be submitted from any one individual) to the absence of clarity on the people, culture and environment template’s support for excellence need resolution.

    This resolution is required, firstly so that research strategies institutions put in place prior to any census date have time to drive the changes required given that REF is meant to be formative as well as summative; and secondly so that institutions can efficiently deliver their REF returns to a standard and detail a government should expect to provide assurance over the future quality related (QR) spend.

    6. The importance and accountability of QR

    Virtually everyone in the sector embraces the notion that QR is central to the agility and sustainability of the UK research base. This certainty is matched with uncertainty within government as to the value for money this investment provides. If we are to maintain this level of trust in the sector’s ability to derive benefit from this investment, collectively we need to do a better job at showing how QR is central to the agility of our investment in the research outcomes of tomorrow and not simply a plugging of other, non-research related, financial holes. As both assessor and funder UKRI can lead and co-ordinate this response.

    7. Completion of the new funding service (the software needs to work!)

    The joint electronic submission system (Je-S) was outdated and potentially no longer supportable. Its back room equivalent, Siebel, even worse. Their replacement, the new funding service is an acceptable portal to applicants but seemingly still provides inadequate assurances for a system from which to make financial commitments. This shortcoming seems almost incomprehensible given it was an in-house development.

    Moving beyond the essential financial controls it seems to offer little by way of the AI assistance in the identification of reviewers that the software behind the submission systems for many of our research publications has offered for decades. Whether we lack the skills or investment to solve these issues is unclear, but the inefficiency of the current situation is wasteful of perhaps an even more precious resource, namely the time of UKRI staff to add human value to our research landscape. This seeming lack of skills and the systems we require is worrying too to the future REF exercise, even once the framework is known.

    8. Evidencing the effects of change

    Of course the world should and must move on. As a funder of research, it is appropriate that UKRI experiments with better ways of funding, becoming an expert in metascience. Changes inspired by ideology are fine, but it is essential that these changes are then assessed to see if the outcomes are those we desired.

    One example is the narrative CV, a well-meaning initiative to recognise a wider definition of excellence and an equality of opportunity. Is this what it achieved? Do we acknowledge the risks associated with AI or the unintended consequence of favouring the confident individual with English as their first language? While not advocating a return to the tradition of lists CV, we urge a formal reporting of outcomes achieved through the narrative CV using both quantitative and qualitative data and an evidenced based plan to move forward.

    Looking to the future

    We realise that criticism is easy and solutions are hard to find. So in case of doubt, we would like to finish with a call out to UKRI’s greatest resource, namely at all levels its committed and highly professional staff. We know at first hand the dedication of its workforce which is committed to fairly supporting the community, the research they do and the impact it creates.

    The role of chief executive of UKRI provides vital leadership not just to UKRI but to the sector as a whole, and the sector must unite to stand behind the new incumbent in solving the challenges that lie ahead.

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  • Career coaches fill critical gaps in Ph.D. training

    Career coaches fill critical gaps in Ph.D. training

    To the editor:

    In “The Doctoral Dilemma” (Feb. 3, 2025), Inside Higher Ed reporter Johanna Alonso describes career coaching as a “cottage industry” of “gurus” that emerged to fill critical gaps in graduate training. As a career coach cited in the article, I was disappointed to see such an inaccurate and biased portrayal of my work. 

    Coaching is a professional industry with proven methods, tools, and credentialing provided by the International Coaching Federation (ICF). Coaching is distinct from “consulting,” and it’s an intentional, strategic step for anyone seeking to change careers. This is why Johns Hopkins University employs coaches as part of its Doctoral Life Design Studio. Yet, the article portrays these university-led coaching initiatives as legitimate, structured and holistic, while describing coaching outside of the university as an opportunistic “cottage industry.” Why frame the same service in two very different ways?

    From our wide-ranging, 20-minute interview, Alonso only highlighted my hourly rate—$250/hour for a single one-to-one meeting—without any context. There is no mention of the benefits of career coaching, or whether universities like Johns Hopkins pay their coaches a similar rate. The monetary cost, presented in isolation, suggests exploitation. The reality? As a neurodivergent person, I find one-to-one meetings draining, so I’ve priced them to limit bookings. Instead, I direct Ph.D.s toward my free library of online content, my lower-cost group programs and my discounted coaching packages, all of which have helped Ph.D.s secure industry roles that double or triple their academic salaries. The article doesn’t include these details.

    The most telling sign of the article’s bias is the use of the word “guru.” Why use a loaded term like “guru” instead of “expert” to describe career coaches? As I frequently remind my clients, language shapes perception. Ph.D.s are more likely to be seen as industry-ready professionals if they use terms like “multi-year research project” instead of “dissertation” or “stakeholders” instead of “academic advisers.” The same logic applies here—calling career coaches “gurus” trivializes our work, implying we are self-appointed influencers rather than qualified professionals. I’ll never forget the professor who once tweeted, “If life outside of academia is so great, why do alt-ac gurus spend so much time talking about it? Don’t they have better things to do?”

    My response? “I wouldn’t have to do this if professors provided ANY professional development for non-academic careers.”

    Because contrary to what the article claims, I didn’t start my coaching business because I wished there were more resources available to me. I started it because, after I quit my postdoctoral fellowship for an industry career, I spent untold hours providing uncompensated career support to Ph.D.s. For nearly two years, I responded to thousands of messages, created online resources, reviewed résumés and met one-to-one with hundreds of Ph.D. students, postdocs and even tenured professors—all for free, in my leisure time. Eventually, I burned out from the incessant demand. I realized that, if I was going to continue pouring my time into helping Ph.D.s, I needed to be compensated. That’s when I started my business.

    Academia conditions us to see for-profit businesses as unethical, while “nonprofit” universities push students into a lifetime of high-interest debt. It convinces us that charging for expertise is predatory, while asking Ph.D.s to work for poverty wages is somehow noble. It forces us to internalize the idea that, if you truly care about something, you should sacrifice your well-being and life for it. But our time is valuable. Our skills are valuable. We deserve to be fairly compensated for our labor, inside and outside of academia.

    Career coaching isn’t the problem. The real problem is that academia still refuses to take a critical look in the mirror.

    Ashley Ruba is the founder of After Academia.

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  • Why unified data and technology is critical to student experience and university success

    Why unified data and technology is critical to student experience and university success

    The Australian higher education sector continues to evolve rapidly, with hybrid learning,
    non-linear education, and the current skills shortage all shaping how universities operate.

    At the same time, universities are grappling with rising operational costs and decreased funding, leading to fierce competition for new enrolments.

    Amidst the dynamic landscape of higher education, the student experience has become a crucial factor in attracting and retaining students.

    The student experience encompasses a wide array of interactions, from how students first learn about an institution through to the enrolment process, coursework, social activities, wellbeing support and career connections. With so many student touchpoints to manage, institutions are turning to data and technology integrations to help streamline communications and improve their adaptability to change.

    Download the white paper: Why Unifying Data and Technology is Critical to the Success and Future of Universities

    Enhancing institutional efficiency and effectiveness
    Universities face an increasingly fragmented IT landscape, with siloed data and legacy systems making it difficult to support growth ambitions and improve student experiences.

    By integrating systems and data, institutions are starting to align digital and business strategies so that they can meet operational goals while providing more connected, seamless and personalised experiences for students.

    One of the most effective ways universities can achieve this is by consolidating disparate systems into a cloud-based Customer Relationship Management (CRM) solution, such as Salesforce.

    Optimising admissions and enhancing student engagement
    In recent years, there have been significant fluctuations in the enrolment of higher education students for numerous reasons – Covid-19 restrictions, declining domestic student numbers, high cost of living, proposed international student caps, and volatile labour market conditions being just a few.

    To better capture the attention of prospective students, institutions are now focusing on delivering more personalised and targeted engagement strategies. Integrated CRM and marketing automation is increasingly being used to attract more prospective students with tailored, well-timed communication.

    Universities are also using CRM tools to support student retention and minimise attrition. According to a Forrester study, students are 15 per cent more likely to stay with an institution when Salesforce is used to provide communications, learning resources and support services.

    Streamlining communication and collaboration
    By creating a centralised system of engagement, universities can not only support students throughout their academic journey, but also oversee their wellbeing.

    For example, a leading university in Sydney has developed a system that provides a comprehensive view of students and their needs, allowing for integrated and holistic support and transforming its incident reporting and case management.

    Fostering stronger alumni and industry relations
    Another area where CRM systems play a pivotal role is in building alumni and industry relationships. Alumni who feel valued by their university – through personalised engagement – are more likely to return when seeking upskilling, or to lend financial support.

    Personalising communication to industry partners can also help strengthen relationships, potentially leading to sponsored research, grants, and donations, as well as internships and career placements.

    University of Technology Sydney, for example, adopted a centralised data-led strategy for Corporate Relations to change how it works with strategic partners, significantly strengthening its partner network across the university.

    Unlocking the value of data and integration

    With unified data and digital technology driving personalised student interactions, university ICT departments can empower faculty and staff to exceed enrolment goals, foster lifelong student relationships and drive institutional growth.

    To learn more about the strategies and technologies to maximise institutional business value, download the white paper.

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    Email [email protected]

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  • HEDx Podcast: Student empathy is critical for success – Episode 148

    HEDx Podcast: Student empathy is critical for success – Episode 148

    Founder and chief executive of degree management ed-tech Stellic Sabih Bin Wasi used his own student experience of interacting with university systems to improve the student experience.

    His platform, adopted by 70 universities, is designed to bring together academic planning, advising and scheduling so his peers can better “work out the complexity of higher education.”

    Do you have an idea for a story?
    Email [email protected]


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