Tag: Institutional

  • Institutional neutrality can’t be used to turn students into puppets

    Institutional neutrality can’t be used to turn students into puppets

    At a moment of political turmoil in American history, rife with violence, mass protest, and division, one university chose neutrality.

    In 1967, when the president of the University of Chicago convened a faculty committee to deliberate on how the university should approach social and political issues, American higher education faced a pivotal moment. The Berkeley Free Speech Movement had changed the face of campus activism just three years prior. American society was rocked by protests against the Vietnam War and racial segregation.

    That the committee emerged from deliberations with the Kalven Report, which recommended that colleges and universities stay neutral on major social and political issues, was a testament to the committee’s understanding of the purpose of the university to advance knowledge and truth-seeking.

    The Kalven Report, named for the chair of the committee Harry Kalven Jr., articulated the role of faculty and students as instruments of “dissent and criticism,” and the university’s role as the “home and sponsor of critics.” Importantly, the report noted that the university “is not itself the critic,” and added that the spirit of independence and neutrality mean the university “must embrace, be hospitable to, and encourage the widest diversity of views within its own community.”

    FAQ: Institutional Neutrality and the Kalven Report

    What is institutional neutrality? The idea that colleges and universities should not, as institutions, take positions on social and political issues.


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    FIRE has previously argued for colleges and universities to adopt institutional neutrality, both as a boon for the campus climate and as an insurance policy for the university. By declaring itself neutral on major political and social issues, a university ensures that it does not chill potential dissenters on campus by constantly taking official positions on unresolved topics. And it is worth noting that the Kalven Report makes a significant exception for threats to the “very mission of the university and its values of free inquiry.” There, a university may feel obligated to speak out on issues related to university governance.

    But recently, two public universities demonstrated that they misunderstand what institutional neutrality entails. They used the principle to restrict student speech under the guise of protecting university neutrality. 

    At the University of Texas at Austin, a Graduate Student Assembly representative introduced two resolutions opposing implementation of a Texas law eliminating university DEI programs and initiatives. The GSA prepared to bring the resolutions to the floor for consideration.

    But an administrator intervened on the grounds that the resolution constituted “political speech that is not permitted to be issued by a sponsored student organization in their official capacity.” This move directly contravened the GSA’s stated purpose to “serve as a voice for graduate students on matters of academics, student welfare, and campus policy.”

    FIRE and the ACLU of Texas wrote to UT Austin to explain why the university’s restrictions on the GSA are not required by the university’s adoption of institutional neutrality.

    When a student government merely expresses an opinion about a policy that has significant impact on campus, it is engaging in expressive activity protected by the same First Amendment principles that safeguard the speech of individual students. 

    Institutional neutrality restrains an institution from adopting official positions on major issues. While there are open questions about how far within a university institutional neutrality must extend, neutrality certainly does not require — and indeed, is at odds with — a university restricting the speech of student bodies. This is an especially important distinction to make, given the fact that student associations and governments are supposed to serve, in part, as voices for the student body.

    There are certain circumstances where student governments do exercise powers delegated by their universities, and so must abide by the same constitutional and legal obligations that bind the university itself. Student group funding, for example, is one area where student governments are required to be viewpoint-neutral, and FIRE has urged universities to intervene when student governments violate that obligation.

    But when a student government merely expresses an opinion about a policy that has significant impact on campus, it is engaging in expressive activity protected by the same First Amendment principles that safeguard the speech of individual students. Unduly restricting it violates students’ rights and the spirit of institutional neutrality, which is intended to allow the university to house exactly this kind of discourse and debate.

    UT Austin is not alone. This past summer, Purdue, just one year after adopting institutional neutrality, ordered an independent student publication to stop using “Purdue” in the publication’s URL and said it would end facilitating the publication’s free circulation on campus.

    The university did so because the publication is a private entity, and the university feared, in light of its stance on institutional neutrality, that the publication’s speech would be associated with the university. But this order made clear that Purdue misunderstood institutional neutrality. The university was incorrect that allowing a clearly independent student publication to use Purdue’s name in its URL was somehow a violation of institutional neutrality. 

    This was simply an attempt to censor student speech by removing long-standing informal arrangements the paper had with the university — an entirely unnecessary decision that could chill expression on campus. A reasonable person would not assume that an independent student publication or student organization is speaking on behalf of a university. This is especially so when one considers how many disparate university organizations use a university’s name or receive university funding.  

    Punishing student or faculty speech in the name of maintaining institutional neutrality turns the entire concept on its head. 

    Indeed, the wisdom of institutional neutrality is that it allows universities to foster the widest possible ranges of voices and perspectives on campus. It is not about protecting universities from being associated with views they dislike. Rather, universities can create environments where their community members feel free to take unpopular positions and debate difficult ideas without feeling that their university is putting its thumb on the scale in one direction or another. 

    Institutional neutrality does not mean penalizing student publications for their viewpoints, just as it does not justify muzzling student governments. Punishing student or faculty speech in the name of maintaining institutional neutrality turns the entire concept on its head. 

    Nearly 40 institutions, including university systems, have adopted institutional neutrality, and FIRE will continue to urge other universities to follow suit. But institutional neutrality must not be misunderstood as obligating a university to restrict the speech of student governments or publications. We urge UT Austin, Purdue, and other neutral institutions to refrain from using neutrality as an excuse to censor student speech.

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  • Trending Higher Ed Marketing Terms: A Glossary for Institutional Leaders

    Trending Higher Ed Marketing Terms: A Glossary for Institutional Leaders

    The pace of change in marketing technology can be dizzying, particularly for colleges and universities that are navigating enrollment challenges, digital transformation, and shifting student expectations. As your institution evaluates its tech stack, partners, and strategic priorities, fluency in key marketing technology (MarTech) terms isn’t just helpful. It’s essential.

    This glossary highlights 33 of the most relevant MarTech buzzwords for 2025 and beyond. Each term is defined with higher ed in mind, helping you decode the jargon and focus on what matters: reaching, enrolling, and retaining students more effectively.

    The language of modern higher ed marketing

    Consider this your cheat sheet for decoding today’s higher ed marketing terminology. Browse the buzzwords below, organized by topic.

    Data & identity terms

    First-party data
    Information collected directly through your institution’s digital properties — like your website, CRM, or application portal — used for personalized and compliant outreach.

    Zero-party data
    Data students or prospects intentionally share, such as preferences, interests, or intended major, often gathered via forms or surveys.

    Third-party data
    Data acquired from external providers to supplement internal profiles, which is increasingly less reliable due to privacy regulations and cookie deprecation.

    Cookieless tracking
    Alternatives to third-party cookies, using first-party data or contextual signals to measure behavior and personalize experiences.

    Student digital twin
    A virtual representation of a student that consolidates academic, behavioral, and engagement data to personalize support and anticipate needs. Learn more.

    Unified data architecture
    An integrated framework that brings together siloed systems (CRM, SIS, LMS) into a cohesive data environment for analytics and action.

    Data pipeline / ETL
    “Extract, transform, load” (ETL) processes that move and prepare data between systems, ensuring accurate and timely flow across platforms.

    Data trust/data hygiene
    Ensuring your data is clean, consistent, and reliable — a foundation for accurate analytics and effective campaigns.

    Data compliance
    Adhering to legal and ethical standards for data collection, usage, and storage, which is critical for maintaining trust and avoiding penalties.

    Data governance
    The policies and standards that ensure institutional data is accurate, secure, and compliant with regulations like FERPA and GDPR.

    GDPR (General Data Protection Regulation)
    A European Union regulation that sets strict guidelines for collecting and managing personal data, influencing privacy standards worldwide.

    AI & automation terms

    Generative AI
    Artificial intelligence that creates content (text, video, imagery) based on prompts and data inputs, increasingly used for marketing and student engagement.

    Predictive analytics
    Data models that forecast future behaviors, such as enrollment likelihood or student success risk, using historical and behavioral inputs.

    Predictive modeling
    A subset of predictive analytics that builds statistical models to anticipate outcomes, such as course success, stop-out risk, or inquiry-to-application conversion.

    Lead scoring
    Assigning values to prospective students based on behaviors and attributes to prioritize outreach and improve conversion.

    Marketing automation
    Tools that automate tasks like email sends, lead nurturing, and retargeting to deliver timely, personalized communication at scale.

    Conversational AI
    Chatbots and virtual assistants that engage users in real time, guiding inquiries and collecting data while reducing staff workload.

    AI-driven personalization
    Using machine learning to tailor experiences (like web content or email) based on user data and behavior.

    Engagement scoring
    Measuring how actively a student or lead is interacting with content to gauge interest and inform next steps.

    Retention risk scoring
    Modeling that identifies students likely to stop out based on early indicators, enabling timely support and intervention.

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    Performance & optimization terms

    Attribution modeling
    Techniques for assigning credit to marketing touchpoints across the funnel, helping determine what’s driving conversions.

    Return on investment (ROI)
    Measuring the effectiveness of marketing efforts by comparing cost to revenue or outcomes generated.

    Funnel optimization
    Improving each stage of the enrollment funnel (from awareness to application) to increase yield and reduce friction.

    A/B testing
    Running controlled experiments between two versions of content or creative to identify what performs best.

    Lift analysis
    A method of measuring the incremental impact of a campaign or intervention by comparing it to a control group.

    Real-time analytics
    Instant access to performance data, allowing teams to adjust campaigns or communications on the fly.

    Brand equity
    The perceived value and trustworthiness of your institution’s brand, which influences enrollment decisions and marketing ROI. Learn about its importance in higher ed.

    Experience, search & strategy terms

    System integration
    Connecting technology platforms (CRM, SIS, LMS, CMS) so data can flow across systems and support a seamless user experience.

    Program viability modeling
    Using market, enrollment, and financial data to assess which academic programs to invest in, optimize, or sunset. Learn more about academic portfolio strategy.

    Behavioral segmentation
    Grouping users based on their actions (like clicks, visits, or engagement) to enable more precise targeting.

    Semantic search
    Search engines increasingly rely on meaning and intent rather than keywords, making content structure and clarity more important than ever.

    Structured data/schema markup
    Code that helps search engines understand and categorize your content, improving visibility in search engines and AI search.

    Cross-lifecycle marketing
    Coordinating engagement strategies across the entire student lifecycle (from prospect to alumni) to build long-term relationships and lifetime value.

    Looking ahead

    Understanding MarTech terms isn’t about chasing trends. It’s about equipping your institution to make informed, future-ready decisions about technology, data, and strategy. Use this glossary as a reference point as you audit your tech stack, plan campaigns, or vet potential partners.

    Ready to go deeper? Partner with Collegis to unlock the full power of your data and technology. Our marketing services and data expertise enable institutions to build smarter strategies, streamline their systems, and drive measurable growth in enrollment and student success.

    Innovation Starts Here

    Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.

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  • Gaza, higher education, and the ethics of institutional neutrality

    Gaza, higher education, and the ethics of institutional neutrality

    When I published my academic article Witnessing Silence: The Palestinian Genocide, Institutional Complicity, and the Politics of Knowledge in June this year, I shared it on LinkedIn expecting it might quietly circulate among those already engaging with Palestine and decolonial education.

    Instead, what followed was an unexpectedly wide response – emails, messages, and private conversations from academics and professional services staff across the sector, expressing that the piece gave language to something they had been living with but unable to name.

    Where the original piece offered a theoretically grounded, autoethnographic account of institutional complicity and epistemic violence in UK higher education, this is a direct reflection on what that silence means in practice: for those of us who work within universities, support students, write policy, and try to teach with integrity in times of crisis.

    This is not a neutral topic. Nor, I believe, should it be. But it is one that demands clarity, care, and honesty about what our sector chooses to say – or not say – when faced with the mass killing of civilians, including thousands of children. It also demands that we reckon with how our silences function, who they serve, and who they leave behind.

    What is the silence we’re talking about?

    Since October 2023, higher education institutions in the UK have issued few, if any, direct statements on the situation in Gaza. Where communications have been made, they have been strikingly general: references to “ongoing events in the Middle East,” or “the situation in Israel and Gaza.” In many cases, even the word “Palestine” is omitted altogether.

    This is not simply a matter of tone. Language signals recognition, and its absence is felt. In the same period, UK universities have published clear and immediate statements on the war in Ukraine, the Christchurch mosque attacks, and the murder of George Floyd. These responses were swift and specific, naming both the nature of the violence and the communities affected.

    By contrast, when it comes to Gaza, where, as of April 2025, the Palestinian Central Bureau of Statistics reported that 17,954 children killed, 39,384 children orphaned, and 7,065 children injured, many with life-changing disabilities most institutions have chosen vagueness or silence.

    The use of the term “genocide” is not a personal flourish. It has been raised by international human rights organisations such as Amnesty International, by UN experts, and by legal scholars. It is also under formal consideration at the International Court of Justice, which in January 2024 issued provisional measures recognising a plausible risk of genocide in Gaza. To avoid naming this, or to replace it with neutral euphemisms, is not caution. It is abandonment.

    I do not assume that this silence stems from indifference. In many cases, it reflects complex pressures: reputational risk, external scrutiny, internal disagreement, legal advice. But intention does not cancel out impact. And the cumulative impact of this silence is a deepening sense that Palestinian suffering is institutionally unrecognisable: too controversial to name, too politically fraught to mourn, too inconvenient to address.

    How silence affects minoritised staff and students

    The consequences of silence are not theoretical; they are lived. For many Muslim, Arab, and pro-Palestinian staff and students, the ongoing refusal to acknowledge what is happening in Gaza has created a climate of anxiety, exhaustion, and quiet despair. What I describe in my research as “moral injury” – the psychological toll of witnessing profound injustice while being expected to remain silent – has become, for many, a defining feature of daily academic life.

    I’ve heard this from colleagues across roles and disciplines: early career researchers who self-censor in lectures and grant proposals, students too afraid to name Palestine in their dissertations, and professional services staff torn between personal conviction and institutional messaging. Some have received formal warnings; others speak only in private, fearful of reputational damage or being labelled as disruptive. The burden of caution is not equally distributed.

    These are not isolated feelings. For many colleagues and friends, this silence also carries an unbearable weight: the knowledge that our lives are treated as less valuable and more easily dispensable. Conflicts in Iraq, Afghanistan, Yemen, Gaza, and Syria have taken millions of lives, yet they rarely provoke the same sustained outrage or mobilisation that far smaller losses elsewhere receive – a phenomenon documented by Kearns et al. (2019). To live with that awareness is haunting. And when universities, too, remain vague or silent, the omission feels less like caution and more like confirmation, that even here, in institutions that speak of justice and care, some lives – our lives – and losses are considered harder to name.

    I want to be clear: I am not accusing individuals of deliberate harm. But when institutions fail to name atrocities, when they issue statements that sidestep historical context, and when they offer wellbeing support without acknowledging what that support is for, they deepen a sense of abandonment that many minoritised staff already carry. It becomes harder to feel safe, heard, or morally aligned with the institutions we work in.

    Silence becomes censorship

    Silence in our universities is not just absence. It often comes with a cost for anyone who dares to speak. What looks like neutral restraint can be revealed, in practice, as institutional censorship.

    Since October 2023, disciplinary investigations have spread across UK campuses. A joint investigation found that at least 28 universities launched formal proceedings against students and staff over pro-Palestinian activism, involving more than a hundred people. Other reporting suggests that as many as 250 to 300 employees across the sector have been investigated or threatened with dismissal simply for expressing pro-Palestinian views.

    A HEPI report documents how encampments across UK universities, including many Russell Group members, were met with heavy institutional responses. Emails obtained by journalists also show that university security teams adopted “US-style” surveillance tactics during protests, often under pressure from their own professional networks.

    These are not isolated anecdotes. The pattern is clear. Silence is not neutral. It is often enforced. When colleagues or students raise their voices, they risk being investigated, disciplined, or even expelled. That cost is real and immediate, and it must be named.

    Ethical contradictions

    What makes the silence so disorienting is not just the absence of language, it’s the dissonance between that silence and the values our sector claims to uphold. We talk about decolonisation, inclusive pedagogy, and trauma-informed practice. We encourage students to “critically engage with systems of power,” and we celebrate academic freedom as foundational to our purpose. Yet when faced with a case of genocide – documented by international bodies, witnessed daily in the media, and devastating in its scale – many universities fall silent.

    This is not simply a question of public statements. It is a deeper ethical contradiction that permeates the day-to-day environment of higher education institutions. When staff are encouraged to design anti-racist curricula but discouraged from naming colonial violence in Palestine, the message is clear: some histories are welcome, others are not. When mental health services are promoted but cannot address the context of collective grief, the care offered feels hollow.

    None of this is new. As my article argues, the logic of institutional silence is historically patterned. Higher education has long been selective in its expressions of solidarity – often willing to speak when the political stakes are low, but cautious when they risk reputational or legal exposure. What we are seeing now is the cumulative effect of that selectivity: a moral framework that is uneven, inconsistent, and, for many, increasingly untenable.

    What can institutions do?

    If silence has consequences, then breaking it must be an intentional act. This doesn’t mean rushing to issue statements for every global tragedy. But it does require universities to reflect on the ethical frameworks guiding their public responses, especially when those responses (or omissions) disproportionately impact already marginalised groups.

    First, naming matters. Even if a university does not take a political position, it can acknowledge the reality of civilian death and collective grief. It can refer explicitly to Palestinians as a people, not just as part of a geography. It can recognise that some communities in our institutions are disproportionately affected by what is unfolding, and that they are looking to us not just for pastoral care, but for moral clarity.

    Second, policy protections must catch up with practice. Staff who speak out within the bounds of academic freedom should not face disproportionate scrutiny or reputational risk. Nor should students be penalised for engaging critically with the politics of occupation, war, or settler colonialism. Institutional support must be consistent, not selectively applied based on the political palatability of the cause.

    Finally, universities must reckon with the unequal distribution of emotional labour. Many of us who are called upon to “lead conversations” on inclusion or belonging are also the ones absorbing the silence around Palestine. That dissonance is unsustainable – and addressing it requires more than a line in a strategy document. It requires courage, consistency, and care.

    There is no perfect statement, no risk-free position. But neither is neutrality ever neutral. If we expect students and staff to bring their whole selves into our classrooms, then we must be prepared to name the losses and injustices that shape those selves—and to respond with more than silence.

    Silence is not safety

    The idea that universities must remain neutral in the face of political crisis may feel institutionally safe, but it is ethically brittle. Neutrality, when applied unevenly, is not neutrality at all. It becomes complicity, dressed up as caution.

    What makes this moment so painful for many in the sector is not just the lack of solidarity, but the sense that even the language of care has become selective. If we are truly committed to fostering inclusive, trauma-informed institutions, then we cannot exclude entire communities from the scope of our empathy. We cannot preach justice in our classrooms while avoiding it in our corridors.

    In the weeks following the article’s publication, I received messages from colleagues across the country – many from minoritised backgrounds – who described feeling both moved and afraid: seen, perhaps for the first time, but still unsure whether it was safe to speak.

    There is still time for institutions to act, not by offering perfect words, but by showing they are listening. By naming what is happening. By protecting those who speak. And by recognising that silence is not safety. For many of us, it is precisely the thing we are trying to survive.

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  • How Gov. Shapiro’s role at Penn puts free speech and institutional autonomy at risk

    How Gov. Shapiro’s role at Penn puts free speech and institutional autonomy at risk

    Nearly two years ago, the Hamas-led October 7 attacks on Israel and Israel’s subsequent invasion of Gaza sparked intense debate and demonstrations on American campuses. 

    Many schools responded by attempting to censor controversial but protected speech in the name of combating antisemitism. But in testimony before Congress on Dec. 5, 2023, University of Pennsylvania’s then-President Liz Magill initially declined to follow suit. She explained that “calling for genocide” does not always violate Penn’s rules. Instead, she correctly labeled this a “context-dependent decision,” recognizing that rhetoric some find deeply offensive can still be protected speech. This assertion was in line with Penn’s longstanding — but often ignored — commitment to tracking the First Amendment in its own policies.

    Unfortunately, Magill quickly backtracked in the face of public criticism, including from Pennsylvania Gov. Josh Shapiro. The governor said publicly that Magill needed to “give a one-word answer” and that her testimony demonstrated a “failure of leadership.”

    As it turns out, the governor’s response was not limited to his public comments. Recent reporting by The Chronicle of Higher Education reveals how Gov. Shapiro’s office enmeshed itself in this controversy and in Penn’s response to antisemitism on campus in the months and semester that followed October 7.

    Seizing on a rarely used provision of the Penn Statutes of the Trustees that establishes the governor as a trustee ex officio, Gov. Shapiro appointed Philadelphia lawyer Robb Fox as his observer to the board of trustees. Gov. Shapiro’s director of external affairs Amanda Warren explained in a then-private email that Fox would be “integrated into all future board meetings, as well as ongoing antisemitism work, on behalf of the Governor.” Fox was previously part of the governor’s transition team in 2022 and serves as his appointee on the board of SEPTA, Philadelphia’s transit authority.

    Per the Chronicle, Fox “quickly immersed himself in Penn’s affairs — arguing technicalities of the board of trustee’s rules, liaising with students, faculty, and administrators, and contributing to Penn’s task force on antisemitism.” He began corresponding with Marc Rowan, who serves as chair of the Penn Wharton School’s board of advisors and was an early critic of both Magill and Bok. And in one early email regarding a proposed statement from the board, Fox said he would tell them “enough with the statements” and that they needed “a vote on board chair [Scott Bok] and president remaining.”

    Days later, Magill and Bok resigned. A member of Penn’s School of Arts and Sciences’ board later thanked Fox for this early engagement, saying the trustees were able to oust Magill and Bok “with the governor’s nudge and with his support.”

    All of this broke with precedent. Historically, Penn did not allow designees to attend board meetings in the governor’s place. The university only broke with this tradition after “many conversations between the Governor, President Magill, Board leadership, and staff.”

    Fox’s influence reportedly expanded in the months that followed. Penn’s then-interim President Larry Jameson intervened to add Fox to the university’s antisemitism task force. One member of the task force told the Chronicle that Fox frequently said he was trying to represent the governor’s position. And when Fox got the impression that the task force was trying to treat him as a mere spectator, he reached out to Warren and declared that he would “not be an observer.”

    Throughout all this, Fox and Warren frequently acted as a team. She connected him with Rowan in the early days of his appointment, and later connected him with the Penn Israel Public Affairs Committee. Fox and Warren were both part of an email exchange with Penn’s new board chair that sought information about the burgeoning encampment. And when Fox considered bypassing the task force on antisemitism and going directly to President Jameson to address an Instagram post by a pro-Palestine student organization, he first emailed Warren to discuss the issue with her.

    Neither Penn nor Gov. Shapiro’s office deny any of this involvement. Indeed, both parties acknowledged their relationship in comments to the Chronicle, with Gov. Shapiro’s spokesperson explaining that they and Fox intervened in order to combat hate and antisemitism.

    State pressure on private universities can be a dangerous backdoor to censorship

    Combating unlawful antisemitic harassment is a noble goal, but when powerful public officials wield their influence to regulate speech at private universities, they’re playing a dangerous game. We saw this play out recently at Columbia University, where university leaders responded to the Trump administration’s unlawful funding freeze (purportedly a response to campus antisemitism) by capitulating to demands that will chill protected speech. 

    Columbia incorporated the International Holocaust Remembrance Association’s overbroad definition of antisemitism, which the Trump administration had earlier demanded, into its own definition. Later, in a settlement agreement it signed to restore government funding, Columbia required students to commit to vague goals like “equality and respect” that leave far too much room for abuse, much like the DEI statementscivility oaths, and other types of compelled speech FIRE has long opposed.

    Gov. Shapiro’s intervention here is not nearly as heavy-handed, but it is still cause for concern. If the Chronicle’s reporting is accurate, then he and his office must act with greater restraint given the state’s influence over Penn, a private institution, and the potential for overreach.

    The Chronicle notes that when President Jameson took office, Penn was working to reclaim $31 million in funding for its veterinary school and $1.8 million designated for the Penn Medicine Division of Infectious Diseases that had been withheld by the Pennsylvania legislature over antisemitism concerns. When faced with the loss of so much funding, many institutions, even those as wealthy as Penn, will be quick to fall in line with the state’s demands.

    This backdoor approach to regulating speech, known as jawboning, is both incredibly powerful and uniquely dangerous. The First Amendment only protects against state censorship, not private regulation of speech, so when the state pressures private institutions into censoring disfavored speech, it blurs the legal line between unconstitutional state action and protected private conduct. The Supreme Court unanimously condemned this practice in NRA v. Vullo, reaffirming its 60-year-old ruling that governments cannot use third parties to censor speech they disfavor. The Court explained that this practice would allow a government official to “do indirectly what she is barred from doing directly.” 

    Jawboning’s chilling effects go beyond the pressured institution itself. For example, Gov. Shapiro’s close involvement at Penn incentivizes campus leaders to over-enforce their anti-discrimination and harassment policies in ways that prohibit or chill what would otherwise be lawful speech. Rather than risk state interference, many institutions will censor first and ask questions later.

    None of this is to say that Penn has a sterling history when it comes to managing speech controversies on its own. In fact, Penn finished second to last in FIRE’s 2023 campus free speech rankings. But the situation is likely to get worse, not better, when the government amplifies the impulse to censor.

    Transparency limitations at private universities amplify the risks of state involvement

    Private universities are not subject to open-records laws like many public universities. At a public university, it is often possible to obtain records that reveal how or why the school changed a speech policy or engaged in censorship. By contrast, at a private university there is no formal way (besides the costly process of litigation) to request records that reveal the basis for such actions, including the extent to which they were the result of state pressure.

    For example, after Penn’s tumultuous 2024 spring semester, the university adopted a vague and overbroad events and demonstrations policy. This policy prohibits “advocat[ing] violence” in all circumstances, even when it doesn’t cross the line into unprotected and unlawful conduct or speech, like incitement or true threats. Moreover, the policy fails to define “advocat[ing] violence.” This leaves students guessing and will lead to administrative abuse and uneven enforcement. Is the common but controversial slogan “from the river to the sea, Palestine will be free” a call for violence in Israel or a call for political change? Calling for U.S. bombing of terrorist groups like ISIS or Al-Qaeda is explicitly advocating violence. Is that prohibited? Under Penn’s new policy, that’s left to administrators to decide. 

    FIRE criticized this policy at the time and expressed concern that it was driven in part by viewpoint discrimination. But at a private university like Penn, there is no public records mechanism for the public to scrutinize how or why the policy was adopted. And although private universities are generally well within their rights to keep these decisions private, this arrangement becomes more troublesome when the state gets involved.

    Private universities have their own free speech rights

    Private universities themselves have free speech rights. A federal district court recently reiterated as much, explaining that the Trump administration violated the First Amendment when it conditioned funding to Harvard on the university “realigning its campus to better reflect a viewpoint favored by the government.” 

    Harvard, like Columbia and many other institutions, has been the target of a federal pressure campaign purportedly aimed at combatting antisemitism. But unlike Columbia, Harvard chose to defend its rights in court. This stand is praiseworthy, and the district court’s decision shows that private institutions stand on solid legal ground when they resist unlawful government pressure. Unfortunately, not every institution will be bold enough, or sufficiently well resourced, to fight the state in court.

    State actors should protect students by enforcing the law, not by censoring protected speech

    Given these dangers, Gov. Shapiro and other government actors seeking to combat discrimination must act through the proper legal channels. In the federal context, this means following the procedures laid out by Title VI and binding federal regulations. In its ruling for Harvard, the district court explained that this process is designed to ensure that recipients of federal funding “are shielded against being labeled with the ‘irreversible stigma’ of ‘discriminator’ until a certain level of agency process has determined that there was misconduct that warranted termination.” In other words, this process is a check on government overreach and all the harms that entails. The same principle applies to states trying to combat discrimination within their borders.

    Enforcing valid anti-discrimination laws is important. But there’s a significant danger when state actors attempt to use the rationale of anti-discrimination to regulate speech at private universities. If left unchecked, this backdoor regulation risks turning private universities into de facto extensions of the state — undermining both academic freedom and the First Amendment itself.

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  • Job Descriptions – Institutional Affairs

    Job Descriptions – Institutional Affairs

    Job Description Index

    Institutional Affairs

    Developed with the help of volunteer leaders and member institutions across the country, The Job Descriptions Index provides access to sample job descriptions for positions unique to higher education.

    Descriptions housed within the index are aligned with the annual survey data collected by the CUPA-HR research team. To aid in the completion of IPEDS and other reporting, all position descriptions are accompanied by a crosswalk section like the one below.

    Crosswalk Example

    Position Number: The CUPA-HR position number
    BLS SOC#: Bureau of Labor Statistics occupation classification code
    BLS Standard Occupational Code (SOC) Category Name: Bureau of Labor Statistics occupation category title
    US Census Code#: U.S. Census occupation classification code
    VETS-4212 Category: EEO-1 job category title used on VETS-4212 form

    ***SOC codes are provided as suggestions only. Variations in the specific functions of a position may cause the position to better align with an alternate SOC code.

    Sample Job Descriptions

    Business Continuity/Emergency Planning Professional

    Chief of Staff to System or Institution CEO

    Chief Risk Management/Compliance Officer

    Deputy Head, Institutional Research

    Deputy Head, Institutional Title IX Compliance

    Disability Services Advisor

    Disability Services Coordinator

    Head, Campus Disability Services

    Head, Institutional Title IX Compliance

    Head, Institutional/Academic Assessment

    Head, Title III Program

    Institutional/Academic Assessment Professional

    Institutional Review Board (IRB) Coordinator

    Title IX Investigator

    The post Job Descriptions – Institutional Affairs appeared first on CUPA-HR.

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  • Purdue fails its own test on institutional neutrality

    Purdue fails its own test on institutional neutrality

    In June 2024, the Purdue University Board of Trustees boldly declared that Purdue does not take sides on the leading, and often contentious, issues of the day. Quoting the University of Chicago’s 1967 Kalven Report, the board affirmed that, true to the principles of “institutional neutrality,” the university is host to dissidents and critics but “it is not itself the critic.”

    That is, until the critics say something the university doesn’t like. 

    In Purdue’s case, all it took was for the independent student newspaper The Exponent to publish an editorial announcing it would remove the names and images of pro-Palestinian activists from its website over concerns that the federal government would use them in its efforts targeting what the government called “pro-jihadist” speech. Purdue’s administration then went on the offensive. Citing “institutional neutrality,” the university told the publication, run by Purdue students since 1889, to stop using the name “Purdue” in its URL. Purdue also said it would stop circulating the newspaper and end preferential parking for its staff. 

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    But the Kalven Report’s appropriate, self-imposed limitations apply strictly to the university’s own speech. It has nothing to do whatsoever with the speech of students, student groups, or independent student publications.

    Demanding that the paper drop the name “Purdue” from its web address makes a mockery of the phrase “institutional neutrality.” The Kalven Report, which Purdue professes to follow, warned:

    The university is a community … which cannot take collective action on the issues of the day without endangering the conditions for its existence and effectiveness. There is no mechanism by which it can reach a collective position without inhibiting that full freedom of dissent on which it thrives.

    In other words, the mere act of taking an official position on an issue may stifle dissent because anyone who disagrees is now not only disagreeing with the position, but with the university itself. That ends up undermining the primary reason for the university’s existence in the first place. The idea is for the university to avoid offering its own opinions in order to give community members space to freely offer theirs. That includes publications like The Exponent, which may report or editorialize in a way that favors certain viewpoints. 

    There’s little prospect of Exponent readers confusing the publication’s takes with  official university doctrine, as Purdue apparently worries will happen when it says the paper “should not associate its own speech with the University.” A quick visit to the “About Us” section of the paper’s website reveals that The Exponent makes it perfectly clear that it’s “independent of the university” and “jurisdictionally and financially” separate from Purdue. 

    In its bizarre attempt to invoke “institutionality neutrality” to change the newspaper’s URL, Purdue is also ignoring trademark law. As the paper’s staff notes

    The university asked for The Purdue Exponent to no longer use the word “Purdue” for all commercial uses, even though the Purdue Student Publishing Foundation has a trademark on the name “The Purdue Exponent” [registered with Indiana’s Secretary of State’s office] until 2029.

    The Foundation currently uses “Purdue Exponent” for the paper’s URL and not the paper’s masthead. Even so, if Indiana’s trademark examiners thought that there was any likelihood of readers confusing The Exponent’s works with official university publications, it would have never approved the publication’s trademark application. Along similar lines, no one (we hope) sees the name of Purdue University College Republicans or Purdue College Democrats and assumes that, because “Purdue” is in the name, either student group speaks for the school. In scenarios like these, the only confused party is Purdue. 

    Purdue should be applauded for committing to Kalven principles. But it makes a mockery of said principles by censoring student journalism.

    Not all free speech advocates agree that Purdue’s actions undermine institutional neutrality. In a recent blog post, Heterodox Academy Director of Research Alex Arnold argues, “By ending its special relationship with, and consequent subsidies for, The Exponent, Purdue has chosen to treat it like any other self-described independent student news organization.” He adds, “Granting of special privileges and perks to The Exponent may further give the impression that it is, in fact, a news agency of Purdue, and even speaks in some way for the university.” 

    But it’s extremely doubtful that, unless Exponent staff writers are forced to use metered street parking instead of university spaces, readers will be unable to tell the difference between an op-ed and a university press release. And while it’s dubious that Purdue only circulating one paper implies Purdue’s endorsement of all the contents of said paper (including potentially conflicting op-eds), the university’s fixation on the paper’s URL is especially irrational. 

    Purdue’s overreaction and misapplication of its professed principles risk jeopardizing the progress made by dozens of other higher education institutions that have committed to institutional neutrality. According to FIRE’s latest tally, 32 colleges or systems of schools have formally committed to not take positions on social and political issues unless those issues “threaten the very mission of the university and its values of free inquiry.” 

    The University of North Carolina systemVanderbiltHarvardYaleDartmouth, and, of course, the University of Chicago have all adopted official positions on institutional neutrality, and we’re leading the fight to get more institutions on board.

    Critics have argued that neutrality is impossible because everything is political, from school calendars to core curricula. By that logic, even declining to make political statements — or deter potentially-biased student reporting — is a political act. But this merely serves as a rhetorical trap designed to justify disposing of neutrality altogether. 

    The truth is that it’s simply not the place of the university to comment on the issues of the day, like the Israeli-Palestinian conflict or changes to Medicaid, that aren’t related to the institution’s educational mission. Misapplying institutional neutrality opens the door to even more blatant violations of this time-tested principle. 

    Institutions that have adopted institutional neutrality pay close attention to how the others enforce neutrality, and one school’s overzealous application can translate to harmful practices across the board. In this politically fraught time, it is more important than ever for universities to give students and faculty the space they need to make their voices heard. Purdue should be applauded for committing to Kalven principles. But it makes a mockery of said principles by censoring student journalism. FIRE hopes other universities will practice what they preach and stay true to institutional neutrality. 

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  • Purdue Cuts Off Student Paper Citing Institutional Neutrality

    Purdue Cuts Off Student Paper Citing Institutional Neutrality

    Purdue University has ended a long-standing partnership with its independent student newspaper, The Purdue Exponent, and will no longer distribute papers, give student journalists free parking passes or allow them to use the word “Purdue” for commercial purposes.

    The Purdue Student Publishing Foundation board (PSPF), the nonprofit group that oversees The Exponent—the largest collegiate newspaper in Indiana—said the changes came without warning.

    On May 30, PSPF received an email from Purdue’s Office of Legal Counsel notifying the group that their contract had expired more than a decade ago and the university would not participate in newspaper distribution or give the students exclusive access to newspaper racks on campus.

    In addition, the message said, the university will not enter into a new contract for facility use with the paper to remain consistent with the administration’s stated policy on institutional neutrality.

    According to a statement from the university, it is not consistent “with principles of freedom of expression, institutional neutrality and fairness to provide the services and accommodations described in the letter to one media organization but not others.”

    The Exponent is the only student newspaper, though Purdue also has two student news channels, FastTrack News and BoilerTV.

    Legal counsel also asked The Exponent to keep “Purdue” off the masthead and out of the paper’s URL because “The Foundation should not associate its own speech with the University.” PSPF says it has a trademark on “The Purdue Exponent” until 2029.

    PSPF and Purdue have held distribution agreements since 1975, in which Exponent staff would drop papers off at various locations across campus and staff would then place them on newspaper racks.

    In 2014, the Exponent delivered the university a new contract to renew the agreement for the next five years, according to paper staff. The contract was never signed, but the terms of the agreement continued until Monday, June 2.

    Now, The Exponent is permitted to distribute papers themselves and have nonexclusive access to newspaper stands on campus, according to the university; students said they don’t have early access to many of the buildings the way staff do.

    “Purdue’s moves are unacceptable and represent not only a distortion of trademark law but a betrayal of the university’s First Amendment obligations to uphold free expression,” Dominic Coletti, a student press program officer for the Foundation for Individual Rights and Expression, told The Exponent. “Breaking long-standing practice to hinder student journalism is not a sign of institutional neutrality; it is a sign of institutional cowardice.”



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  • Negotiating the Future: How HBCUs and MSIs Can Leverage Strategic Enrollment Management for Institutional Resilience

    Negotiating the Future: How HBCUs and MSIs Can Leverage Strategic Enrollment Management for Institutional Resilience

    Dwight SanchezIn today’s hyper-competitive higher education landscape, the challenges facing Historically Black Colleges and Universities (HBCUs) and Minority Serving Institutions (MSIs) are immense. Declining birth rates, changing student expectations, shifting public sentiment, and persistent underfunding place extraordinary pressure on institutions that have long served as lifelines for students of color and first-generation learners. Yet amid these challenges lies an opportunity. By reimagining Strategic Enrollment Management (SEM) through the lens of negotiation theory, HBCUs and MSIs can increase their strategic agility, strengthen institutional partnerships, and yield more robust enrollment outcomes.

    SEM as Negotiation

    Strategic Enrollment Management isn’t merely about admissions and financial aid—it’s about aligning institutional mission with market realities in ways that are both student-centered and data-informed. Viewed through the lens of negotiation, SEM becomes a dynamic system of interdependent relationships: with prospective students, families, community influencers, K-12 schools, alumni, faculty, and internal staff. Drawing from 3D Negotiation: Powerful Tools to Change the Game in Your Most Important Deals by David Lax and James Sebenius, and Essentials of Negotiation by Lewicki, Saunders, and Barry, three principles become especially relevant: setupdeal design, and tactical interaction.

    • Setup involves determining who needs to be at the table, what interests are at stake, and which parties have influence over enrollment decisions. For HBCUs, this means engaging not just students, but parents, clergy, high school counselors, and community mentors who shape the decision-making ecosystem.
    • Deal Design refers to how institutions create value through the student’s experience. It’s not just about price; it’s about crafting offers that resonate emotionally and practically with underserved populations. This might include mentorship programs, clear career pathways, and intentional support systems.
    • Tactics, while often emphasized, should follow—not lead—strategy. Scripts matter less than systems, and strategic enrollment leaders must know when to pivot from persuasive messaging to coalition-building and issue reframing.

    The Cultural Context

    The diversity within HBCUs and MSIs also means that enrollment negotiations occur across varied cultural, economic, and generational dimensions. Chapter 11 of Essentials of Negotiation reminds us that in international and cross-cultural negotiations, assumptions can be fatal. For instance, assuming that all Black or Latino students respond similarly to recruitment strategies ignores regional, familial, and economic differences. Strategic enrollment leaders must develop cultural humility and data literacy to avoid overgeneralization and instead build nuanced personas that guide outreach.

    Equally important is the political environment. Public perceptions of DEI initiatives, affirmative action, and federal funding can dramatically alter an institution’s appeal and perceived legitimacy. In this context, setup becomes a shield—anticipating changes, diversifying recruitment pipelines, and framing the institutional value proposition in ways that transcend political cycles.

    Leadership and Accountability

    Leading enrollment through this lens requires a shift from short-term performance metrics to long-term strategy. Enrollment managers must adopt a leadership posture that blends transformational vision with collaborative execution. As Lewicki et al. note in Chapter 10, multiparty negotiations (such as cross-department SEM committees) require clear roles, shared goals, and open channels of communication. Leaders must foster psychological safety while holding teams accountable to institutional KPIs—bridging the often-siloed worlds of marketing, academic affairs, and student support.

    Professional development plays a critical role here. Too often, enrollment teams are equipped with tactical training (CRM usage, phone scripts, event planning) but lack exposure to systems thinking, data storytelling, or negotiation dynamics. Embedding professional learning communities and creating leadership pipelines within SEM units allows HBCUs and MSIs to develop internal change agents who can sustain innovation over time.

    The Path Forward

    HBCUs and MSIs are more than educational institutions—they are engines of social mobility and cultural affirmation. But to thrive, they must adopt a strategic posture that sees every element of SEM as a negotiation: from brand positioning to student engagement, from financial structuring to internal alignment.

    Consider this: An HBCU looking to boost STEM enrollment among underrepresented males recognizes that traditional outreach and scholarship packages have limited impact. Instead of only increasing merit aid, the institution reframes its offer through negotiation theory. They partner early with high schools, launch a summer bridge program co-led by STEM faculty and alumni, and guarantee every enrolled student a faculty mentor and paid internship by year two. They also engage parents and community leaders as ambassadors—tapping into local trust networks. At the internal level, they align academic and student affairs teams through shared enrollment metrics and regular scenario planning meetings, increasing accountability and cohesion.

    This isn’t just marketing—it’s “setup” and “deal design” in action. It expands the scope of stakeholders, adds value beyond dollars, and creates a win-win proposition for the student, family, and institution. It also reflects a broader institutional willingness to act as a proactive negotiator in shaping its market position.

    By leveraging the principles of negotiation—particularly setup, value creation, and coalition building—enrollment leaders can develop strategic enrollment plans that are not only adaptive but transformative. In doing so, they ensure their institutions remain vital pathways for generations of students yet to come.

    Dwight Sanchez is the Executive Director of Enrollment Management at the University of Maryland School of Pharmacy.

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  • Boards Must Fight for Institutional Independence (opinion)

    Boards Must Fight for Institutional Independence (opinion)

    The academy is facing a crisis of confidence. Where shared governance once nurtured robust debate and institutional progress, a climate of fear is taking hold, stifling dialogue and endangering the very mission of higher education. Decision-makers, ensnared in an atmosphere marked by uncertainty, are both terrified to act and paralyzed by inaction. They are troubled by a well-orchestrated effort that seeks to fundamentally alter higher education, forcing the sector into a state of existential terror for the foreseeable future. Consequently, we are witnessing a shift from shared governance to scared governance, and the consequences are profound.

    At present, presidents seem to be thunderously quiet, boards approach critical issues with trepidation and faculty members feel suppressed in their teaching and research. The insidious costs of these constraints—the lost opportunities, the stifled innovation, the further erosion of trust—are staggering. These costs must be exposed to public scrutiny, as they are not confined to higher education. The repercussions of external intrusion will manifest in every facet of our society.

    Governing boards—guardians of institutional mission and values—must recognize the gravity of this moment. This isn’t simply about diversity, equity and inclusion, though the attacks on DEI initiatives are a major part of the problem. This is about institutional independence, the freedom to pursue knowledge and the very DNA of our nation’s colleges and universities. Too often board members have permitted faculty or presidents to take the lead in governance and have used shared governance as an excuse, explanation or cover for their own lack of involvement. They have successfully hidden in plain sight.

    Governance, however, is not a spectator sport. Boards have to champion the preservation of institutional independence and recognize that inaction under the guise of shared governance is still inaction. They cannot afford to be passive observers, expecting others to shoulder the burden of defending the institution’s core values while they remain detached. This is not a middle school group project; everyone has to participate or we will all fail the assignment.

    The threats are widespread: curricula are under siege, co-curricular life is being dismantled, research programs are targeted, medical schools are undermined and free speech is gagged. This is not a series of isolated incidents; it is an orchestrated campaign to upend the foundations of higher learning, and it demands a unified, unwavering response.

    The responsibility falls on governing boards to work with presidents to answer (clearly and immediately) some key questions:

    • What principles defined our institutions before the current political climate?
    • Do we still stand for these principles? If so, how can we hold fast to them now?
    • What price are we willing to pay to uphold those foundational values?
    • If we abandon our values now, what remains of our institutional identity?

    Autonomy is not merely a privilege; it’s the bedrock of our academic mission. It is not only our institutional independence at stake, but our very integrity.

    Many boards, understandably, are hesitant to address these challenges directly. But silence and inaction are not options. Board members are the ultimate arbiters of their institutions’ destinies. It is time to abandon the narrow focus on isolated initiatives and confront the broader, systemic assault on academic freedom and institutional autonomy. Board leadership will determine how we navigate this defining moment.

    Boards of trustees are the protectors of institutional values. They carry the legacies of their institutions forward. If they fail in this duty, the consequences may be irreversible. While other higher education decision-makers respond to executive orders, policy shifts and legal rulings, the board’s role is clear and unchanging. The only uncertainty is whether members will fulfill their responsibilities in alignment with the institution’s mission.

    The future of higher education depends on boards of higher education. The 1966 Statement on Government of Colleges and Universities makes it clear that “The governing board has a special obligation to ensure that the history of the college or university shall serve as a prelude and inspiration to the future … When ignorance or ill will threaten the institution or any part of it, the governing board must be available for support. In grave crises, it will be expected to serve as a champion.”

    Board members: This is that moment. Your institutions—and the public they serve—are waiting for you to lead. The future of higher education depends on your courage, your convictions and your willingness to champion the values upon which your institutions were built. Will you rise to the occasion? We need you now more than ever.

    We’ve recently made some suggestions for concrete actions trustees and senior leaders of institutions can take immediately to advance the great work higher education does while partnering with good-faith collaborators to address the field’s challenges. For those boards that want to be proactive and not just reactive, here are a few ideas.

    One key action is to highlight the implications for resources. A public, transparent review of the university’s budget should explicitly showcase areas under threat—like research and DEI programs. To take this further, institutions could consider reallocating funds from traditionally “untouchable” areas, such as athletics, to fortify initiatives focused on inclusivity and academic freedom. Publicly challenging politicians to justify cuts in the face of these demonstrated priorities could push the conversation beyond rhetoric.

    Fundraising strategies also need reimagining. Universities could launch targeted campaigns specifically designed to offset federal funding cuts and support programs under siege. A bolder approach might frame these efforts as “impact investments,” emphasizing the societal returns on supporting research and DEI. This reframing could inspire donors who care deeply about the university’s role in shaping a more equitable future.

    Equally important is stressing the human cost. Universities should conduct and publish comprehensive reports that quantify the real-world consequences of funding cuts—measuring lives impacted, medical treatments delayed, rising attrition rates and mental health issues among students and staff. Presenting these findings to legislators and the public forces a direct reckoning with the human toll of these policy decisions. The facts, laid bare, can speak louder than fear.

    Finally, institutions must build collective strength through research consortia. By forming inter-institutional partnerships to pool resources and expertise, universities can ensure the continuation of vital research projects at risk. A more assertive stance could position these consortia as a direct counter to political interference, underscoring the importance of academic inquiry free from external pressure.

    The path forward is clear: Governing boards must lead with transparency, strategy and courage. Higher education’s survival—and its ability to serve the public good—depends on it.

    Raquel M. Rall and Demetri L. Morgan are co-founders and co-directors of the Center for Strategic & Inclusive Governance. Rall is an associate professor and associate dean of strategic initiatives in the School of Education at the University of California, Riverside. Morgan is an associate professor of education at the University of Michigan’s Marsal Family School of Education, within the Center for the Study of Postsecondary and Higher Education.

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  • OfS insight on institutional closure lacks a firm statutory foundation

    OfS insight on institutional closure lacks a firm statutory foundation

    The Office for Students’ (OfS) insight briefing “Protecting the interests of students when universities and colleges close” is as much a timely reminder of where the law falls short when providers are at risk of closure as it is a briefing on how to protect the student interest under the current policy framework.

    As we set out in our Connect more report which explored, among other things, the legal framework for institutional insolvency, market exit and/or merger, the role of OfS in any institution at risk situation is already unhelpfully ambiguous. Its concern may be the student interest, but it is not empowered to prevent institutional closure (even if, as is often likely to be the case, the student interest would be best served by completing the course they registered for at the institution they enrolled in) – or even to impose order on a disorderly market exit.

    In the absence of express powers or an insolvency or special administration regime for higher education, OfS’ role becomes one of a point person, facilitating conversations with other agencies and stakeholders, but with no powers itself to prevent a disorderly closure. The tone of the briefing is collaborative and collegiate but, in a world where students are no better protected than any other unsecured creditor if a provider becomes insolvent, it’s doubtful that, under the law as it currently stands, the interests of students will be protected to the degree to which OfS desires.

    While OfS may be primarily concerned with protecting students’ interests, the trustees of those providers that are constituted as charities have a statutory duty to act in the best interests of the charity and to pursue their charity’s purposes. This duty will, of course, encompass the needs of present students but will also encompass past students, future students, research activities and much more besides. While no one would disagree with the general sentiment that “throughout the process [of institutional closure] the interests of students, and their options for continued study, must be kept in mind” – and the briefing does offer lots of useful ideas for how to ensure sufficient attention is given to the many types of students who will be affected – the elevation of student interest to a pre-eminent concern is not what the law generally, nor what OfS’ statutory duties currently require.

    University executive teams and boards may wish, therefore, to read OfS guidance in light of these realities, and be aware of the limits of what is realistically possible or likely to occur in giving consideration to the sort of scenario planning and preparation OfS advocates in the briefing.

    A herd of elephants

    OfS’ recommendations about the need to have suitably durable and maintained student records and to have entered into binding contracts with validating and subcontracting partners that contain clauses that deal realistically with the end of the relationship and contain adequate data sharing agreements clauses are all well made.

    But once things actually start to get tricky in real life there is a level of reliance on transparency, for example, in sharing information both with OfS but also with other organisations such as funding or regulatory bodies, or government departments, or even other institutions who might be prevailed upon to welcome displaced students. In the absence of a systematised notification process, any ambiguity about whose role it is to liaise with the various potentially affected stakeholders or the timing of any such communication has high potential to create problems. There are obvious issues raised by disclosing or revealing another institution’s “at risk” status, some of which may have the effect of accelerating the very process everyone is seeking to avoid.

    If OfS considers a registered institution is at risk of closure, it can impose a student protection direction under condition C4 of the conditions of registration. The briefing provides a helpful reminder of what a student protection direction might include and encourages regular thought about these issues to avoid the need for a provider to “improvise at speed and under stress if an institutional closure becomes possible.” That sounds very laudable at first glance, but it confuses the regulatory obligation with the real-world outcome. A provider at risk of closure may well come under pressure from OfS to produce a market exit plan and to map courses at a time when university teams have the least bandwidth to undertake such tasks. In any case, it is highly doubtful whether an insolvency practitioner would be bound by such planning in the event that a provider goes into an insolvency process.

    In scenario planning, OfS moots the idea that higher education providers might consider setting up “agreements in principle” with other institutions “to take on relevant students if one or the other closes” or even “possibly multiple agreements, for different courses and subjects.” It is surprising not to see competition law mentioned in this context. The higher education sector contains a broad range of institution types, with varied teaching and delivery methods, attracting students with different needs and expectations as regards learning and study.

    This means that in practice the providers that pair up to take on one another’s students in the event of institutional failure will need to be similar types of provider – precisely those that are in competition for students in the first place. As Kate Newman has argued in an article on the impact of competition law on higher education collaboration, it would be helpful if OfS and the Competition and Markets Authority could jointly consider these kinds of circumstances for the sector as a whole rather than providers having to navigate this complex legal territory on an individual basis.

    We’re also concerned that any such “agreement in principle” will not be legally binding and will have been reached at a single point in time, when conditions may be quite different to the time when the institutions seek to rely on them. There is a very real risk that unless these agreements are refreshed annually (a time consuming and potentially collusive activity) they will turn out to be like the original student protection plans in being not terribly helpful.

    A sector like no other

    In issuing its briefing OfS argues that “this sort of risk and contingency planning is normal in other regulated sectors,” citing the examples of customer supply contingency plans for energy suppliers and the need for banks to have recovery and resolution plans. However, both of these sectors have highly developed insolvency regimes. Drafting recovery and resolution plans is much easier to achieve when there is a viable insolvency process in place. Both the energy and banking sectors have special administration processes in place and there has been much recent press coverage on the water sector special administration process, in light of Thames Water’s difficulties.

    OfS encourages institutions to undertake extensive course mapping. However, given the scale of the financial pressures facing the sector, it’s doubtful how valuable such course mapping is likely to be where potential recipient institutions are perhaps equally likely to be at risk of closure. To be fair to OfS, the briefing stresses that mapping is particularly relevant for those institutions that offer specialist provision.

    And here, of course, lies the essential problem. As OfS states: “We have drawn on our experience of managing two relevant cases at small and specialist higher education providers during the past year, and of instances where there was a serious risk of a closure which did not materialise.” The counterfactual – closure of a large and generalist provider which does materialise – remains the biggest elephant in the room. While OfS’ openness in sharing its insights is to be welcomed, it does nothing to diminish the need for urgent structural change.

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