Tag: leaders

Why education leaders are converging at Integrate 2025 – Campus Review
Are you ready to transform your institution’s learning landscape?

In an era where technology constantly reshapes the classroom, keeping pace with the latest innovations isn’t just an advantage – it’s a necessity

From vice-chancellors to technical support staff, leaders across higher education are grappling with the challenge of creating dynamic, intuitive and effective learning environments that truly empower students and educators.

The rapid evolution of AV technology is at the heart of this transformation. Interactive displays, immersive virtual reality labs, sophisticated lecture capture systems, and intelligent campus-wide AV networks are no longer futuristic concepts; they are the bedrock of modern education.

Yet, staying informed about these advancements, understanding their practical applications, and integrating them seamlessly into existing infrastructure can feel like a monumental task.

How can your institution harness these tools to foster collaboration, enhance engagement, and prepare students for a technologically driven future?

This is precisely why this year’s Integrate, Australia’s leading audiovisual and integration tradeshow, is once again set to be an indispensable event for anyone involved in higher education.

More than just an exhibition, Integrate is a curated experience designed to demystify complex AV solutions and demonstrate their tangible impact across various sectors, with a significant focus on education.

Integrate is where innovation comes to life

Australia’s premier annual AV and integration trade show, Integrate serves as the central hub for local and global brands to showcase their latest solutions and products. This year it runs from August 27-29 at the ICC Sydney, and exhibition registration is free.

Walking the Integrate exhibition floor is like stepping into the future of technology. You’ll encounter hundreds of leading companies – from established giants like Crestron and HP Poly to emerging innovators – all demonstrating cutting-edge advancements that will transform your learning environment.

Collaboration technology
Discover unified communication platforms, advanced video conferencing tools, and interactive displays that foster seamless communication and teamwork, whether in a hybrid classroom or across a global research network.

Audio technology and equipment
Explore the latest in sound reinforcement, acoustic design, and intelligent audio systems that ensure every lecture, presentation, or performance is heard with crystal clarity.

Digital signage
See how dynamic digital displays are transforming campus communication, wayfinding, and interactive learning experiences.

Networks and AV-over-IP
Understand the foundational shift towards AV over IP and how robust high-speed networks are enabling flexible and scalable AV solutions across your entire campus.

Smart buildings
Learn about the integration of AV into smart building automation, creating intuitive and energy-efficient spaces that respond to user needs.

Technology built for education

Beyond the vast exhibition, Integrate and the Audiovisual and Educational Technology Management (AETM) Association proudly presents the AETM K-12 Conference on the first day of Integrate.

This dedicated stream is specifically tailored for the education sector. While its title specifies K-12, the insights, case studies, and technological showcases are profoundly relevant and applicable across all levels of education, including the nuanced demands of universities and higher learning institutions.

It’s an opportunity to delve into specific challenges and solutions pertinent to creating agile, future-proof learning environments.

Imagine a space where you can:
- Discover groundbreaking AV technologies: See firsthand the latest interactive whiteboards, advanced projection systems, robust campus AV management platforms, and collaborative tools that are redefining learning spaces.
- Gain actionable insights: Hear directly from industry experts, leading educators, and technical specialists who have successfully implemented cutting-edge AV solutions in real-world educational settings. Learn from their successes and challenges.
- Network with peers: Connect with hundreds of like-minded professionals – all focused on enhancing educational delivery through technology. Share experiences, discuss challenges, and forge valuable partnerships.
- Experience practical demonstrations: Move beyond brochures and see how these technologies operate in live environments, understanding their potential applications within your own institution’s lecture halls, labs, and collaborative spaces.
View the agenda and purchase tickets for the AETM K-12 Conference here.

Security and safety

This year Integrate is co-located with the Security Exhibition & Conference, further enhancing its value by showcasing the convergence of AV and security technologies – a crucial aspect of integrated campus solutions.

This strategic partnership offers a holistic view of how intelligent AV systems work hand-in-hand with AI-powered security solutions to create truly integrated, safe, and efficient environments.

Don’t let your institution fall behind in the race for educational excellence. Equip yourself with the knowledge and tools to create truly seamless learning environments that foster innovation and prepare the next generation.

Ready to shape the future of learning?

Visit the official Integrate website here to explore the full program, purchase education tickets, view the list of hundreds of exhibitors, and secure your registration for this essential event. Don’t miss your opportunity to connect with the forefront of educational AV technology and unlock limitless potential for your institution.

Integrate runs from August 27-29, 2025, at the ICC Sydney. Exhibition registration is free.

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July 20, 2025
3 More Campus Leaders Face Congress

For the fifth time since late 2023, congressional Republicans on Tuesday interrogated a group of university leaders about campus antisemitism. But unlike previous hearings, this one was short on fireworks and viral moments, even as the three leaders—Georgetown University interim president Robert Groves; University of California, Berkeley, chancellor Rich Lyons; and City University of New York chancellor Félix V. Matos Rodríguez—faced a grilling over faculty remarks, foreign funding and alleged failures to protect Jewish students from discrimination and harassment.

While the first hearing, in December 2023, contributed to the ouster of the presidents of Harvard University and the University of Pennsylvania, who equivocated on a hypothetical question about calls for the genocide of Jewish students, subsequent sessions have not had the same impact.

Conducted by the Republican-led Committee on Education and the Workforce, Tuesday’s hearing—titled “Antisemitism in Higher Education: Examining the Role of Faculty, Funding and Ideology”—spanned more than three hours and was interrupted several times by pro-Palestinian protesters, who were quickly removed. In sometimes-heated questioning, lawmakers focused on controversial social media posts by college employees and hypothetical situations, such as whether a faculty union might demand a boycott of Israel in collective bargaining agreements.

But the campus leaders largely avoided gaffes and appeared to emerge mostly unscathed.

Here are highlights from Tuesday’s hearing.

Social Media in the Spotlight

While past hearings often centered on what happened on campus—particularly at institutions that had pro-Palestinian encampments—at Tuesday’s hearing lawmakers focused more on social media, questioning and condemning posts by professors that were critical of Israel. Some posts also seemed to show support for Hamas’s terrorist attack on Israel on Oct. 7, 2023.

Rep. Glenn Thompson, a Pennsylvania Republican, specifically highlighted a social media post from Georgetown employee Mobashra Tazamal, associate director of a multiyear research project on Islamophobia who allegedly reposted a statement that said, “Israel has been recreating Auschwitz in Gaza for two years.” Thompson asked interim president Robert Groves if he thought it was “appropriate for a Georgetown-affiliated scholar to publicly endorse a statement comparing Israel actions in Gaza to the evil of Auschwitz.”

Groves made it clear that he rejected the statement and apologized to anyone harmed by it. But he also defended Georgetown officials for not disciplining Tazamal for the post.

“That’s behavior covered under the First Amendment on social media that we don’t intervene on,” Groves told Thompson in response. “What we do intervene on quickly is behavior that affects our students in the classroom and research-related activities that involve students.”

Republican lawmakers also asked about posts by Ussama Makdisi at UC Berkeley, zeroing in on one that read, “I could have been one of those who broke through the siege on October 7,” the title of an article sympathetic to the Palestinian plight that praised the “determination and courage” of the attackers.

Several Republicans pressed Berkeley chancellor Rich Lyons on how he perceived that post and why Makdisi, a Palestinian American scholar who teaches history, was hired in the first place. Lyons, who became chancellor last July, acknowledged his concerns about the post.

“I believe it was a celebration of the terrorist attack on Oct. 7,” he told lawmakers.

Despite that acknowledgement, Lyons twice defended Makdisi as “a fine scholar” and said he was hired as the inaugural chair of a new Palestinian and Arab Studies program based on his qualifications. His defense prompted a sharp rebuke from Lisa McClain, a Michigan Republican.

“I’m sure there’s a lot of murderers in prison that are fine people, too, fine scholars, but they do some pretty nefarious and heinous acts,” McClain responded to Lyons.

Protest Interruptions

Pro-Palestinian protesters interrupted Tuesday’s proceedings at least four times. Authorities quickly shut down and removed protesters, who were not visible and only faintly audible via live stream.

The protesters seemed to be targeting City University of New York chancellor Félix V. Matos Rodríguez, given that the interruptions occurred when he was speaking or being questioned by Congress. Partial phrases audible over the live stream included “blood on your hands” and “genocidal warmonger.”

Florida Republican Randy Fine fired back after one such interruption.

“Shut up and get out of here,” he bellowed at a protester, calling them a “loser” before blaming campus leaders for the disruption. “I hold you all responsible for this. It is the attitude that you have allowed on your college campuses that make people think that this is OK.”

Stefanik Targets Legal Clinic

New York Republican Elise Stefanik made headlines in prior hearings when she asked the hypothetical genocide question that tripped up the presidents of Harvard, Penn and the Massachusetts Institute of Technology. But for the first time in five antisemitism hearings, she did not ask that question. Instead she focused on a legal clinic at the CUNY School of Law

She expressed concern that the legal clinic, CUNY CLEAR, is representing Mahmoud Khalil, the Columbia University graduate who was arrested without charge and incarcerated for three months for his role in organizing pro-Palestinian campus protests.

Khalil, who was freed last month, has not been accused of a crime and has subsequently sued the Trump administration, alleging he was falsely imprisoned and smeared by the federal government for First Amendment–protected activism.

“Does it concern you that New York taxpayers are paying the salary for the legal defense fund of Mahmoud Khalil?” Stefanik asked Rodriguez. ”And I’ll remind you who Mahmoud Khalil is: This is the chief pro-Hamas agitator that led to the antisemitic encampments at Columbia, the rioting and violent takeover of Hamilton Hall, the harassment and physical assault of Jewish students.”

The CUNY chancellor told Stefanik he was not aware CUNY CLEAR was representing Khalil, but that such decisions are “made in the clinics” and at the individual campus level.

Dems Needle the GOP

Democratic lawmakers focused less on the presidents on the stand than on the hearing itself. Several cast antisemitism concerns as pretext for the Trump administration’s crackdown on higher education. They also criticized the administration for slashing staff at the Office for Civil Rights, the enforcement arm of the Department of Education tasked with investigating antisemitism and other complaints.

Suzanne Bonamici, an Oregon Democrat, argued that Republicans are “weaponizing the real problems of the Jewish community” to attack higher education. She also noted that Republicans have been largely silent about President Donald Trump’s own antisemitic remarks recently.

Bobby Scott, a Virginia Democrat and ranking member of the Education and Workforce Committee, argued that the Trump administration is not approaching concerns about antisemitism in good faith but rather as a way to exert control.

“The Trump administration is destabilizing higher education itself, eroding trust, silencing dissent and undermining universities’ ability to promote diversity and critical inquiry, while at the same time sabotaging the Office [for] Civil Rights,” he said in closing remarks. “Who suffers most from this strategy? It’s the students, Jewish and non-Jewish, marginalized and unrepresented. They’re the ones who will be left vulnerable and voiceless. This should not be a partisan debate. It should be about ensuring that our schools are safe, inclusive and intellectually vibrant.”

However, House Education and Workforce chairman Tim Walberg, a Michigan Republican, made it clear that despite criticism from Democrats, such hearings will continue to be held.

“We need to continue to highlight bad actors in our higher education institutions,” Walberg said.

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July 16, 2025
Common Sense Media releases AI toolkit for school districts

Key points:

Common Sense Media has released its first AI Toolkit for School Districts, which gives districts of all sizes a structured, action-oriented guide for implementing AI safely, responsibly, and effectively.

Common Sense Media research shows that 7 in 10 teens have used AI. As kids and teens increasingly use the technology for schoolwork, teachers and school district leaders have made it clear that they need practical, easy-to-use tools that support thoughtful AI planning, decision-making, and implementation.

Common Sense Media developed the AI Toolkit, which is available to educators free of charge, in direct response to district needs.

“As more and more kids use AI for everything from math homework to essays, they’re often doing so without clear expectations, safeguards, or support from educators,” said Yvette Renteria, Chief Program Officer of Common Sense Media.

“Our research shows that schools are struggling to keep up with the rise of AI–6 in 10 kids say their schools either lack clear AI rules or are unsure what those rules are. But schools shouldn’t have to navigate the AI paradigm shift on their own. Our AI Toolkit for School Districts will make sure every district has the guidance it needs to implement AI in a way that works best for its schools.”

The toolkit emphasizes practical tools, including templates, implementation guides, and customizable resources to support districts at various stages of AI exploration and adoption. These resources are designed to be flexible to ensure that each district can develop AI strategies that align with their unique missions, visions, and priorities.

In addition, the toolkit stresses the importance of a community-driven approach, recognizing that AI exploration and decision-making require input from all of the stakeholders in a school community.

By encouraging districts to give teachers, students, parents, and more a seat at the table, Common Sense Media’s new resources ensure that schools’ AI plans meet the needs of families and educators alike.

This press release originally appeared online.

eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.

Latest posts by eSchool News Staff (see all)

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July 11, 2025
Podcast: International, student leaders, metascience

This week on the podcast we examine the latest attacks on international student recruitment as Policy Exchange calls for new restrictions and a £1,000 levy on international fees.

Are universities really “selling immigration not education,” and what would raising English language requirements to advanced level mean for the sector?

Plus we discuss what incoming student leaders are promising in their manifestos – from subsidised laundry to lecture materials uploaded in advance – and ask whether the new metascience unit can deliver on its promise of a more efficient and transparent research funding system.

With Duncan Ivison, President and Vice Chancellor at the University of Manchester, Vicki Stott, Chief Executive at the Quality Assurance Agency for Higher Education, Debbie McVitty, Editor at Wonkhe and presented by Jim Dickinson, Associate Editor at Wonkhe.

The attack lines on international students are built on shaky foundations – but won’t go away that easily

Should students’ unions reach for the stars?

Metascience comes of age

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July 3, 2025
Own Your Narrative: Why Personal Branding Matters for University Leaders
Many university leaders are uneasy about the idea of personal branding. It can feel self-promotional, even uncomfortable – and it’s often a concept that jars with their personal values, the culture of their institution, and indeed their perception of how higher education itself operates.

However, personal branding should not be about ego or marketing. It’s about clarity, authenticity, and trust. In an environment where leadership visibility, credibility, and alignment with institutional values are increasingly scrutinised, shaping how you’re understood by others isn’t merely helpful, it’s essential.

So, while we’re a bit uncomfortable with the term, personal brand, we think it’s extremely important for aspiring university leaders to think about how they go about developing one for themselves.

Personal branding – it’s not just what you say about yourself

It’s perhaps worth reflecting on what Jeff Bezos has said in this context because it’s helpful:

“Your brand is what other people say about you when you’re not in the room.”

Your title and role may open doors, but it’s your values, your expertise and your contribution that leave a lasting impression. Personal brand is the space you occupy in other people’s minds: your colleagues, students, and external connections. In today’s digital world, you are visible in search results, social feeds, LinkedIn and other platforms. If you’re not actively shaping your own narrative, others will do it for you – forming opinions and perceptions that may not be accurate or aligned with your values.

Why should personal branding matter for aspirational university leaders?

Thinking about your personal branding allows you to control the narrative. Essentially, if you don’t shape your story, someone else will. It allows you to build trust and credibility authentically. This is vital, we all know that a consistent, values-led brand is consonant with reliability in times of change. Where there is so much information out there, it can be a strong signal among confusion and noise. It also gives you a better handle on future-proofing your career.

Executive search companies, partnerships, board appointments all begin with discovery, and if you can’t be found, you can’t be considered. Distilling your experience and expertise beyond the role you’re in now makes moves to other roles easier. People do their homework on you, they want to know what kind of person you are, not necessarily the nitty gritty detail (although bad social media lingers) but to know that you are real. And it’s not always about a positive career trajectory to the next job. In these times your role might be at risk, and you might need to consider your next position, even beyond your current role, institution and sector.

This is about developing a personal mark, but it’s worth noting that an authentic personal brand also benefits your institution. Visible leaders attract talent and partnerships, and can draw top academics, high-calibre students, and external funders. People will engage because of what you stand for in terms of your values and your impact. And got right, it will help your students, staff, external connections and the public to be more confident about your vision and your decisions.

Equally important, a clear and visible personal brand enables you to communicate more effectively – an essential skill for building strong teams, driving change, and leading through crisis. You are future-proofing yourself, becoming a trusted authority, so that you are known for more than just your job title and credentials.

It starts with how you present yourself in meetings, working groups, committees, stakeholder meetings, even corridor conversations and incidental interactions.

Articulating your expertise beyond your job title

To be able to develop your personal brand, you need to ask yourself several questions and answer them honestly. And bear in mind that ‘showing up’ is not showing off, you can’t make a difference if you’re invisible!

Truly understand what your goals are: who you are trying to help, and what positive difference do you want to make? Understanding your reason for doing what you do makes being visible that much easier.
1. Do I want to make a positive difference?
2. What do I want to change and how?
3. What do I want to be known for?
4. Who do I want to help?
Ask yourself these questions in the context of what you want to change or influence, such as Leadership & Change Management; Equity, Diversity & Social Mobility; Research Impact & Knowledge Exchange; Student Experience & Wellbeing; The Future of Work & Skills. These should, of course, be significant topics that reflect what you want to be known for and the people or communities you aim to support.

Before you can become an authority on your topic, you need to have a proven track record of success in that area. Your credibility is built not just on what you say, but on what you’ve delivered; your demonstrable achievements and real impact that others can recognise and rely on. Without this foundation, personal branding risks sounding empty or a promissory note rather than coming from a position of authority and authenticity.

When you are speaking to others about what you are doing, it is helpful to reflect on how you should structure what you say. Make sure, for example, that you’re clear about defining the issue: speak directly to the challenges your audience faces (e.g. navigating grant applications, improving departmental culture); position the challenges. Share frameworks, tips, or toolkits you’ve developed, and humanise your advice – weave in a short anecdote or lesson learned, for example.

Do these things in the context of people you might be able to support by being more visible: students and research students, people more junior, and those wanting to get into HE, particularly those from minoritised backgrounds. Essentially, leadership isn’t just about climbing, your role should be to hold the ladder down for others.

Practical Tips

To help you maximise your impact – here are some ideas:

1. Digital Footprint Audit
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July 3, 2025
Gaza Encampments “Made University Leaders Lose Their Minds”

The war in Gaza and the adverse reaction of U.S. colleges to the pro-Palestinian movement have completely changed students’ relationship to higher education, according to the maker of a new film about last year’s protests.

A new documentary, The Encampments, follows the movement from Columbia University, where the first tents were erected in April 2024, as protests spread to hundreds of campuses worldwide, including the University of Tokyo and Copenhagen University.

Not just isolated to Ivy League institutions in the U.S., the movement spread to many traditionally Republican-dominated states as well, Michael Workman, co-director of the film, told Times Higher Education.

“These are not just places where the coastal elite are,” he said. “This movement touched and reached into the middle of America. In places like [Idaho], there were protests every day in solidarity and support.”

He hopes that the film, which he sees as a “counternarrative” to the media’s negative portrayal of the encampments, will “haunt” higher education leaders for being on the wrong side of history.

Although the conflict in Gaza continues, the student movement has had a much smaller impact this year, with many students facing severe repercussions from both their universities and the White House.

“For some reason camping out on the lawn demanding an end to a genocide made all these administrators around the world, and especially in the U.S., lose their minds,” said Workman.

He said the encampments arrived at a time of “heightened” organization and engagement among the student body. These movements are not sustainable but always “ebb and flow,” he added.

Along with demanding that universities lend their voices to Gaza, students have called on institutions to divest from companies that they believe are funding a genocide.

Workman said the “twin demands” of many of the students were to support Palestinians and to take universities, which they were paying lots of money, back to being educational institutions.

“Students have seen their educations get turned into moneymaking machines, [instead of institutions] that are primarily there to teach students,” he said.

“This has completely changed this generation’s relationship to higher education, and I think their relationship to the U.S. and U.S. foreign policy.”

He said the war in Gaza has “woken up this generation,” which is why colleges reacted with such force.

“It’s why they responded in the way that they did, because they felt they couldn’t do anything else. The cat was out of the bag,” he said.

“These students are not going to go back to thinking what Israel is doing in Gaza was justified … and they’re going to continue to grow their movement to raise awareness around what’s happening and to fight against it.”

Workman, who also teaches documentary film production at the University of San Francisco, said the response by faculty in the U.S. is “not a monolith” but that it is becoming increasingly supportive of the students.

This has been particularly evident since the detention of activist and green card–holder Mahmoud Khalil, who features in the documentary, he said. Khalil, an international student who moved to the U.S. in 2022, was arrested in March following a crackdown on student protesters by President Donald Trump’s administration.

“The more they repress the movement, in a lot of ways, the stronger it gets, because people aren’t backing down,” Workman said.

“That doesn’t mean that we have this huge moment like the encampment moment, but we’re building a sustained foundation that is continuing to grow with really committed organizers.”

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June 20, 2025
University Leaders Weigh Changes to Research Funding Model

After the National Institutes of Health tried earlier this year to cut funding for universities’ costs indirectly related to research and set off alarm bells across higher education, 10 higher education associations decided to come up with their own model for research funding rather than having the government take the lead.

Now, after just over six weeks of work, that group known as the Joint Associations Group is homing in on a plan to rework how the government funds research, and they want feedback from the university research community before they present a proposal to Congress and the Trump administration at the end of the month.

“Unfortunately, something is going to change,” said Barbara Snyder, president of the Association of American Universities. “Either we will be part of it or it will be imposed upon us … Significant division in the research community is going to kill us.”

Snyder and other JAG members said at a virtual town hall Tuesday that the current system for direct and indirect research funding costs has served the community well, but it isn’t transparent and leads to confusion about how the rates are calculated, among other challenges. AAU and other higher ed groups sued the NIH in February after the agency proposed capping indirect expenses for all institutions at 15 percent of the direct research costs—down from the average of 28 percent. (Historically, colleges negotiate their own reimbursement rates directly with the federal government.)

The White House said the cap would make more money available for “legitimate scientific research,” but universities warned that the change would halt lifesaving research and lead to job losses, among other consequences. The NIH rate cap would mean a cut of $4 billion for university-based research.

Court challenges have since halted the NIH plan, as well as similar caps proposed by two other federal agencies; meanwhile, the Department of Defense is working on its own plan related to indirect costs. Snyder said the lawsuits are about fiscal year 2025, while the JAG effort looks ahead to fiscal year 2026 and beyond.

Over the years, Congress and federal agencies have sought to rethink the funding model but didn’t reach an agreement. In fact, after the first Trump administration proposed a 15 percent cap on indirect costs in 2017, Congress specifically prohibited such a move. But now that prohibition doesn’t seem likely to stick as lawmakers consider bills to fund the government for fiscal year 2026, so a new model is necessary. Adding to the pressure on universities, Trump has proposed significant cuts to research funding in his budget.

JAG’s panel of experts presented two options to the university research community at a webinar last week and then answered questions at the town hall Tuesday. Colleges and universities have until June 22 to test the proposed models and provide feedback before JAG sends its final proposal to the government June 27, though any model will likely need additional work.

“No one would choose to work at this rapid pace and rethink how to effectively, fairly and transparently cover these real and unavoidable costs,” said Matt Owens, president of the Council of Government Relations, at last week’s webinar. “But we are where we are, and it’s vital that we meet this moment so that we can emerge with an improved and sustainable indirect cost policy that will enable our country to continue leading the world in research and innovation.”

Proposed Models

Both versions of what JAG is calling the Fiscal Accountability in Research model, or FAIR, are geared toward offering more accountability and transparency about how federal research dollars are spent. JAG hopes that in the end, the new model will be simpler than the current one. They also want to nix terms like “indirect costs rate” and “overhead” for either essential research support or general research operations in an effort to underscore that the money goes toward the real costs of research.

“This will require a bit of a culture change in institutions, but we think the benefit of that far outweighs the downsides,” said Kelvin Droegemeier, a professor and special adviser to the chancellor for science and policy at the University of Illinois at Urbana-Champaign, who led the JAG effort, at the webinar.

One model, which the group calls FAIR No. 1, would include costs related to managing the grant, general research operations and facilities as a fixed percentage of the total budget. The percentage would be based in part on the type of institution and research. This approach is designed to be simple and reasonable, according to the group’s presentation, but it’s more general, which makes it “difficult to account for the wide array of research frameworks that now exist.”

The other model, FAIR No. 2, would more accurately reflect the actual costs of a project and make the structure for federal grants more like those from private foundations. Under this model, essential research support would be lumped into the project costs while funding for general research operations, such as payroll and procurement, would be a fixed percentage of the total budget. That change would likely increase the direct costs of the project.

Droegemeier and other members of JAG’s expert panel noted that FAIR No. 2 would be a “significant departure” from the current approach, and universities would likely need more time to overhaul their processes for tracking costs. Still, the group said this model would better show what the money goes toward, addressing a key concern from Congress.

Droegemeier described the two models as “bookends” and said the group would probably end up somewhere between the two.

‘In a Good Spot’

At Tuesday’s town hall, attendees questioned whether Congress or the Trump administration would even consider JAG’s proposal and why any change was necessary.

Droegemeier said he’s met with members of Congress who have endorsed their process, and he’s kept in touch with Trump administration officials about the group’s work. So far, he’s seen a positive response to the models, adding that officials at the Office of Management and Budget indicated that they weren’t “oceans apart.”

“We’ve done everything possible to build goodwill and trust,” he said. “There’s a long road ahead of us, but I think we’re in a good spot.”

Other speakers echoed that point, noting that Sen. Susan Collins, a Republican from Maine and chair of the powerful Appropriations Committee, publicly supported the models at a recent hearing. And NIH director Jay Bhattacharya called the proposals “quite promising” at the same hearing, STAT News reported.

Additionally, the House’s appropriations bill for the Department of Defense calls on the agency to “work closely with the extramural research community to develop an optimized Facilities and Administrative cost reimbursement solution for all parties that ensures the nation remains a world leader in innovation.”

Across the board, speakers at the town hall said they must act to have a say in discussions about the future of research funding.

“The two models are a significant change,” said Deborah Altenburg, vice president for research policy and advocacy at the Association of Public and Land-grant Universities. “But all of our organizations are responding to a new political situation.”

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June 18, 2025
Practical Lessons for Leaders in Crisis (opinion)

Crises are an inevitable part of leadership, challenging the resilience of both leaders and institutions. In these moments, leaders must make tough decisions under immense pressure, and how we respond can shape the outcome of the crisis and the legacy we leave behind. It’s not just about surviving the storm but also about learning from it, adapting and coming out stronger on the other side.

The lessons shared in this essay provide practical guidance to help higher education leaders face crises with clarity and purpose, from fostering open communication to prioritizing the well-being of your team. These insights reflect hard-earned experiences and are grounded in the values that carry us forward, even when the path feels uncertain.

Be the Buffalo

Have you heard the story of the buffalo? When a storm approaches, many animals instinctively run away from the storm. But because storms move swiftly, by running away, they can prolong their exposure when the storm catches up to them. Buffalo, however, face storms head-on, running into them instead of away from them, minimizing their time in adversity.

In crisis leadership, this means confronting the situation directly often resolves it faster and builds resilience. Sometimes, that means intentionally thinking about what is happening, giving yourself time to process it and trying to accept the reality. Avoid the temptation to ignore problems or hope they dissipate on their own. Acknowledge reality, process the pain and release its grip on your focus. Facing a crisis with courage and clarity accelerates recovery and strengthens leadership.

Keep the End in Mind

From the moment the crisis begins, envision what recovery looks like. Protect your institution and team while safeguarding critical relationships. This mindset helps you pivot from managing the immediate challenges to laying the groundwork for a return to normalcy and stability. Avoid impulsive decisions that can have long-term consequences.

Equally important is how you support your team, particularly those who are on the front lines of the crisis, feeling its weight acutely. By keeping the end in mind, you can better prioritize your team’s well-being. For instance, ensure they have the resources, communication and guidance they need to navigate the storm. Protect them from unnecessary fallout by taking on more external pressure when possible. A team that feels supported and valued during a crisis will emerge better and more unified in its aftermath.

Also stay mindful of your future self—the leader who will look back on this period and assess the outcomes and the approach. Treat every interaction carefully, knowing that future collaboration often depends on how you conduct yourself during difficult times.

Do the Next Right Thing

In a crisis, the path forward often feels murky and overwhelming and the pressure to anticipate every possible scenario can be paralyzing. Simplify your focus: Break the challenge into manageable steps and identify the next critical decision. For instance, in a financial crisis, the next right thing might be to prioritize cost-cutting measures. Ask, “What is the next right thing?” and then focus on that.

In other words, break the challenge into manageable steps and identify the next critical decision. Not every decision carries the same weight; some choices will matter more than others in the short term. Taking a moment to identify what requires immediate action versus what can wait is essential. Trust your instincts and lean on your values.

Remember, no single decision will end a crisis, but a series of thoughtful, well-executed actions can. By consistently doing the next right thing, you’ll build momentum, foster confidence and guide your institution toward recovery.

Rise Above the Fray

Crises test your composure. When you’re down and out and your back is against the wall, it is natural to want to fight back—to stand up for yourself or defend your organization. While the instinct to protect or retaliate can be strong, rising above the fray—staying calm, measured and professional—reflects well on you and your organization. Your actions during a crisis set the tone for your team and how external stakeholders perceive your leadership. By maintaining your composure, you can instill a sense of control and confidence in your team and stakeholders.

During a crisis, emotions often run high and others may act in ways that disappoint or frustrate you. These moments are as much a reflection of their character as they are a test of your own. Respond with integrity and intention, ensuring actions align with your values. Anchor yourself fairly and professionally, leading by example. How you act in these moments defines your leadership and shapes your legacy.

Seek Help Early

No leader faces a crisis alone. When a storm comes, take a moment to think, “Who might be able to help me?” Asking for help from legal counsel, crisis communication experts or trusted advisers is essential. These professionals offer critical perspectives and solutions. By involving them early, you give yourself and your team the advantage of informed, strategic guidance.

Equally important is leaning on your network and reaching out to colleagues who have faced similar challenges for their lessons learned, moral support and practical insights to help you navigate the complexity of the crisis. Asking for help is a strength, not a weakness, and ensures you emerge from the crisis with relationships and trust intact.

Rethink Public Relations in the Age of Social Media

There was a time when saying “no comment” or ignoring a media inquiry was the worst kind of public relations. Traditional public relations strategies may not apply in today’s social media–driven world. Not every media inquiry or rumor warrants a response. Prioritize credible sources and local media relationships critical to your institution’s reputation.

Avoid the trap of engaging with nonconstructive voices. Strategic silence can sometimes be the best action, allowing your focus to remain on the broader recovery effort.

Support the Core and Reassure the Whole

Crises often pressure a core team—typically leadership and crisis managers. Support these individuals with clear communication, resources and guidance. A supported core team can act decisively and confidently, which is essential for effective crisis management.

At the same time, safeguard your broader community—your students, employees and other stakeholders—by shielding them from unnecessary distractions, allowing them to stay focused on the institution’s vision and mission. Clear, empathetic communication reassures stakeholders and sustains trust, morale and well-being.

This Too Shall Pass—Find the Lessons

Crises feel all-encompassing at the moment—when you’re in the thick of it, it is easy to think life will never be the same again—but they are temporary. Remind yourself that leadership and life will return to normal.

Once the storm passes, reflect on the experience. Adversity shapes us, often in ways we don’t immediately recognize. What lessons has this crisis taught you about leadership, resilience and institutional dynamics? Growth frequently emerges from adversity, preparing you for future challenges.

Take Care of Yourself

When a crisis hits, dealing with that crisis becomes your sole focus. Self-care during a crisis is both essential and challenging. Your capacity to lead diminishes without rest, nutrition and mental reprieve. Prioritize habits that sustain you while giving yourself grace. Some things—like a full inbox or a missed task—can wait.

Strong habits built before crises ensure you have the reserves needed for long-term endurance. Leadership, like endurance, depends on maintaining your strength for the long haul.

Manage Stakeholders Thoughtfully and Lead With Humility

Crises reshuffle priorities; stakeholder needs will inevitably shift. Identify the most impacted and influential, tailoring communication to meet their needs. Internal stakeholders often need reassurance, while external groups may require clarity, particularly when misinformation or media scrutiny complicates the narrative.

Crises also remind us of our fallibility. Adopt humility and seek diverse perspectives to uncover blind spots and improve decision-making. Leading with humility signals strength, not weakness. It demonstrates that you value thoughtful, intentional leadership over impulsive reactions and earns the trust and respect of those you serve.

Final Thoughts

Crisis leadership is both a test and a teacher. The lessons it imparts— about resilience, humility and strategic focus—are hard-earned but invaluable. By embracing these principles, leaders can survive crises and emerge more self-aware and better prepared for future challenges.

Janet N. Spriggs, Ed.D., is president of Forsyth Technical Community College in North Carolina. Paula Dibley, Ed.D., is chief officer of student success and strategic innovation at Forsyth Technical Community College.

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June 5, 2025
Adelaide Uni leaders talk merger – Campus Review

The new leaders of the merged Adelaide University are adamant the new institution will not be just a version of its parts, but an entirely unique place in curriculum and culture.

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May 26, 2025
Empowering school staff with emergency response protocols
Key points:

Safety response protocols are foundational to creating a culture of safety in schools. District leaders should adopt and implement response protocols that cover all types of emergencies. Schools should have building-level response protocols and protocols for incidents when first responders are needed. These practices are critical to keeping the community safe during emergencies.

When staff members are empowered to participate in emergency planning and response, their sense of safety is improved. Unfortunately, many staff members do not feel safe at school.

Thirty percent of K-12 staff think about their physical safety when at work every day, and 74 percent of K-12 staff said they do not feel supported by their employer to handle emergency situations at work.

Staff disempowerment is a “central problem” when it comes to district emergency planning, said Dr. Gabriella Durán Blakey, superintendent of Albuquerque Public Schools: “What does safety mean for educators to really be able to feel safe in their classroom, to impact student achievement, the well-being of students? And how does that anxiety play with how the students feel in the classroom?”

School leaders should implement response protocols that empower staff to understand and participate in emergency response using a two-tiered system of emergency response:
- A building-level emergency planning and response team should develop an Emergency Operations Plan, which includes an emergency response protocol
- Administrators should adopt protocols to follow when they need first responders to intervene
For guidance on crafting emergency response protocols and plans, click here.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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May 16, 2025