Tag: Effective

  • 6 Effective Ways to Build Attention and Boost Student Participation – Faculty Focus

    6 Effective Ways to Build Attention and Boost Student Participation – Faculty Focus

    Source link

  • Effective tools to foster student engagement

    Effective tools to foster student engagement

    Key points:

    In my classroom, students increasingly ask for relevant content. Students want to know how what they are learning in school relates to the world beyond the classroom. They want to be engaged in their learning.

    In fact, the 2025-2026 Education Insights Report vividly proves that students need and want engaging learning experiences. And it’s not just students who see engagement as important. Engagement is broadly recognized as a key driver of learning and success, with 93 percent of educators agreeing that student engagement is a critical metric for understanding overall achievement. What is more, 99 percent of superintendents believe student engagement is one of the top predictors of success at school.

    Creating highly engaging lesson plans that will immerse today’s tech-savvy students in learning can be a challenge, but here are two easy-to-find resources that I can turn to turbo-charge the engagement quotient of my lessons:

    Virtual field trips
    Virtual field trips empower educators to introduce students to amazing places, new people and ideas, and remarkable experiences–without ever leaving the classroom. There are so many virtual field trips out there, but I always love the ones that Discovery Education creates with partners.

    This fall, I plan to take my K-5 students to see the world’s largest solar telescope, located in Hawaii, for a behind-the-scenes tour with the National Science Foundation and Sesame. For those with older grades, I recommend diving into engineering and architecture with the new Forging Innovation: A Mission Possible Virtual Field Trip.

    I also love the virtual tours of the Smithsonian National Museum of Natural History. Together as a class or individually, students can dive into self-guided, room-by-room tours of several exhibits and areas within the museum from a desktop or smart device. This virtual field trip does include special collections and research areas, like ancient Egypt or the deep ocean. This makes it fun and easy for teachers like me to pick and choose which tour is most relevant to a lesson.

    Immersive learning resources
    Immersive learning content offers another way to take students to new places and connect the wider world, and universe, to the classroom. Immersive learning can be easily woven into the curriculum to enhance and provide context.

    One immersive learning solution I really like is TimePod Adventures from Verizon. It features free time-traveling episodes designed to engage students in places like Mars and prehistoric Earth. Now accessible directly through a web browser on a laptop, Chromebook, or mobile device, students need only internet access and audio output to begin the journey. Guided by an AI-powered assistant and featuring grade-band specific lesson plans, these missions across time and space encourage students to take control, explore incredible environments, and solve complex challenges.

    Immersive learning content can be overwhelming at first, but professional development resources are available to help educators build confidence while earning microcredentials. These resources let educators quickly dive into new and innovative techniques and teaching strategies that help increase student engagement.

    Taken together, engaging learning opportunities are ones that show students how classrooms learnings directly connect to their real lives. With resources like virtual field trips and immersive learning content, students can dive into school topics in ways that are fun, fresh, and sometimes otherworldly.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Supporting the Student Researcher: Effective Teaching, Learning, and Engagement Strategies – Faculty Focus

    Supporting the Student Researcher: Effective Teaching, Learning, and Engagement Strategies – Faculty Focus

    Source link

  • Ideological Agendas Undermine Effective Governance (opinion)

    Ideological Agendas Undermine Effective Governance (opinion)

    Higher education has reached its canary-in-a-coal-mine moment: The recent resignation of the University of Virginia president under intense political pressure isn’t just another leadership transition but an indicator of hazards ahead, with similar pressures mounting George Mason University. Higher education governing boards cannot ignore these urgent warning signs that signal peril for the governance structures that have supported our universities and colleges for centuries.

    U.S. higher education is built on a unique model of governance in which independent citizen trustees exercise fiduciary oversight, set policy, safeguard institutional autonomy, support fulfillment of the mission and act in the best interests of the university or college as stewards of the public trust. This model of self-governance has preserved the academic freedom and driven the innovation that are hallmarks of U.S. higher education and that form the foundation of the profound societal impact and global prominence of the sector.

    Today, this governance model faces significant disruption. At both public and private institutions, trustees are being encouraged by policy-driven think tanks to serve as ideological agents and interfere with management rather than act as true fiduciaries. This violation of institutional autonomy is destabilizing and harmful to governance, yielding fractured boards, diminished presidential authority, politicized decision-making, academic censorship and loss of public trust.

    Boards must take this warning very seriously and take a hard look at whether their decisions reflect independent judgment aligned with the institution’s mission or, instead, the influence of external agendas. If governance fails, academic freedom is compromised, academic quality is weakened, public trust is eroded and the promise of U.S. higher education and its role in a democracy will disappear.

    To guide boards in upholding institutional autonomy and mission stewardship, the Association of Governing Boards of Universities and Colleges recently launched the Govern NOW initiative with support from a Mellon Foundation grant. As part of this initiative, AGB developed a models of governance comparison and checklist for governance integrity. These tools help board members distinguish between effective governance and ideologically driven overreach and provide a framework to assess their practices and recommit to their fiduciary responsibilities.

    This is especially critical due to growing misinformation about the role of trustees. Without a true understanding of their responsibilities, they might act independently of board consensus, undermine governance norms, overstep management boundaries and pursue ideological agendas. These actions not only weaken governance by harming board cohesion and culture but also threaten the institutional stability and mission that trustees are charged to uphold.

    This moment is not about partisan politics. It is about leadership and whether we will allow institutional governance to be hijacked by ideological conflict. At stake is the integrity of the governance system that has been the foundation on which the strength and distinction of U.S. higher education has been built.

    To every trustee, I implore you to look inward. Ask whether your board is governing with independence and as stewards of mission and public trust. Use the tools AGB developed to evaluate your culture and boundaries. Engage in real dialogue with your president. Lead together with courage and clarity to secure higher education’s promise.

    Ross Mugler is board chair and acting president and CEO of the Association of Governing Boards of Universities and Colleges.

    Source link

  • Effective academic support requires good data transparency

    Effective academic support requires good data transparency

    Academic support for students is an essential component of their academic success. At a time when resources are stretched, it is critical that academic support structures operate as a well-oiled machine, where each component has a clearly defined purpose and operates effectively as a whole.

    We previously discussed how personal and pastoral tutoring, provided by academic staff, needs to be supplemented by specialist academic support. A natural next step is to consider what that specialist support could look like.

    A nested model

    We’ve identified four core facets of effective academic support, namely personal tutoring (advising/coaching/mentoring etc), the development of academic skills and graduate competencies, all supported by relevant student engagement data. The nested model below displays this framework.

    We also suggest two prerequisites to the provision of academic support.

    Firstly, a student must have access to information related to what academic support entails and how to access this. Secondly, a student’s wellbeing means that they can physically, mentally, emotionally and financially engage with their studies, including academic support opportunities.

    Figure 1: Academic support aspects within a student success nested model

    Focusing on academic support

    Personal tutoring has a central role to play within the curriculum and within academic provision more broadly in enabling student success.

    That said, “academic support” comprises much more than a personal tutoring system where students go for generic advice and support.

    Rather, academic support is an interconnected system with multiple moving parts tailored within each institution and comprising different academic, professional and third-space stakeholders.

    Yet academics remain fundamental to the provision of academic support given their subject matter expertise, industry knowledge and their proximity to students. This is why academics are traditionally personal tutors and historically, this is where the academic support model would have ended. Changes in student needs means the nature of personal tutoring has needed to be increasingly complemented by other forms of academic support.

    Skills and competencies

    Academic skills practitioners can offer rich insights in terms of how best to shape and deliver academic support.

    A broad conception of academic skills that is inclusive of academic literacies, maths, numeracy and stats, study skills, research and information literacy and digital literacy is a key aspect of student academic success. Student acquisition of these skills is complemented by integrated and purposeful involvement of academic skills practitioners across curriculum design, delivery and evaluation.

    Given regulatory focus on graduate outcomes, universities are increasingly expected to ensure that academic support prepares students for graduate-level employability or further study upon graduation. Much like academic skills practitioners, this emphasises the need to include careers and employability consultants in the design and delivery of integrated academic support aligned to the development of both transferable and subject-specific graduate competencies.

    Engaging data

    Data on how students are participating in their learning provides key insights for personal tutors, academic skills practitioners and colleagues working to support the development of graduate competencies.

    Platforms such as StREAM by Kortext enable a data-informed approach to working with students to optimise the provision of academic support. This holistic approach to the sharing of data alongside actionable insights further enables successful transition between support teams.

    Knowing where the support need is situated means that these limited human and financial resources can be directed to where support is most required – whether delivered on an individual or cohort basis. Moreover, targeted provision can be concentrated at relevant points over the academic year. Using engagement data contributes to efficiency drives through balancing the provision of information and guidance to all students. The evidence shows it’s both required and likely to prove effective.

    Academic support is increasingly complicated in terms of how different aspects overlap and interplay within a university’s student success ecosystem. Therefore, when adopting a systems-thinking approach to the design and delivery of academic support, universities must engage key stakeholders, primarily students, academic skills practitioners and personal tutors themselves.

    A priority should be ensuring varied roles of academic support providers are clearly defined both individually and in relation to each other.

    Similarly, facilitating the sharing of data at the individual student level about the provision of academic support should be prioritised to ensure that communication loops are closed and no students fall between service gaps.

    Given that academic support is evolving, we would welcome readers’ views of what additional aspects of academic support are necessary to student success.

    To find out more about how StREAM by Kortext can enable data-informed academic support at your institution, why not arrange a StREAM demonstration.

    Source link

  • Effective regulation requires a degree of trust

    Effective regulation requires a degree of trust

    At one point in my career, I was the CEO of a students’ union who’d been charged with attempting to tackle a culture of initiation ceremonies in sports clubs.

    One day a legal letter appeared on my desk – the jist of which was “you can’t punish these people if they didn’t know the rules”.

    We trawled back through the training and policy statements – and found moments where we’d made clear that not only did we not permit initiation ceremonies, we’d defined them as follows:

    An initiation ceremony is any event at which members of a group are expected to perform an activity as a means of gaining credibility, status or entry into that group. This peer pressure is normally (though not explicitly) exerted on first-year students or new members and may involve the consumption of alcohol, eating various foodstuffs, nudity and other behaviour that may be deemed humiliating or degrading.

    The arguments being advanced were fourfold. The first was that where we had drawn the line between freedom to have fun and harmful behaviour, both in theory and in practice, was wrong.

    The second was that we’d not really enforced anything like this before, and appeared to be wanting to make an example out of a group of students over which a complaint had been raised.

    They said that we’d failed to both engender understanding of where the line was that we were setting for those running sports clubs, and failed to make clear expectations over enforcing that line.

    And given there been no intent to cause harm, it was put to us that the focus on investigations and publishments, rather than support to clubs to organise safe(er) social activity, was both disproportionate and counter-productive.

    And so to the South coast

    I’ve been thinking quite a bit about that affair in the context of the Office for Students (OfS) decision to fine the University of Sussex some £585k over both policy and governance failings identified during its three-year investigation into free speech at Sussex.

    One of the things that you can debate endlessly – and there’s been plenty of it on the site – is where you draw the line between freedom to speak and freedom from harm.

    That’s partly because even if you have an objective of securing an environment characterised by academic freedom and freedom of speech, if you don’t take steps to cause students to feel safe, there can be a silencing effect – which at least in theory there’s quite a bit of evidence on (including inside the Office for Students).

    You can also argue that the “make an example of them” thing is unfair – but ever since a copper stopped me on the M4 doing 85mph one afternoon, I’ve been reminded of the old “you can’t prove your innocence by proving others’ guilt” line.

    Four days after OfS says it “identified reports” about an “incident” at the University of Sussex, then Director of Compliance and Student Protection Susan Lapworth took to the stage at Independent HE’s conference to signal a pivot from registration to enforcement.

    She noted that the statutory framework gave OfS powers to investigate cases where it was concerned about compliance, and to enforce compliance with conditions where it found a breach.

    She signalled that that could include requiring a provider to do something, or not do something, to fix a breach; the imposition of a monetary penalty; the suspension of registration; and the deregistration of a provider if that proved necessary.

    “That all sounds quite fierce”, she said. “But we need to understand which of these enforcement tools work best in which circumstances.” And, perhaps more importantly “what we want to achieve in using them – what’s the purpose of being fierce?”

    The answer was that OfS wanted to create incentives for all providers to comply with their conditions of registration:

    For example, regulators assume that imposing a monetary penalty on one provider will result in all the others taking steps to comply without the regulator needing to get involved.

    That was an “efficient way” to secure compliance across a whole sector, particularly for a regulator like OfS that “deliberately doesn’t re-check compliance for every provider periodically”.

    Even if you agree with the principle, you can argue that it’s pretty much failed at that over the intervening years – which is arguably why the £585k fine has come as so much of a shock.

    But it’s the other two aspects of that initiation thing – the understanding one and the character of interventions one – that I’ve also been thinking about this week in the context of the Sussex fine.

    Multiple roles

    On The Wonkhe Show, Public First’s Jonathon Simons worries about OfS’ multiple roles:

    If the Office for Students is acting in essentially a quasi-judicial capacity, they can’t, under that role, help one of the parties in a case try to resolve things. You can’t employ a judge to try and help you. But if they are also trying to regulate in the student interest, then they absolutely can and should be working with universities to try and help them navigate this – rather than saying, no, we think we know what the answer is, but you just have to keep on revising your policy, and at some point we may or may not tell you got it right.

    It’s a fair point. Too much intervention, and OfS appears compromised when enforcing penalties. Too little, and universities struggle to meet shifting expectations – ultimately to the detriment of students.

    As such, you might argue that OfS ought to draw firmer lines between its advisory and enforcement functions – ensuring institutions receive the necessary support to comply while safeguarding the integrity of its regulatory oversight. At the very least, maybe it should choose who fronts out which bits – rather than its topic style “here’s our Director for X that will both advise and crack down. ”

    But it’s not as if OfS doesn’t routinely combine advice and crack down – its access and participation function does just that. There’s a whole research spin-off dedicated to what works, extensive advice on risks to access and participation and what ought to be in its APPs, and most seem to agree that the character of that team is appropriately balanced in its plan approval and monitoring processes – even if I sometimes worry that poor performance in those plans is routinely going unpunished.

    And that’s not exactly rare. The Regulator’s Code seeks to promote “proportionate, consistent and targeted regulatory activity” through the development of “transparent and effective dialogue and understanding” between regulators and those they regulate. Sussex says that throughout the long investigation, OfS refused to meet in person – confirmed by Arif Ahmed in the press briefing.

    The Code also says that regulators should carry out their activities in a way that “supports those they regulate to comply” – and there’s good reasons for that. The original Code actually came from something called the Hampton Report – in 2004’s Budget, Gordon Brown tasked businessman Philip Hampton with reviewing regulatory inspection and enforcement, and it makes the point about example-setting:

    The penalty regime should aim to have an effective deterrent effect on those contemplating illegal activity. Lower penalties result in weak deterrents, and can even leave businesses with a commercial benefit from illegal activity. Lower penalties also require regulators to carry out more inspection, because there are greater incentives for companies to break the law if they think they can escape the regulator’s attention. Higher penalties can, to some extent, improve compliance and reduce the number of inspections required.”

    But the review also noted that regulators were often slow, could be ineffective in targeting persistent offenders, and that the structure of some regulators, particularly local authorities, made effective action difficult. And some of that was about a failure to use risk-based regulation:

    The 1992 book Responsive Regulation, by Ian Ayres and John Braithwaite, was influential in defining an ‘enforcement pyramid’, up which regulators would progress depending on the seriousness of the regulatory risk, and the non-compliance of the regulated business. Ayres and Braithwaite believed that regulatory compliance was best secured by persuasion in the first instance, with inspection, enforcement notices and penalties being used for more risky businesses further up the pyramid.

    The pyramid game

    Responsive Regulation is a cracking book if you’re into that sort of thing. Its pyramid illustrates how regulators can escalate their responses from persuasion to punitive measures based on the behaviour of the regulated entities:

    In one version of the compliance pyramid, four broad categories of client (called archetypes) are defined by their underlying motivational postures:

    1. The disengaged clients who have decided not to comply,
    2. The resistant clients who don’t want to comply,
    3. The captured clients who try to comply, but don’t always succeed, and
    4. The accommodating clients who are willing to do the right thing.

    Sussex has been saying all week that it’s been either 3 or 4, but does seem to have been treated like it’s 1 or 2.

    As such, Responsive Regulation argues that regulators should aim to balance the encouragement of voluntary compliance with the necessity of enforcement – and of course that balance is one of the central themes emerging in the Sussex case, with VC Sacha Roseneil taking to PoliticsHome to argue that:

    …Our experience reflects closely the [Lords’ Industry and Regulators] committee’s observations that it “gives the impression that it is seeking to punish rather than support providers towards compliance, while taking little note of their views.” The OfS has indeed shown itself to be “arbitrary, overly controlling and unnecessarily combative”, to be failing to deliver value for money and is not focusing on the urgent problem of the financial sustainability of the sector.

    At roughly the same time as the Hampton Report, Richard Macrory – one of the leading environmental lawyers of his generation – was tasked by the Cabinet Office to lead a review on regulatory sanctions covering 60 national regulators, as well as local authorities.

    His key principle was that sanctions should aim to change offender behaviour by ensuring future compliance and potentially altering organisational culture. He also argued they should be responsive and appropriate to the offender and issue, ensure proportionality to the offence and harm caused, and act as a deterrent to discourage future non-compliance.

    To get there, he called for regulators to have a published policy for transparency and consistency, to justify their actions annually, and that the calculation of administrative penalties should be clear.

    These are also emerging as key issues in the Sussex case – Roseneil argues that the fine is “wholly disproportionate” and that OfS abandoned, without any explanation, most of its provisional findings originally communicated in 2014.

    The Macory and Hampton reviews went on to influence the UK Regulatory Enforcement and Sanctions Act 2008, codifying the Ayres and Braithwaite Compliance Pyramid into law via the Regulator’s Code. The current version also includes a duty to ensure clear information, guidance and advice is available to help those they regulate meet their responsibilities to comply – and that’s been on my mind too.

    Knowing the rules and expectations

    The Code says that regulators should provide clear, accessible, and concise guidance using appropriate media and plain language for their audience. It says they should consult those they regulate to ensure guidance meets their needs, and create an environment where regulated entities can seek advice without fear of enforcement.

    It also says that advice should be reliable and aimed at supporting compliance, with mechanisms in place for collaboration between regulators. And where multiple regulators are involved, they should consider each other’s advice and resolve disagreements through discussion.

    That’s partly because Hampton had argued that advice should be a central part of a regulators’ function:

    Advice reduces the risk of non-compliance, and the easier the advice is to access, and the more specific the advice is to the business, the more the risk of non-compliance is reduced.

    Hampton argued that regulatory complexity creates an unmet need for advice:

    Advice is needed because the regulatory environment is so complex, but the very complexity of the regulatory environment can cause business owners to give up on regulations and ‘just do their best’.

    He said that regulators should prioritise advice over inspections:

    The review has some concerns that regulators prioritise inspection over advice. Many of the regulators that spoke to the review saw advice as important, but not as a priority area for funding.”

    And he argued that advice builds trust and compliance without excessive enforcement:

    Staff tend to see their role as securing business compliance in the most effective way possible – an approach the review endorses – and in most cases, this means helping business rather than punishing non-compliance.

    If we cast our minds back to 2011, despite the obvious emerging complexities in freedom from speech, OfS had in fact done very little to offer anything resembling advice – either on the Public Interest Governance Principles at stake in the Sussex case, or on the interrelationship between them and issues of EDI and harassment.

    Back in 2018, a board paper had promised, in partnership with the government and other regulators, an interactive event to encourage better understanding of the regulatory landscape – that would bring leaders in the sector together to “showcase projects and initiatives that are tackling these challenges”, experience “knowledge sharing sessions”, and the opportunity for attendees to “raise and discuss pressing issues with peers from across the sector”.

    The event was eventually held – in not very interactive form – in December 2022.

    Reflecting on a previous Joint Committee on Human Rights report, the board paper said that it was “clear that the complexity created by various forms of guidance and regulation is not serving the student interest”, and that OfS could “facilitate better sharing of best practice whilst keeping itself apprised of emerging issues.”

    I’m not aware of any activity to that end by October 2021 – and even though OfS consulted on draft guidance surrounding the “protect” duty last year, it’s been blocking our FOI attempts to see the guidance it was set to issue when implementation was paused ever since, despite us arguing that it would have been helpful for providers to see how it was interpreting the balancing acts we know are often required when looking at all the legislation and case law.

    The board paper also included a response to the JCHR that said it would be helpful to report on free speech prompted by a change in the risk profile in how free speech is upheld. Nothing to that end appeared by 2021 and still hasn’t unless we count a couple of Arif Ahmed speeches.

    Finally, the paper said that it was “not planning to name and shame providers” where free speech had been suppressed, but would publish regulatory action and the reasons for it where there had been a breach of registration condition E2.

    Either there’s been plenty of less serious interventions without any promised signals to the sector, or for all of the sound and fury about the issue in the media, there really haven’t been any cases to write home about other than Sussex since.

    Willing, but ready and able?

    The point about all of that – at least in this piece – is that it’s actually perfectly OK for a regulator to both advise and judge.

    It isn’t so much to evaluate whether the fine or the process has been fair, and it’s not to suggest that the regulator shouldn’t be deploying the “send an example to promote compliance” tactic.

    But it is to say that it’s obvious that those should be used in a properly risk-based context – and where there’s recognised complexity, the very least it should do is offer clear advice. It’s very hard to see how that function has been fulfilled thus far.

    In the OECD paper Reducing the Risk to Policy Failure: Challenges for Regulatory Compliance, regulation is supposed to be about ensuring that those regulated are ready, willing and able to comply:

    • Ready means clients who know what compliance is – and if there’s a knowledge constraint, there’s a duty to educate and exemplify. It’s not been done.
    • Able means clients who are able to comply – and if there’s a capability constraint, there’s a duty to enable and empower. That’s not been done either.
    • Willing means clients who want to comply – and if there’s an attitudinal constraint, there’s a duty to “engage, encourage [and then] enforce”.

    It’s hard to see how “engage” or “encourage” have been done – either by October 2021 or to date.

    And so it does look like an assumption on the part of the regulator – that providers and SUs arguing complexity have been being disingenuous, and so aren’t willing to secure free speech – is what has led to the record fine in the Sussex case.

    If that’s true, evidence-free assumptions of that sort are what will destroy the sort of trust that underpins effective regulation in the student interest.

    Source link

  • How do you get from skills planning to effective learning provision?

    How do you get from skills planning to effective learning provision?

    For countries, regions and organisations across the UK and globally linking learning and skills has been a perennial problem. Employers and governments talk about skills gaps and shortages and look to education and skills providers to plug them. If it were that simple, gaps would be plugged already – so what gets in the way? And how might we create the conditions to overcome challenges and build a system that works?

    Through the Regional Tertiary Pathfinders programme the Scottish Funding Council (SFC) worked alongside enterprise and skills partners and colleges and universities to take a “learning by doing” approach to finding out how Scotland’s tertiary education and skills system can be made more responsive, more integrated, and better able to support regional economies.

    Seven pilot projects operating in the North East and South of Scotland helped us do just that, providing a real-world opportunity to learn from their work to deliver quick improvements. We are grateful to all the people in colleges, universities and regional organisations that have been involved along the way.

    The projects are delivering changes in their curriculum, course offer and marketing materials which will have positive impacts for learners, improving the information on which they base their choices, smoothing and supporting learner journeys and pathways, and enabling them to progress into key areas of employment in the region or beyond.

    Working regionally and as part of the programme, the education partners involved – three colleges, three universities and a tertiary institution – have been able to test how best to deliver ‘“next level” collaboration and together determine how best to achieve a shared local understanding of issues and needs.

    The programme has also enabled us to test what collaboration across the two halves of tertiary provision might look like. Too often people think tertiary means merging colleges and universities – it might, but there are other models. We’ve been able to see new forms of shared governance develop, pursuing a greater emphasis on a systems approach which moves to lower, blur or remove some institutional boundaries.

    Learning from experience

    As one of the Pathfinder participants told us: “Defining what is different about the approach is important, it’s not just a talking shop; it’s about getting things done and meeting the needs of our young people and industry and for the region.”

    The programme has been rich and multidimensional, providing insights at a project, regional and system level. I can only provide a flavour of the learning here with much more specific and practical learning contained in the reports, videos and other resources published on the Scottish Funding Council’s website.

    At a programme and system level the factors for success have been:

    Creating the right conditions for collaboration. It is important to have the right governance structures to facilitate effective collaboration with clear roles and responsibilities for development and delivery. It is also crucial that senior leaders provide the authorising environment for the work and are seen to be actively involved and supportive.

    Working together differently. This was made possible by focusing on joint curriculum development, shared resources, and regional agreement on shared priorities. It enabled institutions to collaborate to create more effective learner pathways, courses and information products. Examples from the programme demonstrate how deeper, sustained partnerships between colleges, universities, and employers contributed to more dynamic and responsive education models, providing benefits to both learners and the regional economy.

    Different models of collaboration. Formal institutional agreements emerged and provided long-term stability, while informal partnerships allowed for flexibility and adaptability in responding to emerging regional demands – and both provided opportunities for collaborations to grow and deepen into new curriculum areas.

    Skills planning partnerships operating to influence the successful development of learning provision. It is vital that there is a clear and coherent approach to accountability so there is clarity about the roles and responsibilities of various stakeholders within existing regional and local partnership planning fora in developing and delivering regional skills priorities and associated provision.

    Improving communication channels and formalising responsibilities ensures all partners understand their contributions to skills planning, enabling more effective alignment between educational pathways and regional economic needs. To enable more cohesive skills planning across sectors and partnerships, educational institutions should be empowered to lead skills responses – effectively using their brokering role to plan across multiple local authority areas and partnerships within a region.

    Supporting long term success

    Spreading and sustaining impact will be important as we move from programme to business as usual. Some key features which support both project and longer-term success include:

    Inter-regional collaboration: A consistent feature across all projects was the collaboration between institutions in different localities, aligning their programmes and resources to serve the broader region. This approach has not only reduced duplication but also created more cohesive learning pathways. Expanding this model to other sectors and regions offers the potential to improve coordination, ensuring consistent and accessible educational opportunities across local authorities.

    Recognising the role of the project co-ordinator: The project co-ordinator played a critical role in ensuring project success by facilitating collaboration, engaging the right stakeholders, and maintaining continuous progress. The success of this role demonstrates its potential to be scaled and adapted for use in other projects, ensuring smooth facilitation of partnerships and sustained momentum in multi-institutional collaborations.

    Data sharing and collaborative analysis: Several projects benefited from data-sharing agreements that allowed institutions to analyse application and enrolment data together. Shared analysis helped align recruitment strategies, improve learner outcomes, and enhance marketing efforts. The model of using shared data to drive collaborative insights and decision-making can be scaled to other institutions, sectors, or regions, offering a framework for improving alignment between educational programmes and market needs.

    Cross-institutional dialogue at multiple levels: A key feature of projects was regular dialogue between senior leaders, heads of departments, and professional service teams (including recruitment, admissions, and marketing). This dialogue enhanced collaboration at multiple levels, ensuring that institutions were aligned in their goals and activities. The multi-level dialogue model can be adopted by other institutions aiming to build closer working relationships across departments and leadership levels.

    Sustaining collaboration

    My list for enduring skills partnerships includes:

    • Developing a shared understanding of how to work together within the learning, skills and economy regional planning structures.
    • Avoiding over-reliance on individual relationships, which can be put at risk due to staff turnover. Take a systems-based approach instead – there is a role for the Scottish Government and SFC in creating the conditions for the system to work effectively.
    • Recognising there is an institutional cost associated with co-ordination and appropriately resource the partnership element of the work.
    • Having a dual focus on doing things together and maintaining the relationships that underpin joint delivery.
    • Obtaining meaningful buy-in from leaders at all levels, to enable and encourage staff to take the time required to build relationships and explore opportunities for deeper collaboration.
    • Discussing and agreeing attitude to risk – how open are partners to exploring and testing innovative solutions?
    • Including regular review points (as built into the Pathfinders programme) where partners step back and review, reflect and adapt together.
    • Facilitating better liaison with employers. For example, encourage more industry engagement in curriculum for a wider range of work-based learning opportunities.
    • Improving data sharing, e.g. Create central data sharing agreements to reduce institutional burdens, and have overarching tracking data for all.
    • Continuing to ask the questions:
      1. How far will our proposals meet learner, employer and societal needs?
      2. To what extent will they enable us to cope with increasingly tightening budget settlements?

    A project lead told us: “What makes the approach successful is being really clear about what we’re trying to achieve; using action plans for delivery means people own the actions and the outcomes; they can see that the outcomes will make a real difference to learners, college staff, employers and employees and make life easier for business providers in the region.”

    We want colleges and universities across Scotland to be inspired by what we’ve learnt through this programme and to use the Pathfinders resources to see what is possible. I hope the lessons learned (things to do, and things to avoid!) can be used to roll out a new approach more widely. The Pathfinders are an example of policy making as bottom-up, action-based research.

    The full suite of Pathfinders reports is now available Regional Tertiary Pathfinders – Scottish Funding Council.

    Source link

  • How to Recruit Students Online: 10 Effective Strategies

    How to Recruit Students Online: 10 Effective Strategies

    Reading Time: 13 minutes

    Now more than ever, knowing how to recruit students online is essential for success. In 2025, brochures and campus visits alone are no longer enough. A successful student recruitment plan requires a blend of innovative digital tools, personalized engagement, and a deep understanding of student behavior.

    At Higher Education Marketing, we’ve spent years refining our approach to online student recruitment, and we’re excited to share ten proven strategies that can take your recruitment efforts from awareness to enrollment this year. Keep reading for a deeper understanding of the enrollment process, actionable tips on recruiting students online, and access to our student recruitment resources.

    Struggling with enrollment?

    Our expert digital marketing services can help you attract and enroll more students!

    Understanding the Enrollment and Decision-Making Process

    The journey from awareness to enrollment as illustrated by the enrollment funnel is complex, often involving multiple stages of research, evaluation, and emotional investment. For prospective students and their families, choosing a school is a decision that balances academic aspirations, career goals, financial considerations, and personal preferences. 

    Understanding this process is essential for creating a recruitment strategy that aligns with their needs and motivations.

    Stage 1: Awareness

    At the beginning of the journey, students and their families are typically exploring broad options. They may be influenced by online advertisements, social media content, or recommendations. During this phase, your goal as a school is to make a positive first impression and provide easily accessible, engaging content. Students are looking for reasons to consider your institution, such as program variety, campus culture, or career outcomes. For families, financial feasibility and safety often rank high as priorities.

    A strong online presence is crucial here, including a well-optimized website with clear messaging, visually appealing social media accounts, and engaging videos that spark curiosity. For instance, showcasing testimonials from students with similar backgrounds or aspirations can help prospective students visualize themselves as part of your community.

    Stage 2: Consideration 

    Once students identify potential schools, they begin in-depth research. At this stage, they often turn to your website, virtual campus tours, and program details, comparing your institution to others. Families may analyze cost, scholarship opportunities, and academic flexibility, while students might focus on extracurricular activities, study-abroad opportunities, and campus life.

    To meet these needs, your content should highlight differentiators, such as unique programs, industry partnerships, or alumni success stories. Transparent communication is key—clearly outlining tuition fees, application requirements, and scholarship opportunities builds trust. Including testimonials from alumni and current students in similar fields can help students and families see the real-world value of your programs.

    Stage 3: Decision 

    When students are ready to make their final decision, the process becomes personal. Students and families are likely reaching out for additional information, attending virtual or in-person events, and engaging with admissions counselors. They want answers to specific questions, such as “What internships are available in this program?” or “What percentage of graduates find jobs in their field within six months?”

    Personalized follow-ups play a crucial role in this stage. Schools that demonstrate a genuine interest in the student’s goals and address family concerns are more likely to earn their trust. Hosting webinars with faculty and student panels can also provide authentic insights that make prospective students feel more connected to your institution.

    Stage 4: Enrollment

    After narrowing down their options, students proceed with the application process. For many, this stage can feel overwhelming, particularly if they’re applying to multiple schools or navigating complicated requirements. Families, on the other hand, may focus on evaluating financial aid packages and understanding the return on investment.

    Streamlining the application process is critical here. Ensure that your application portal is user-friendly, deadlines are clearly communicated, and the required documents are easy to upload. Offering guidance through a dedicated admissions counselor or chatbot can alleviate stress and improve the overall experience. Schools that simplify this process often see higher application completion rates.

    After submitting applications, the waiting period begins. At this stage, communication should remain active. Personalized acceptance letters, invitations to exclusive admitted-student events, or detailed guides on the next steps can keep students and their families engaged while reinforcing their decision to enroll.

    HEM IMAGE 2HEM IMAGE 2

    Source: HEM

    Need support in your school’s online student recruitment efforts? Reach out to learn more about our services! 

    How to Recruit Students Online 

    Want to explore how to recruit students online in more detail? The answer lies in combining data-driven insights, engaging content, and personalized communication to guide students through their enrollment journey as discussed above. From leveraging SEO and social media ads to creating interactive virtual tours and using chatbots for instant support, online student recruitment requires a multi-faceted approach that captures attention, builds trust, and inspires action. In the sections that follow, we’ll discuss ten proven strategies that can help you move prospective students seamlessly from awareness to enrollment. Let’s get started! 

    1. Start With Data-Driven Audience Insights

    The foundation of any successful recruitment strategy is understanding your target audience. Relying on broad demographics is no longer enough. Why is that? Today’s students expect hyper-personalized messaging at each level of the enrollment funnel. 

    Tools like Google Analytics, CRM systems, and social media insights provide invaluable data on prospective students’ preferences, online behavior, and decision-making patterns. The information you glean from your detailed demographic research will help you make informed campaign decisions.

    Behavioral information such as the length of each session, the devices used, bounce rates, and session attribution provides insight into how people are engaging with your site, when and why they may lose interest, and whether your site is optimized for desired actions such as filling out contact forms or subscribing to newsletters. If you’re looking to revamp your school’s online recruitment efforts, the use of data analytics tools is an excellent way to start planning.  

    2. Invest in Search Engine Optimization (SEO)

    Visibility is key in the awareness phase, and SEO ensures your school appears where prospective students are searching. Optimizing your website and blog content for high-ranking keywords can drive organic traffic from search engines. Long-tail keywords tend to be the most effective. 

    Long-tail keywords are highly specific search terms that prospective students use when looking for educational opportunities. These phrases, such as “best online MBA programs for working professionals” or “affordable graphic design diploma in Vancouver,” often reflect a searcher’s intent more clearly than generic keywords. 

    For schools, targeting long-tail keywords can drive qualified traffic to your website by connecting with students who are already in the decision-making phase. Unlike broader keywords, long-tail terms face less competition, making ranking higher in search engine results easier.

    To effectively use long-tail keywords, start with thorough keyword research. Tools like Google Keyword Planner, SEMrush, or AnswerThePublic can uncover phrases students frequently search for. Analyze internal data, such as search terms used on your site, or interview current students to understand how they found your programs. 

    Pay close attention to questions students ask during open houses or information sessions—these often provide insight into potential long-tail keywords. Incorporating these terms naturally into blog posts, program pages, and FAQs can help your school align with the needs of prospective students, driving meaningful engagement and boosting enrollment. Additionally, focusing on local SEO—like “business schools in New York”—can capture the attention of students looking for programs within a specific region.

    HEM IMAGE 3HEM IMAGE 3

    Source: Google | Matthew’s Hall

    Example: If you want to maximize the effects of local SEO, you need a Google My Business account like the one pictured above. Prospects looking for schools in a particular geographic location are more likely to come across your school’s profile which reveals all the information they need to get in contact with you and even visit you in person. A Google My Business account also provides an official first impression of your school

    3. Leverage Social Media Ads with Predictive Targeting

    How does predictive targeting work on social media? By leveraging advanced algorithms, platforms like Facebook, Instagram, and TikTok analyze user behavior and identify prospective students who are most likely to engage with your content or apply to your programs. 

    This approach not only increases the precision of your campaigns but also optimizes your marketing budget by focusing on high-intent audiences. Schools can use predictive targeting to showcase program-specific ads to users who have expressed interest in similar fields, ensuring a personalized and relevant experience. 

    For instance, promoting STEM programs to students who frequently engage with tech or science content creates a stronger connection and improves conversion rates. Predictive targeting helps schools reach the right students at the right time, making it a highly effective strategy for boosting enrollment outcomes.

    4. Develop Interactive Virtual Campus Tours

    While in-person visits are valuable, virtual campus tours have become indispensable for reaching international and out-of-state students. These tours should be interactive, incorporating 360-degree views of classrooms, dorms, and recreational facilities. 

    You can go a step further by integrating live Q&A sessions with student ambassadors or faculty during the tours. This provides a personalized touch and provides the opportunity to share valuable information and address concerns or barriers to enrollment.

    HEM IMAGE 4HEM IMAGE 4

    Source: University of Toronto | Virtual Campus Tours

    Example: The University of Toronto provides detailed, user-friendly virtual tours complete with a menu, high-quality 360-degree imagery, clear audio guidance, and valuable information about student life and available on-campus learning resources.

    5. Create Engaging Video Content Across Platforms

    Video content continues to dominate online engagement. For this reason, schools that prioritize video marketing see higher application rates, as videos create emotional connections with prospective students. From testimonials and alumni success stories to faculty introductions and campus events, video content humanizes your institution. 

    Platforms like YouTube, Instagram, TikTok, and LinkedIn offer dynamic opportunities for schools to showcase their programs, campus life, and success stories in ways that resonate deeply with their audience. Videos can humanize your institution, create a sense of community, and provide visual storytelling that goes beyond text and images.

    To start, consider the wide variety of video formats available and how each can serve a specific purpose. Short, attention-grabbing reels or TikTok videos are perfect for introducing prospective students to your campus culture or highlighting unique aspects of a program. For example, a day-in-the-life video of a current student studying abroad, participating in research, or preparing for a career in their field can inspire viewers to imagine themselves in similar roles. 

    Longer-form content, such as YouTube campus tours, faculty interviews, or alumni success stories, allows you to dive deeper into the value of your school and its offerings. Interactive live video events are a powerful tool for real-time engagement. Hosting live Q&A sessions with admissions counselors, students, or alumni provides an authentic look at your institution and builds trust with prospective students.

    Leverage platform-specific trends like TikTok’s creative, relatable content to showcase your programs and connect with current student interests. Participating in viral challenges or trending audio can make your school approachable and relevant.

    Optimize video formats for each platform—vertical for Instagram Reels and TikTok, horizontal for YouTube and Facebook—and include captions for accessibility. Focus on storytelling by highlighting the journeys of students, faculty expertise, and alumni success to create compelling, relatable content.

    HEM IMAGE 5HEM IMAGE 5

    Source: TikTok | University of Manchester

    Example: Here, the University of Manchester shares authentic, student-generated content that viewers will be able to relate to. This tends to be the most effective video format for fostering community among your student body and deepening your relationships with new leads.

    6. Use Chatbots for Instant Engagement

    Students today expect instant answers, and chatbots provide a seamless way to meet that demand. AI-powered chatbots can handle common inquiries about admissions deadlines, program details, and financial aid, freeing up your staff for more personalized interactions.

    HEM IMAGE 6HEM IMAGE 6

    Source: Excel Career College

    Example: Here, Excel Career College provides an instant chatbot option for site visitors. The tool asks questions to categorize each interaction, determining what information and resources to share with the user. Chatbots help streamline the enrollment process, particularly at the awareness stage, by providing a convenient way for important questions to be answered. 

    7. Build a Strong Presence on Review Platforms

    Prospective students and their families often rely on online reviews to make decisions. Platforms like Google Reviews and specialized education sites are vital in this regard. Proactively managing your online reputation by encouraging current students and alumni to leave positive reviews can enhance trust and credibility. How can you build a strong public reputation? 

    To start, addressing negative reviews or complaints with empathy and transparency can significantly improve public perception. Schools should respond promptly to concerns, offering solutions where possible and demonstrating a genuine commitment to student and family satisfaction. A well-handled negative review can turn into an opportunity to show your institution’s dedication to improvement and care.

    In addition, fostering community connections can garner a positive reputation and good reviews across various platforms. Parents and local communities play a crucial role in shaping your reputation. Hosting events such as open houses, community service projects, or alumni panels fosters goodwill and positions your school as an integral part of the community. Engaging with parents through newsletters, personalized communication, and parent-specific resources further strengthens relationships and encourages positive word-of-mouth. 

    Positive reviews can also be amplified by showcasing testimonials and case studies from current students and alumni. Create detailed profiles of students who have achieved their goals through your programs and share their stories on your website, social media, and promotional materials. 

    8. Offer Personalized Email Campaigns

    Email remains one of the most effective tools for nurturing leads and guiding them through the enrollment funnel. Unlike many other channels, email provides a direct line of communication that allows your school to build meaningful connections with your audience over time. 

    By crafting personalized email campaigns tailored to the unique needs and interests of prospective students, schools can significantly enhance engagement and conversion rates. For instance, including program-specific content that highlights key features, career outcomes, and testimonials from current students or alumni can help prospects visualize themselves succeeding in that program. 

    Additionally, timely reminders about critical application deadlines, scholarship opportunities, or upcoming events like open houses or webinars create a sense of urgency and keep prospective students actively engaged with the admissions process. When done effectively, personalized email campaigns foster trust and rapport while providing valuable, actionable information that empowers prospective students to make informed decisions about their educational journey.

    9. Host Webinars on Trending Topics

    Webinars are a fantastic way to showcase your expertise and connect directly with prospective students. Hosting sessions on trending topics like “Careers in Artificial Intelligence” or “How to Finance Your College Education” can position your school as a thought leader in the field. During these sessions, including live interactions with faculty, alumni, or current students makes the experience even more compelling.

    HEM IMAGE 7HEM IMAGE 7

    Source: The Academy of Applied Pharmaceutical Sciences

    Example: The Academy of Applied Pharmaceutical Sciences puts itself at the forefront of pharmaceutical education on a variety of topics that appeal to career-seekers in the field by hosting several educational events each month. Their upcoming workshops and webinars are easy to find on their website. Users can also access recorded webinars.

    10. Emphasize Alumni and Career Outcomes

    Finally, showcasing the success of your alumni is one of the most compelling ways to attract prospective students. Highlighting career outcomes, such as high employment rates or notable employers, demonstrates the tangible value of your programs. 

    Showcasing alumni success is one of the most impactful ways to attract prospective students and their families. When students see tangible evidence of career achievements—whether it’s high-profile employers, entrepreneurial ventures, or significant industry contributions—they are more likely to perceive your programs as a pathway to their own aspirations. 

    Alumni stories provide real-world validation of your school’s value and help prospective students envision their future success. Leverage alumni by creating a dynamic “Alumni Success Wall” on your website or use social media campaigns that highlight diverse career paths. Include those in traditional corporate roles as well as entrepreneurs, creatives, and community leaders to represent a broad spectrum of success. Video testimonials can be particularly powerful, capturing the emotions, challenges, and triumphs of alumni journeys.

    Schools can also build relationships between alumni and prospective students through mentorship programs, webinars, or networking events. For instance, hosting a virtual panel featuring alumni working in fields related to your school’s programs provides insights and inspiration for prospective students.

    HEM IMAGE 8HEM IMAGE 8

    Source: John Cabot University

    Example: John Cabot University has an Alumni Ambassadors Program designed to provide mentorship to current students and provide alumni with an interconnected network of fellow graduates and faculty members. Prospects like to know that access to your school’s support and resources doesn’t end at graduation. Like JCU, consider hosting regular events, encourage alumni to share their positive experiences with your institution, and foster mentorship within your culture. 

    Final Thoughts: Aligning Strategy With Student Expectations

    In summary, let’s explore how to write a college recruitment plan that works. Online student recruitment is about building meaningful connections with prospective students. By integrating data-driven insights, focussing on connection and personalization, providing value, and streaming the enrollment process, you can create a cohesive, impactful approach that resonates with students at every stage of their journey, from initial awareness to final enrollment. 

    At Higher Education Marketing, we specialize in helping schools like yours navigate the complexities of digital recruitment. Let’s work together to create campaigns that inspire, engage, and deliver results!

    Struggling with enrollment?

    Our expert digital marketing services can help you attract and enroll more students!

    Frequently Asked Questions

    Question: How to recruit students online in more detail? 

    Answer: The answer lies in combining data-driven insights, engaging content, and personalized communication to guide students through their enrollment journey. 

    Question: How to write a college recruitment plan that works? 

    Answer: Online student recruitment is about building meaningful connections with prospective students. By integrating data-driven insights, focussing on connection and personalization, providing value, and streaming the enrollment process, you can create a cohesive, impactful approach that resonates with students at every stage of their journey, from initial awareness to final enrollment.



    Source link

  • Designing Effective Intended Learning Outcomes – Sijen

    Designing Effective Intended Learning Outcomes – Sijen

    I am delighted to release a version of the DEILO: Designing Effective Intended Learning Outcomes on the SenseiLMS platform for individuals self-study, self-paced, learning at USD139.00. The course takes between 3 and 10 hours depending on the depth of engagement. You also have the opportunity, entirely optional, to engage with me virtually by submtting draft ILOs for my review and feedback. The course also allows for a certificate (again totally optional) to be triggered on succesfull completion of the course and a final assessement.

    Please note that individual registration requires an individual’s email rather than a shared email. If you want to review the course with a view to programme, departmental or institutional licensing just drop me an email at [email protected]. Course overview is available here.


    Source link

  • As Effective Date for Biden FLSA Overtime Rule Nears, Opposition Mounts – CUPA-HR

    As Effective Date for Biden FLSA Overtime Rule Nears, Opposition Mounts – CUPA-HR

    by CUPA-HR | June 18, 2024

    On July 1, the first phase of the U.S. Department of Labor (DOL)’s new overtime rule goes into effect. The initial phase of the rule will require employers to pay most white-collar employees a salary of at least $43,888. If employers fail to do so, those employees will be entitled to overtime pay under federal law. As the rule’s effective date approaches, opposition has mounted, with plaintiffs filing three lawsuits challenging the rule, including one filed by the state of Texas requesting that the court delay the July 1 effective date. Additionally, several Republican members of the U.S. House and Senate have introduced a Congressional Review Act (CRA) resolution aimed at blocking the rule.

    Background

    On April 23, 2024, DOL issued a final rule to amend the Fair Labor Standards Act (FLSA) overtime regulations. The FLSA requires employers to pay employees at least the minimum wage (currently $7.25) for each hour worked and 1.5 times the employee’s regular rate of pay for any hours worked over 40 in one week. However, the FLSA contains various exemptions to these overtime pay requirements, including one for white-collar employees. White-collar employees are considered “exempt” if they satisfy a three-part test: (1) the employee must be paid on a salary basis (that is, paid the same amount each week regardless of hours worked), (2) the employee’s salary must meet a minimum threshold (currently $35,568) established by DOL, and (3) the employee’s primary duties must be consistent with being an executive, administrative or professional employee. The final rule will increase the minimum salary threshold from $35,568 to $43,888 on July 1, 2024, and then to $58,656 on January 1, 2025. Thereafter, the rule requires automatic increases to the threshold every three years based on a set formula.

    Lawsuits

    On May 23, a group of 13 local and national associations and Texas businesses filed the first lawsuit in federal court in Texas challenging DOL’s rule. The suit claims that the salary threshold that goes into effect on January 1, 2025, is so high it will result in more than 4 million individuals being denied exempt status, even though these individuals could be reasonably classified as exempt based on their duties, and in doing so, the rule violates both the statutory language of the FLSA and prior court decisions. The suit also challenges the automatic updates.

    On June 3, two additional lawsuits challenging the overtime final rule were filed by a software company in Texas, as well as the state of Texas itself. In both lawsuits, the plaintiffs make arguments similar to those in the lawsuit filed in May, stating that DOL lacks authority to implement the changes provided in the final rule. The state of Texas also filed a motion for a temporary restraining order (TRO) that seeks to block the final rule from going into effect on July 1.

    While it may take the courts several months to issue decisions on the validity of the rule, the judge could decide whether to grant the state of Texas’s motion for a TRO before the July 1 effective date. The TRO would block the rule from going into effect until the court decides whether or not the rule is valid. More updates will be provided via CUPA-HR Washington Insider Alert emails as decisions are released.

    Congressional Review Act Resolution

    On June 3, Rep. Tim Walberg (R-MI) and Sen. Mike Braun (R-IN) introduced CRA resolutions in the House and Senate to block the overtime final rule from going into effect. Unlike traditional legislation, CRAs require only a simple majority in both chambers to pass (as compared to the usual 60-vote threshold to bypass a filibuster needed in the Senate).

    Though House Republicans have the majority, it is unclear if and when the CRA will be brought to the floor for a vote, given the minimal concern with the July 1 effective date from the business community. In the Democrat-controlled Senate, the path for a floor vote seems even more uncertain as Senate Democrats do not appear to support the efforts to overturn the final rule. As such, it seems unlikely that Congress will pass the CRA to overturn the final rule this session.

    CUPA-HR continues to monitor for and keep members apprised of any major updates relating to the FLSA overtime regulations.



    Source link