Tag: Innovation

  • 25 (Mostly AI) Sessions to Enjoy in 2025 – The 74

    25 (Mostly AI) Sessions to Enjoy in 2025 – The 74


    Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter

    South by Southwest Edu returns to Austin, Texas, running March 3-6. As always, it’ll offer a huge number of panels, discussions, film screenings, musical performances and workshops exploring education, innovation and the future of schooling.

    Keynote speakers this year include neuroscientist Anne-Laure Le Cunff, founder of Ness Labs, an online educational platform for knowledge workers; astronaut, author and TV host Emily Calandrelli, and Shamil Idriss, CEO of Search for Common Ground, an international non-profit. Idriss will speak about what it means to be strong in the face of opposition — and how to turn conflict into cooperation. Also featured: indy musical artist Jill Sobule, singing selections from her musical F*ck 7th Grade.

    As in 2024, artificial intelligence remains a major focus, with dozens of sessions exploring AI’s potential and pitfalls. But other topics are on tap as well, including sessions on playful learning, book bans and the benefits of prison journalism. 

    To help guide the way, we’ve scoured the schedule to highlight 25 of the most significant presenters, topics and panels: 

    Monday, March 3:

    11 a.m. — Ultimate Citizens Film Screening: A new independent film features a Seattle school counselor who builds a world-class Ultimate Frisbee team with a group of immigrant children at Hazel Wolf K-8 School. 

    11:30 a.m. — AI & the Skills-First Economy: Navigating Hype & Reality: Generative AI is accelerating the adoption of a skills-based economy, but many are skeptical about its value, impact and the pace of growth. Will AI spark meaningful change and a new economic order, or is it just another overhyped trend? Meena Naik of Jobs for the Future leads a discussion with Colorado Community College System Associate Vice Chancellor Michael Macklin, Nick Moore, an education advisor to Alabama Gov. Kay Ivey, and Best Buy’s Ryan Hanson.

    11:30 a.m. — Navigation & Guidance in the Age of AI: The Clayton Christensen Institute’s Julia Freeland Fisher headlines a panel that looks at how generative AI can help students access 24/7 help in navigating pathways to college. As new models take root, the panel will explore what entrepreneurs are learning about what students want from these systems. Will AI level the playing field or perpetuate inequality? 

    12:30 p.m. — Boosting Student Engagement Means Getting Serious About Play: New research shows students who are engaged in schoolwork not only do better in school but are happier and more confident in life. And educators say they’d be happier at work and less likely to leave the profession if students engaged more deeply. In this session, LEGO Education’s Bo Stjerne Thomsen will explore the science behind playful learning and how it can get students and teachers excited again.

    1:30 p.m. — The AI Sandbox: Building Your Own Future of Learning: Mike Yates of The Reinvention Lab at Teach for America leads an interactive session offering participants the chance to build their own AI tools to solve real problems they face at work, school or home. The session is for AI novices as well as those simply curious about how the technology works. Participants will get free access to Playlab.AI.

    2:30 p.m. — Journalism Training in Prison Teaches More Than Headlines: Join Charlotte West of Open Campus, Lawrence Bartley of The Marshall Project and Yukari Kane of the Prison Journalism Project to explore real-life stories from behind bars. Journalism training is transforming the lives of a few of the more than 1.9 million people incarcerated in the U.S., teaching skills from time management to communication and allowing inmates to feel connected to society while building job skills. 

    Tuesday, March 4:

    11:30 a.m. — Enough Talk! Let’s Play with AI: Amid the hand-wringing about what AI means for the future of education, there’s been little conversation about how a few smart educators are already employing it to shift possibilities for student engagement and classroom instruction. In this workshop, attendees will learn how to leverage promising practices emerging from research with real educators using AI in writing, creating their own chatbots and differentiating support plans. 

    12:30 p.m. — How Much is Too Much? Navigating AI Usage in the Classroom: AI-enabled tools can be helpful for students conducting research, outlining written work, or proofing and editing submissions. But there’s a fine line between using AI appropriately and taking advantage of it, leaving many students wondering, “How much AI is too much?” This session, led by Turnitin’s Annie Chechitelli, will discuss the rise of GenAI, its intersection with academia and academic integrity, and how to determine appropriate usage.  

    1 p.m. — AI & Edu: Sharing Real Classroom Successes & Challenges: Explore the real-world impact of AI in education during this interactive session hosted by Zhuo Chen, a text analysis instructor at the nonprofit education startup Constellate, and Dylan Ruediger of the research and consulting group Ithaka S+R. Chen and Ruediger will share successes and challenges in using AI to advance student learning, engagement and skills. 

    1 p.m. — Defending the Right to Read: Working Together: In 2025, authors face unprecedented challenges. This session, which features Scholastic editor and young adult novelist David Levithan, as well as Emily Kirkpatrick, executive director of the National Council of Teachers of English, will explore the battle for freedom of expression and the importance of defending reading in the face of censorship attempts and book bans.

    1 p.m. — Million Dollar Advice: Navigating the Workplace with Amy Poehler’s Top Execs: Kate Arend and Kim Lessing, the co-presidents of Amy Poehler’s production company Paper Kite Productions, will be live to record their workplace and career advice podcast “Million Dollar Advice.” The pair will tackle topics such as setting and maintaining boundaries, learning from Gen Z, dealing with complicated work dynamics, and more. They will also take live audience questions.

    4 p.m. — Community-Driven Approaches to Inclusive AI Education: With rising recognition of neurodivergent students, advocates say AI can revolutionize how schools support them by streamlining tasks, optimizing resources and enhancing personalized learning. In the process, schools can overcome challenges in mainstreaming students with learning differences. This panel features educators and advocates as well as Alex Kotran, co-founder and CEO of The AI Education Project.

    4 p.m. — How AI Makes Assessment More Actionable in Instruction: Assessments are often disruptive, cumbersome or disconnected from classroom learning. But a few advocates and developers say AI-powered assessment tools offer an easier, more streamlined way for students to demonstrate learning — and for educators to adapt instruction to meet their needs. This session, moderated by The 74’s Greg Toppo, features Khan Academy’s Kristen DiCerbo, Curriculum Associates’ Kristen Huff and Akisha Osei Sarfo, director of research at the Council of the Great City Schools.

    Wednesday, March 5:

    11 a.m. — Run, Hide, Fight: Growing Up Under the Gun Screening & Q&A: Gun violence is now the leading cause of death for American children and teens, according to the federal Centers for Disease Control and Prevention, yet coverage of gun violence’s impact on youth is usually reported by adults. Run, Hide, Fight: Growing Up Under the Gun is a 30-minute documentary by student journalists about how gun violence affects young Americans. Produced by PBS News Student Reporting Labs in collaboration with 14 student journalists in five cities, it centers the perspectives of young people who live their lives in the shadow of this threat. 

    11:30 a.m. — AI, Education & Real Classrooms: Educators are at the forefront of testing, using artificial intelligence and teaching their communities about it. In this interactive session, participants will hear from educators and ed tech specialists on the ground working to support the use of AI to improve learning. The session includes Stacie Johnson, director of professional learning at Khan Academy, and Dina Neyman, Khan Academy’s director of district success. 

    11:30 a.m. — The Future of Teaching in an Age of AI: As AI becomes increasingly present in the classroom, educators are understandably concerned about how it might disrupt their teaching. An expert panel featuring Jake Baskin, executive director of the Computer Science Teachers Association andKarim Meghji of Code.org, will look at how teaching will change in an age of AI, exploring frameworks for teaching AI skills and sharing best practices for integrating AI literacy across disciplines.

    2:30 p.m. — AI in Education: Preparing Gen A as the Creators of Tomorrow: Generation Alpha is the first to experience generative artificial intelligence from the start of their educational journeys. To thrive in a world featuring AI requires educators helping them tap into their natural creativity, navigating unique opportunities and challenges. In this session, a cross-industry panel of experts discuss strategies to integrate AI into learning, allowing critical thinking and curiosity to flourish while enabling early learners to become architects of AI, not just users.

    2:30 p.m. — The Ethical Use of AI in the Education of Black Children: Join a panel of educators, tech leaders and nonprofit officials as they discuss AI’s ethical complexities and its impact on the education of Black children. This panel will address historical disparities, biases in technology, and the critical need for ethical AI in education. It will also offer unique perspectives into the benefits and challenges of AI in Black children’s education, sharing best practices to promote the safe, ethical and legal use of AI in classrooms.

    2:30 p.m. — Exploring Teacher Morale State by State: Is teacher morale shaped by where teachers work? Find out as Education Week releases its annual State of Teaching survey. States and school districts drive how teachers are prepared, paid and promoted, and the findings will raise new questions about what leaders and policymakers should consider as they work to support an essential profession. The session features Holly Kurtz, director of EdWeek Research Center, Stephen Sawchuk, EdWeek assistant managing editor, and assistant editor Sarah D. Sparks.

    2:30 p.m. — From White Folks Who Teach in the Hood: Is This Conversation Against the Law Now? While most students in U.S. public schools are now young people of color, more than 80% of their teachers are white. How do white educators understand and address these dynamics? Join a live recording of a podcast that brings together white educators with Christopher Emdin and sam seidel, co-editors of From White Folks Who Teach in the Hood: Reflections on Race, Culture, and Identity (Beacon, 2024).

    3:30 p.m. — How Youth Use GenAI: Time to Rethink Plagiarism: Schools are locked in a battle with students over fears they’re using generative artificial intelligence to plagiarize existing work. In this session, join Elliott Hedman, a “customer obsession engineer” with mPath, who with colleagues and students co-designed a GenAI writing tool to reframe AI use. Hedman will share three strategies that not only prevent plagiarism but also teach students how to use GenAI more productively.  

    Thursday, March 6:

    10 a.m. — AI & the Future of Education: Join futurists Sinead Bovell and Natalie Monbiot for a fireside discussion about how we prepare kids for a future we cannot yet see but know will be radically transformed by technology. Bovell and Monbiot will discuss the impact of artificial intelligence on our world and the workforce, as well as its implications for education. 

    10 a.m. — Reimagining Everyday Places as Early Learning Hubs: Young children spend 80% of their time outside of school, but too many lack access to experiences that encourage learning through hands-on activities and play. While these opportunities exist in middle-class and upper-income neighborhoods, they’re often inaccessible to families in low-income communities. In this session, a panel of designers and educators featuring Sarah Lytle, who leads the Playful Learning Landscapes Action Network, will look at how communities are transforming overlooked spaces such as sidewalks, shelters and even jails into nurturing learning environments accessible to all kids.

    11 a.m. — Build-a-Bot Workshop: Make Your Own AI to Make Sense of AI: In this session, participants will build an AI chatbot alongside designers and engineers from Stanford University and Stanford’s d.school, getting to the core of how AI works. Participants will conceptualize, outline and create conversation flows for their own AI assistant and explore methods that technical teams use to infuse warmth and adaptability into interactions and develop reliable chatbots.  

    11:30 a.m. — Responsible AI: Balancing Innovation, Impact, & Ethics: In this session, participants will learn how educators, technologists and policymakers work to develop AI responsibly. Panelists include Isabelle Hau of the Stanford Accelerator for Learning, Amelia Kelly, chief technology officer of the Irish AI startup SoapBox Labs, and Latha Ramanan of the AI developer Merlyn Mind. They’ll talk about how policymakers and educators can work with developers to ensure transparency and accuracy of AI tools. 


    Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter

    Source link

  • Supporting the careers of researchers means innovation, not isolation

    Supporting the careers of researchers means innovation, not isolation

    The phrase attributed to Sir Isaac Newton, “if I have seen further, it is because I have stood on the shoulders of giants,” is often used as a metaphor for research and innovation: how each great thinker builds on the thoughts and research of others, the unending column of prize winners and esteemed fellows pursuing academic endeavour.

    However, the environment I sought as a researcher and aim to enable as a university leader is more of a supportive collective, certainly one with a much less precarious base.

    Perhaps the most important lessons learnt during my own research career was that the giants of research, innovation and knowledge exchange whose shoulders we are more often standing on are not the senior staff but rather the PhD students, early career researchers, postdoctoral fellows and technicians, who turn challenging questions posed into the most exciting innovative answers. And often without the bias of doing things the way we have in the past.

    Untangling

    Achieving the UK’s priority of innovation and the growth it drives requires a long-range vision to set direction matched with agility to rapidly pivot as new opportunities arise. This agility needs a skilled research workforce and the attraction of the brightest minds into roles at all stages of a research and innovation career.

    However, these giants, whose shoulders we balance UK innovation on, need long-term confidence to initiate a career which currently has precarity baked in. Growing investment to support research and innovation is needed, but investment in equipment, facilities and consumables will not succeed without engaged and enabling expertise.

    Alongside this, regional disparity of funding, low research cost recovery, and increasing regulatory demands are posing the question of how much research can any university afford to undertake. The simple answer may appear to be to do less, or divert funding to specialist institutes without dual responsibility for teaching – however, this would undermine the agility that is underpinned by broad expertise, civic and industrial partnerships and infrastructure which resides across our higher education institutions.

    Fixing this knotty problem needs a systematic approach, balancing external and internal funding alongside improved recovery of the true cost of research. With restrictions in the sector and reduced internal funding impacting decisions, it is imperative to not forget the essential role of the precarious base on which our research activity in the UK is built – and to support it accordingly.

    Concordat priorities

    My commitment to career development and recognition of researchers is why I am excited to be continuing the great work led by Julia Buckingham as the incoming chair of the Researcher Development Concordat Strategy Group, which oversees the Researcher Development Concordat.

    The concordat was first published in 2019, building on agreements of funding bodies and universities over a decade earlier. The current signatories are over 100 higher education and research institutes, who commit to the principles of environment and culture, employment, and career development for researchers in our institutions and 17 funding agencies who set grant holder requirements relating to the concordat commitments.

    The concordat has recently undergone a review which identified future areas of focus to achieve continued effectiveness. Three priorities were identified:

    First, agreeing a set of shared principles to define the characteristics of a positive environment for research culture, and second, working to a shared set of research culture values with measurable indicators of progress. We seek to align a set of shared broad principles to define the characteristics of a positive environment for research culture. While these must link to the REF people, culture and environment measures, they need to be high-level shared principles and ensure that they define measurable indicators of progress to avoid confusion across multiple agendas. These also need to be high enough level to ensure a collective agreement to deliver whilst also accommodating the diversity and breadth of higher education institutions and research organisations.

    The third priority is simplifying the bureaucracy. This is essential in a sector with ever-growing demands of attention and associated costs to deliver. While we must maintain accountability, we need to simplify the bureaucracy to work in service of our principles and values, not dictate them. In short, we must simplify for our communities how the different national concordats can complement rather than compete for attention. To achieve this, we are reviewing and reforming reporting requirements to achieve better alignment and to incorporate them into existing reporting where possible. We are working with other bodies to align data and reporting requirements.

    I am also keen to work with industry body representatives to understand and reduce barriers to the movement of careers from academia to industry and vice versa. This porosity of career is needed for both innovation and rapid business adoption of innovative ideas. For this porosity to support innovation and growth we also need to enhance engagement from the industry to support researchers throughout a changing career.

    While this work is delivered by the concordat strategy group, the concordat is collectively owned by the sector and continued engagement is needed to ensure the concordat is fit for purpose. Given this, we are looking for engagement in future work, more details about which can be found on the concordat webpage. I look forward to working with higher education institutions, industry, funders, the Researcher Development Concordat Strategy Group, and individuals to deliver our collective commitments.

    The Researcher Development Concordat Strategy Group secretariat is jointly funded through funding bodies from the four nations: Research England, the Scottish Funding Council, Medr (previously HEFCW), and the Department for the Economy in Northern Ireland. I thank them for their continued support.

    Source link

  • Perspectives on pedagogical innovation | SRHE Blog

    Perspectives on pedagogical innovation | SRHE Blog

    by Kamilya Suleymenova and Emma Thirkell

    The landscape of higher education (HE) in the UK (but also more widely, in Western countries and across the globe) has significantly changed, driven by the massification and the following marketisation of HE studies (Alves & Tomlinson, 2021; Molesworth et al, 2009). The predominance of particular governance structures and schools of thought shape the narrative further (as discussed by Marcia Devlin (2021) in her SRHE blog) and create a deceptively heterogeneous environment, where each prospective student can find their “place”, but all are conditioned to follow a similar narrative.

    New disruptions

    On this backdrop new disruptions appear, of which we want to focus on two specifically for the UK HE. First, the legacy of lockdowns, bringing more flexible working environment and an astonishing pervasiveness of digital tools together with disrupted earlier education and legacy of health, including mental health, concerns, unsettles further already brittle UK HE sector (as illustrated by SRHE blog by Steven Jones (2022). Second, the advent of Generative AI and its implications for teaching, learning, and assessment. Much has been said about these (Lee et al, 2024; O’Dea, 2024) – our learning points from this rapidly growing literature are that i) significant disruption has occurred and ii) something needs to be done to react to this change in context. In other words, while there are many tried and tested theories and methods in teaching and assessment, they need to be reviewed and very likely adapted to keep up with the changing context.

    The change did not occur only in the tools: we argue here that it is not merely a quantitative technical change (eg speed of communication), but a qualitative change, which affected or at least has the potential to affect, the mindset and the behaviour of students (and staff). Together, these factors produce more stressed, more demanding, potentially differently engaged students (sometimes perceived as less engaged), focused on the “added value” of their degrees and their “university experience”, anxious to acquire competences and skills through experiential learning to be in the best position for securing the employment of their choice.

    In this rapidly changing context, the need for pedagogical innovations (PI), or at least the desire and the ability to engage with disruptions in the education process, seems almost inevitable. But how do the staff working in the UK HE, respond to this demand? Are the challenges viewed as opportunities or rather as additional pressures, adding to an evolving workload and requirements to navigate a complex bureaucracy?

    Research focus: understanding the lived experiences of educators

    Our research explores the lived experiences of educators across 13 UK universities, investigating their engagement with PI in the aftermath of the COVID-19 pandemic. By examining how institutional dynamics, personal motivations, and perceived barriers shape decisions surrounding PI, we have developed the initial stages of a conceptual framework, presented at the SRHE International Conference, to guide policies that better support educators and foster sustained PI in teaching. Through 30 interviews with educators, senior staff, and technology-enabled learning (TEL) specialists, we reveal the complex decision-making processes that influence whether and how educators embrace or resist innovation in their teaching practices.

    What drives educators to innovate?

    Our research highlights a multifaceted landscape where educators’ motivations for engaging with PI are shaped by both intrinsic and extrinsic factors. For many, intrinsic motivations, such as a deep-rooted desire to enhance student learning and a personal commitment to pedagogical excellence, act as powerful drivers for innovation. As one educator noted, “I’m always looking for new ideas. Innovation gives me a sense of purpose and connection with my students, making teaching more fulfilling.” This indicates that where academics feel a strong personal commitment to education, and it is rewarded, they are more likely to embrace innovative practices.

    The tension between rhetoric and reality

    However, these motivations are often counterbalanced by extrinsic pressures from the institutional environment, whether perceived or real. Many educators reported feeling that institutional strategies, while rhetorically supportive of PI, were undercut by bureaucratic barriers, a lack of adequate resources, and managerial cultures focused on short-term, measurable outcomes. One academic explained, “Innovation is a buzzword here, but when it comes to implementing anything new, we’re stuck in a system that values research output over teaching innovation. There’s little incentive to invest time in something that doesn’t directly contribute to my publication record.” This highlights the tension between institutional narrative and individual motivations, with many educators perceiving a disconnect between institutional rhetoric purporting to encourage PI and the reality of its implementation.

    Autonomy and trust

    Another key finding concerns the role of autonomy and trust in fostering a culture of innovation. Educators who felt empowered within their departments – where trust was placed in their judgment – were more likely to experiment with new teaching methods. As one TEL specialist remarked, “When leadership trusts us, we feel freer to try new approaches. But when we are micromanaged, the innovation just stops. You’re constantly battling to prove that your idea is worth the time it takes.” This sense of autonomy, closely linked to professional identity, is crucial in determining whether educators feel motivated to innovate or revert to traditional methods.

    The cost of innovation

    However, these ‘empowering’ environments were not universally experienced. Many educators, particularly those in large departments or with heavy teaching loads, reported feeling that the cost of innovation – both in terms of time and energy – was too high. “It’s hard to innovate when you’re overwhelmed with marking, preparation, and administration. It feels like there’s no room to breathe, let alone experiment,” shared an academic. This sense of burnout, compounded by a perception of growing academic bureaucracy, led some to feel that the costs of engaging in PI outweighed the benefits, making it more difficult to justify the time and effort required for innovation.

    A balancing act

    Perhaps not surprisingly, some educators justified their lack of engagement with PI by citing these perceived institutional constraints. As one educator put it, “We’re told to innovate, but the structure just isn’t there to support it. It’s easier to stick with what we know works than to risk failure with something new.” This reflects the cognitive flexibility educators employ when balancing personal motivations with institutional limitations. As per Goffman’s (1959) ‘front’ and ‘back’ stage theory, educators sometimes present a compliant, innovative persona on the ‘front’ stage in order to ‘fit in’ (Nästesjö, 2023), while in the ‘back’ stage, they rationalize their lack of engagement by attributing it to costs and benefits, reconciling their professional image with their lived experiences.

    Reflections

    We are certain that some, if not all, of these quotes will resonate with many of the readers: these trends have been discussed in, for example, Lašáková et al (2017) and Findlow (2008). Our aim is not only to systematise and categorise the individual aspects shared with us by both frustrated and aspiring colleagues, but to focus on an in-depth analysis of their motivations. Based on previous literature and our data, we aim to generalise and develop a theoretical framework through the lens of an interdisciplinary management and economics analysis. The preliminary version of this theoretical framework, presented at the 2024 SRHE Conference, should provide a foundation for shaping institutional policies to develop a sustainable pipeline of innovations, in the full respect of both academic freedom and students’ interests. In other words, we hope that our work will facilitate structural changes to unlock the innovation potential and help institutions to help us to innovate.

    Kamilya Suleymenova is Associate Professor at the Department of Economics, Birmingham Business School, University of Birmingham with interests in assessment and feedback particularly for large cohorts, Generative AI in HE, as well as institutional and behavioural and experimental economics. Now twice a presenter at SRHE International Conference, Kamilya appreciates the constructive feedback of the community.

    Emma Thirkell is an Assistant Professor in Human Resource Management at Newcastle Business School, Northumbria University with interests in pedagogical innovation, experiential learning, and the integration of technology in education. A four-time teaching award winner, she is passionate about bridging academia and practice through innovative curriculum design and leadership in higher education.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

    Source link

  • Innovation and skills in the English devolution white paper

    Innovation and skills in the English devolution white paper

    Devolution is a central plank of the government’s growth agenda. Providing places with the tools and resources to address local problems in ways that make sense on the ground is a means to unleash potential – and to end what English devolution minister Jim McMahon is happy to call the “top-down micromanaging” approach of ringfencing funds and centralising decision making.

    The launch of the English devolution white paper is the first step on that journey. Strategic authorities, led (for preference) by elected mayors, will cover the entirety of England. Integrated settlements will provide powers covering transport, infrastructure, housing, public services – and, of particular interest to the higher education sector, skills and innovation.

    A big part of the work of the white paper is in consolidating and standardising what had become an unruly system. Sitting above unitary, county, and district councils, a layer of strategic authorities will take on the services that larger areas need to thrive:

    Our goal is simple. Universal coverage in England of Strategic Authorities – which should be a number of councils working together, covering areas that people recognise and work in. Many places already have Combined Authorities that serve this role.

    The forthcoming English Devolution Bill will enshrine this concept in law. We get a computer game-like hierarchy of how strategic authorities will level up (so to speak): foundation strategic authorities (which do not – yet – have a mayor), followed by mayoral strategic authorities, which can then “unlock” designation as established mayoral strategic authorities through fulfilling various criteria. This will grant integrated funding settlements and other treats such as the ability to pilot new kinds of devolution.

    Already eligible for this top designation are Greater Manchester, Liverpool City Region, the North East, South Yorkshire, West Midlands, and West Yorkshire. There’s an aspiration for something similar to apply to London as well, but some legislative fiddling will be needed due to the capital’s “unique circumstances.”

    Innovation

    If you’ve got your head around the different levels of hierarchy, there’s actually quite a lot in the white paper for research and innovation, dependent on an area’s level of devolution.

    In language echoing the industrial strategy green paper, we are told that a strong local network of public and private institutions focused on R&D, innovation, and the diffusion of ideas “is one of the factors which sets highly productive local economies apart.” A big part of this is closer join-up between UKRI and local government.

    Working our way up the devolution ladder, all strategic authorities (including foundation level) will be able to draw on UKRI data on the location of R&D investments, to better allow them to “understand publicly supported innovation activity in their region and how to best take advantage of it.”

    Those mayoral strategic authorities will additionally work with Innovate UK to produce joint plans, to shape long-term innovation strategies and investments in places. UKRI will also be extending its regional partnerships and “network of embedded points of contact” with mayoral strategic authorities.

    And then coming up to the pinnacle of devolution, those established mayoral strategic authorities – to remind you: Greater Manchester, Liverpool City Region, the North East, South Yorkshire, West Midlands, and West Yorkshire, and possibly London – will get actual devolved research funding, in the form of a future regional innovation funding programme allowing local leaders to develop “bespoke innovation support offers for their regions.”

    This draws somewhat on the spirit of the Regional Innovation Fund, though this was allocated to individual higher education institutions – what’s on offer here sounds like a pot of money controlled by mayors. Its format is also to be based on lessons learned from the Innovation Accelerator pilot, which was funding by levelling up money.

    Plus, established mayoralties will get an annual meeting with the science minister, more regular engagement with senior staff at UKRI, and the chance to be consulted on the development of relevant DSIT and UKRI strategies.

    All in all, it’s a decent start down the road of a more significantly devolved research landscape. Important to note, however, that the actual funding on offer to established mayors is contingent on next year’s spending review, and so we’re talking about 2026–27 onwards here. And we might also observe that the House of Commons science committee’s inquiry into regional R&D, announced last week, has clearly been set up with an eye to influencing how this all comes together.

    At least to begin with, there will also be a not insignificant gap between what’s on offer to the most established sites of devolution – some funds to spend as desired, a seat at the strategy table – and what those “foundation” strategic authorities receive, which will be little more than a bit of regional R&D data. There’s potential for imbalance between regions here. Foundation-level authorities are described as a “stepping stone” to later acquiring a mayor, but it could be a long and drawn-out process.

    Skills and more

    On skills, strategic authorities will retain ownership of the Adult Skills Fund (with ringfencing removed from bootcamp and free course pots to allow for flexibility), take on joint ownership of Local Skills Improvement Plans alongside employer representative bodies, and work with employers to take on responsibility for promoting 16-19 pathways. In future, strategic authorities will have a “substantial role” in careers and employment support design outside of the existing Jobcentre Plus network, as the Get Britain Working white paper gestured towards.

    You’ll have spotted that this does not immediately extend to higher education, except to the extent that universities and colleges already get involved with adult skills provision. However the centre of gravity is such that any provider with an avowed interest in the local area will end up developing close relationships with strategic authorities. It isn’t just on skills or innovation – many universities work with local government on issues that affect students (and staff!) such as housing, infrastructure, and transport, and will have a strong interest in working with strategic authorities with new and wider powers to act.

    Administrative geography corner

    If you are labouring under the impression that dividing England up into administrative chunks is a fairly straightforward task, may we introduce you to possibly the single finest document ever published by the Office for National Statistics: the Hierarchical Representation of UK Geographies.

    Pedants may also note that the existing geography of LSIPs, which was controversially allowed to evolve into being outside of the established local authority boundaries, does not map cleanly to current or proposed local authorities – something that a future iteration of plans may need to consider. Likewise, the scope of university core recruitment areas or civic aspirations may not map to either.

    What we’d have loved to have shown you is a map showing which of the new strategic authorities your campus might be in. Sadly the boundaries of the “current map of English devolution” included in the white paper do not cleanly map to England’s many contradictory systems of administrative geography. Some of the devolved areas depicted are almost LSIP regions, one (Surrey) is a non-metropolitan ceremonial county, and one – Devon, including Torbay but not under any circumstances Plymouth – is just plain mad.

    As soon as we get an answer and some boundaries from ONS, we’ll let you know. In the meantime, here’s the map from the white paper:

    Source link

  • 2024 Growth & Innovation | Collegis Education

    2024 Growth & Innovation | Collegis Education

    As 2024 draws to a close, the holiday season inspires gratitude and reflection. Personally, I’m very grateful for the incredible partners and colleagues I’ve had the privilege to work with this year. Together, we accomplished so much.

    • We collaborated with our partners throughout the year to deliver great experiences for their students, alumni, and staff.
    • We collectively navigated some of higher education’s biggest challenges, driving partner growth and enabling impact.
    • We pushed the boundaries of innovation, embracing the power of data-enabled technologies.

    I’m so proud of the positive impact the Collegis team generated with our partners across the entire student lifecycle, from the moment prospective students first inquire about a program to the day they graduate.

    Let’s look back at some of 2024’s meaningful results

    Recruitment and Enrollment Growth

    We supported double-digit year-over-year (YoY) enrollment growth –– as high as 57% –– for many partner institutions in first-year, program-specific, transfer, and graduate populations. Engagement from our enrollment teams was instrumental in connecting students with the right programs and guiding them through the admissions process.

    IT Managed Services and Student Support

    Our IT team ensured seamless operations, providing reliable technology solutions that empower students and faculty. Some of my favorite examples from 2024 include:

    • Integrating systems to drive process improvement across enrollment, financial aid, academics, and career services.
    • Modernized campus infrastructures and networks to drive student engagement at a college’s main hall.
    • Significantly improved student experience by implementing a user-friendly, single sign-on (SSO) solution across student-facing systems.
    • Led an institution through a critical component of its digital transformation journey by migrating its on-premise, legacy ERP to a cloud-based, next-generation solution.

    Innovative Learning Experiences

    Our instructional design team enabled partners to grow their online course offerings on platforms such as Brightspace, Canvas, Coursera, and Blackboard Ultra, including course and online library development, course migrations, maintenance, faculty support, and term start/end deployment activities.

    We collaborated with the nursing program at one partner to revamp the entire library of online courses to meet new accreditation standards. Another partner was able to add 200 online courses to fill the needs of 13 online programs at three schools.

    Marketing Impact

    Our web team conducted a user survey and other research to refine a partner’s website, which increased clicks to inquire by 82%, the request for information (RFI) click rate to 71%, and clicks to apply by 7.5%.

    Another shining example was uncovering a way to target a healthcare provider’s employees who are eligible for a tuition discount. Because of healthcare regulations, the partner could not provide an audience list, so Collegis addressed this niche audience using in-platform targeting tools available on social media platforms. The return on ad spend (ROAS) is 2.2:1 overall in 2024 with plans to expand the program next year.

    Student Success

    Our student support team provided essential services to help students thrive and continue to pursue their academic goals.

    • At a public, four-year institution in Ohio, Collegis Student Success Coaches helped new students with the registration process, driving admit-to-enroll numbers and YOY growth of +66% in Fall 2024.
    • At a private, four-year institution in Texas, Fall retention was 97%, with a 90% retention rate since the partnership launched.
    • At a private, four-year institution in New York, term-over-term retention from Summer to Fall is 96%, with a 91% average retention rate since the partnership launched.
    • At a public, two-year institution in the Pacific Northwest, Collegis helped drive the sixth consecutive term of enrollment growth, with Fall enrollment trending toward +8%.

    Research and Portfolio Planning

    Because we are ingrained in every step of the student lifecycle, partners often ask us to assist with forward-looking strategies. For example, our team helped a partner understand the pros and cons of expanding their full-time Accelerated Bachelor of Science in Nursing (ABSN) with a part-time program. With our marketplace analysis, recommendations for how to offer courses, and a marketing launch plan, the institution is currently accepting applications for Summer 2025.

    Another institution asked for Collegis’s assistance to develop a multi-year strategic approach to graduate enrollments. The partner’s team lead noted that, “[Collegis] led productive brainstorming and strategic planning sessions with the team. Their deep knowledge of graduate enrollment trends, market analysis for graduate programs and expertise in leading our team from conceptualization to the delivery of specific recommendations on our next steps were invaluable.”

    Strategic Innovation and Workshop Design

    Our strategy and solutions team helped colleges and universities unpack complex problems and find innovative, human-centered solutions. We architected and facilitated numerous design thinking workshops, guiding leadership teams through critical strategic discussions about the future of their institutions. I’ll let some of the participants of the workshops explain the value they got out of the sessions:

    • “Collegis didn’t just help us evaluate our processes — they led us on a journey to uncover areas of improvement we hadn’t even considered. Their expert guidance illuminated the path forward, empowering us to create a more positive, streamlined, and truly enjoyable student experience.”
    • “My team and I were thoroughly impressed with your ability to take what essentially was a speck of an idea and collaboratively ideate possibilities for [the university] to offer new academic programs and training to underserved high school populations.”
    • “Collegis took the time to meet with leadership prior to the sessions and came prepared to tackle the challenges at the college. The activities were well thought-out and allowed individuals time to really think about the core issues. Thanks to Collegis, I am hopeful that our college can make key changes that will benefit our student experience and lighten our faculty/staff workload.”

    Looking Forward

    As you can see, 2024 has been a year of growth, innovation, and collaboration. We are grateful for the opportunity to work with our partners and look forward to even greater achievements in the years to come.

    I’d like to extend my sincere gratitude to my Collegis colleagues, who amaze me with their creativity, expertise, and dedication to delivering exceptional results. I can’t wait to see what you do in 2025 to continue inspiring each other and driving growth for our partners.

    Happy Holidays and best wishes for a prosperous New Year!

    — Kim Fahey, CEO Collegis Education

    Source link

  • Voices of Innovation: Meet InsightsEDU 2025 Featured Speakers

    Voices of Innovation: Meet InsightsEDU 2025 Featured Speakers

    Higher Education Speakers of InsightsEDU

    Meet the thought leaders shaping the future of higher education at InsightsEDU 2025! Taking place from February 12-14, 2025 in New Orleans, LA, this conference brings together expert voices in higher education marketing, enrollment management, and leadership to discuss the evolution of today’s Modern Learner. This year, explore the future of higher education in 38+ sessions, where our speakers will share their vast expertise and unique perspectives. From higher education leaders to enrollment professionals, these speakers are vital to the InsightsEDU experience and are ready to equip you with insights to thrive in a new era of learning.

    The lineup of featured speakers for InsightsEDU 2025 is still growing—stay tuned for exciting new announcements! Below are the confirmed featured speakers as of November 7, 2024.

    Gregory Clayton

    President of Enrollment Management Services at EducationDynamics
    With over 30 years of experience in the higher education space, Greg brings valuable expertise in enrollment management and performance marketing. As President of Enrollment Management Services at EducationDynamics, he leads a comprehensive team offering agency marketing, enrollment services, strategic consulting, and research, all tailored to the higher ed sector. His leadership and career position him as a visionary strategist, equipped to offer insightful commentary on the higher education landscape and enrollment solutions. Join his session to learn more about how to better serve the Modern Learner and implement strategies that drive institutional success.

    Session: The Evolving Expectations of the Modern Learner: How Institutions Can Adapt and Thrive

    Wendy Colby

    Wendy Colby

    Vice President and Associate Provost for Boston University Virtual (BU Virtual)
    Throughout her career, Wendy has distinguished herself as a leader in online learning and enhancing the student experience. At BU Virtual, she focuses on delivering educational and technological excellence, positioning the program as a model of high-quality online education. Wendy’s commitment to advancing digital learning solutions ensures that students receive an exceptional learning experience. With extensive expertise in strategic leadership and global engagement, Wendy brings invaluable insights to InsightsEDU, where she will speak on best practices for collaborative strategies that optimize institutional success.

    Session: Bridging the Gap: Aligning Marketing & Enrollment Management for Success

    Roy Daiany

    Director, Education & Careers at Google
    With over 15 years of experience, Roy Daiany leads Google’s national team of education advertising strategists, partnering with top universities and EdTech companies to drive growth. A champion of technology-driven marketing, Roy will share valuable insights in his upcoming session, drawing on Google’s data to highlight key areas for optimizing student outreach and exploring innovative advertising practices.

    Session: Emerging Trends and Priorities for Higher Education

    Brent Fitch

    President of Rocky Mountain College of Art and Design
    Brent’s extensive career and leadership in higher education provide invaluable perspectives for InsightsEDU 2025. As President of Rocky Mountain College of Art and Design, he has played an instrumental role in shaping strategies that optimize student engagement. With a proven track record in developing innovative programs that enhance faculty, employee, and student outcomes, his strategic leadership offers InsightsEDU attendees exclusive access to tried and true best practices within higher education. Learn from Brent to gain a deeper understanding of how to navigate institutional challenges and embrace new strategies for ongoing success.

    Session: The Era of the Modern Learner: Redefining Higher Education

    Andrew Fleischer


    Head of Industry, Education at Google
    As Head of Industry for Education at Google, Andrew Fleischer leads a team dedicated to transforming how institutions and EdTech companies approach enrollment and brand positioning. With a background spanning strategic roles in Google’s App and Retail sectors, Andrew brings expertise in using data-driven advertising to address complex business goals. In his session at InsightsEDU 2024, Andrew will explore Google’s latest insights on the role of AI in higher education and share valuable strategies to navigate the evolving student journey.

    Session: Emerging Trends and Priorities for Higher Education

    Stephen Horn

    Chief Marketing Officer at The College of Health Care Professions (CHCP)
    Stephen Horn is an award-winning marketer known for his inventive strategies that drive growth and expand market share. With a strong background in brand-building and nurturing marketing talent, Steve has a proven track record of success. As Chief Marketing Officer for CHCP in Houston, his role has been critical to program success. InsightsEDU attendees can anticipate gaining valuable insights into effective strategies for enhancing student engagement and aligning marketing with cross-functional departments.

    Session: Bridging the Gap: Aligning Marketing & Enrollment Management for Success

    Dr. Melik Khoury

    Dr. Melik Khoury

    President of Unity Environment University
    Gain fresh insights and practical strategies for engaging Modern Learners with Dr. Melik Khoury, a pivotal leader in higher education. As President of Unity Environmental University, Dr. Khoury prioritizes student success and has spearheaded transformative initiatives to increase enrollment and retention. His commitment to affordability, accessibility, and flexibility are paramount to the university’s enduring success. Dr. Khoury’s tenure at Unity Environmental University has established him as an innovative and adaptable leader, making him an ideal expert to address today’s new era of learning and the unique needs of Modern Learners.

    Session: The Era of the Modern Learner: Redefining Higher Education

    Dr. Andy Miller

    Senior VP of Strategic Enrollment & Partnerships at Indiana Wesleyan University
    Andy Miller, PhD, brings a wealth of experience to InsightsEDU 2025. In his role as Sr. VP of Strategic Enrollment & Partnerships at Indiana Wesleyan University, Andy oversees enrollment and partnership initiatives, serving over 12,000 students. With expertise in building cross-industry partnerships and creating training pathways for adult learners to meet workforce demands, Andy is a pivotal leader in the field.

    Session: Bridging the Gap: Aligning Marketing & Enrollment Management for Success

    Dr. Joe Sallustio

    Dr. Joe Sallustio

    Vice President of Industry Engagement at Ellucian & Cofounder The EdUp Experience Podcast
    Dr. Joe Sallustio is a leading authority within the higher ed sector, recognized for his expertise in operations, finance, and academics. With over 20 years of experience, he has led teams across various institutional functions, including marketing, enrollment, finance, and student services, equipping him with the skills to successfully navigate the modern landscape of higher education. Dr. Sallustio leverages his extensive knowledge as co-founder and host of The EdUp Experience, a podcast that explores timely topics in the higher ed industry. Join his session to learn more about innovative strategies for addressing challenges and uncovering opportunities for student success amid changing times.

    Sessions: The Era of the Modern Learner: Redefining Higher Education

    Katie Tomlinson

    Katie Tomlinson

    Senior Director of Analytics and Business Intelligence at EducationDynamics
    Prepare to unlock insights with Katie Tomlinson. As the Senior Director of Analytics and Business Intelligence, Katie expertly manages data and reporting, uncovering key trends to support EducationDynamics in delivering data-driven solutions for the higher ed community. Learn from her as she discusses findings from EducationDynamics’ latest report, where attendees will gain a deeper understanding of the evolving learning environment and the significant factors that influence Modern Learners’ educational choices.

    Session: The Evolving Expectations of the Modern Learner: How Institutions Can Adapt and Thrive

    Engage with the Leaders Shaping Higher Education

    InsightsEDU 2025 promises to be another impactful conference, offering a forum for thought leadership, best practices, and meaningful networking among higher education professionals. This conference unites industry leaders and institutions to explore the key challenges and exciting opportunities facing the higher ed sector today. Taking place in early 2025, InsightsEDU is the perfect change to gain insights that will strengthen your institution’s foundation for the year ahead and beyond. Don’t miss out–Register today to secure your spot.

    Source link