Tag: Matters

  • Why English language testing matters for UK higher education

    Why English language testing matters for UK higher education

    The UK is at a pivotal moment when it comes to the English language tests it uses to help decide who can enter the country to study, work, invest and innovate.  

    The government’s new industrial strategy offers a vision for supporting high-value and high-growth sectors. These sectors – from advanced manufacturing and creative industries, to life sciences, clean energy and digital – will fuel the UK’s future growth and productivity. All of them need to attract global talent, and to have a strong talent pipeline, particularly from UK universities. 

    This summer’s immigration white paper set out plans for new English language requirements across a broader range of immigration routes. It comes as the Home Office intends to introduce a new English language test to provide a secure and robust assessment of the skills of those seeking to study and work in the UK.  

    In this context, the UK faces a challenge: can we choose to raise standards and security in English tests while removing barriers for innovators? 

    The answer has to be ‘yes’. To achieve, as the industrial strategy puts it, “the security the country needs… while shaping markets for innovation,” will take vision. That clearly needs government, universities and employers to align security and growth. There are no short-cuts if we are serious about both.  

    The sectors that will power the industrial strategy – most notably in higher education, research and innovation – are also those most boxed in by competing pressures. These pressures include the imperative to attract world-class talent and the need to show that those they help bring to the country are well-qualified.  

    But these pressures do not have to box us in. We need not compromise on security or growth. We can achieve both.   

    Getting English testing right is a critical part of the solution. That means putting quality and integrity first. We should demand world-class security and safeguards – drawing on the most sophisticated combination of human and artificial intelligence. It also means deploying proven innovations – those that have been shown to work in other countries, like Australia and Canada, that have adjusted their immigration requirements while achieving talent-led growth.   

    Decision-making around English language testing needs to be driven by evidence – especially at a time of flux. And findings from multiple studies tells us that those students who take high-quality and in-depth tests demonstrate greater academic resilience and performance. When it comes to high-stake exams, we should be setting the highest expectations for test-takers so they can thrive in the rapidly changing economy that the country is aspiring to build.  

    The government and high-growth sectors, including higher education, have an opportunity to grow public confidence, prioritise quality and attain sustainable growth if we get this right.  

    Decision-making around English language testing needs to be driven by evidence – especially at a time of flux

    International students at UK universities contribute £42 billion a year to the economy. (As an aside, the English language teaching sector – a thriving British export industry – is worth an additional £2 billion a year, supporting 40,000 jobs.) Almost one-in-five NHS staff come from outside the UK. 

    More than a third of the UK’s fastest-growing startups have at least one immigrant co-founder. Such contributions from overseas talent are indispensable to the country’s future success – and the industrial strategy’s “focus on getting the world’s brightest minds to relocate to the UK” is smart.  

    At Cambridge, we help deliver IELTS, the world’s most trusted English test. Over the decades, we’ve learned that quality, security and innovation reinforce one another. It’s why we draw on our constantly evolving knowledge of linguistics to make sure our tests assess the real-life language skills people use in actual academic and professional environments. 

    Technological innovations and human intelligence must be central to the test-taking experience: from content creation to exam supervision to results delivery. Having one without the other would be reckless.    

    We should deploy the latest data science and AI advances to spot risks, pinpoint potential fraud, and act intelligently to guarantee a system that’s fair for all. IELTS draws on proven AI and data science developments to prevent fraud and improve the information available to institutions like universities, businesses and UKVI.  

    As the government takes its industrial strategy, immigration reforms and English testing changes forward, it’s vital that departments coordinate on the shared opportunities, and tap into the best evidence available.  

    This is complex work. It requires a collaborative spirit, creative thinking and deep expertise. Fortunately, the UK has plenty of that. 

    About the author: Pamela Baxter is managing director, IELTS at Cambridge University Press & Assessment

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  • Why Philosophy Matters: From Classroom to Real-World Impact

    Why Philosophy Matters: From Classroom to Real-World Impact

    Reading Time: 3 minutes

    Studying philosophy can be life changing. It gives students the opportunity to think critically and ask questions about life, beauty, truth, who they are and what they believe in. The skills and knowledge-sets students develop in philosophy courses are not only useful in a variety of careers but can also prepare them to live meaningful lives.

    Developing critical career skills

    Philosophy students learn how to make good arguments and criticize bad ones. They develop problem-solving, critical reading and reasoning skills. This is why philosophy students generally do very well on standardized tests such as the GRE, GMAT and LSAT. And it’s also why they typically succeed in fields like law, business, education and other areas that require writing, argumentation and analytical ability. They can go on to train as pastors and priests, building upon what they learned in philosophy of religion or ethics courses. They may become teachers or journalists, putting their broad knowledge and linguistic skills to work. A few philosophy students might go on to obtain graduate degrees in philosophy, which can lead to jobs teaching at the college level.

    Pre-law applications

    Many universities have pre-law programs connected to their philosophy education programs — either as a track within the philosophy major, or through recommended or required philosophy courses in an interdisciplinary pre-law program. Among useful courses for a career in law are those in logic and argumentation, along with ethics and social or political philosophy.

    Cognitive science applications

    Philosophy is also a useful major for students interested in cognitive science. Classes in epistemology and the philosophy of mind introduce students to questions and theories about what it means to think, and what is unique, if anything, about human consciousness. These studies are useful in a world where artificial intelligence (AI) has become commonplace. While engineers and computer scientists work on hardware and software, philosophers ask questions about the meaning and purpose of consciousness itself.

    The link between ethics and philosophy

    Philosophers are also trained to ask ethical questions about these and other technologies. Ethics and value theory are substantial areas of concern within a philosophy major. This includes applied ethics courses, where students critically evaluate difficult issues. This kind of content is what you can find in my textbook, “Ethics: Theory and Contemporary Issues.” Almost every profession has an ethics component: nurses, doctors, lawyers and engineers all need ethics training. A focus on ethics and philosophy makes sense as a double-major or a minor for students pursuing those professional degrees. There are also ethics professionals at work in the world outside of academia. For example, in hospitals and research facilities, there are ethics committees and advisory boards which work as case consultants and as policy advisors.

    Philosophy as a “way of life”

    Perhaps the most important reason for students to study philosophy is because they’re interested in life’s biggest questions. Maybe they’re concerned about justice and motivated by the search for wisdom. We live in a world that has become incredibly complex. It is increasingly difficult to distinguish the good and true from the mere appearance of these things. Without wisdom, it’s difficult to achieve happiness. The study of philosophy will acquaint them with the deepest and most profound thinking on wisdom, happiness and the good life. This is what we attempt to do in our textbook “Archetypes of Wisdom: Introduction to Philosophy.” It may also help students resolve some of their own questions about who they are, what they believe and how to live well. In the text, we explain that philosophy can be understood as a “way of life.” The philosophical life is open to all people. It is an open-minded and curious approach to living.

    Studying philosophy: the full impact

    The philosophical life is one that encourages active engagement with history, culture and politics. It is a way of thinking that helps you wrestle with difficult questions in pursuit of wisdom. Studying philosophy can help students with career development. It can help them become better citizens, friends and colleagues. And more importantly, it will help them discover the joy of thinking and the wonder of being human.

    Written by Andrew Fiala, Ph.D., Professor of Philosophy and Founding Director of the Ethics Center at California State University, Fresno.  

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  • Own Your Narrative: Why Personal Branding Matters for University Leaders

    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

      • Search Yourself: Google your name in incognito mode. Note the top 10 results.
      • Review Social Profiles: Ensure consistency of photo, headline, and bio across LinkedIn, Twitter, ResearchGate, etc.
      • Clean Up: Archive or delete outdated posts or profiles that conflict with your current values.

      2. Think about Content, Calendar & Cadence

      • Plan regular outputs (blog posts, LinkedIn articles, micro-posts) aligned to your expertise, but don’t worry if you can’t maintain a consistent frequency right away.
      • It is important that they are insightful, add value and contribute.
      • Use simple tools (e.g. Trello or a shared spreadsheet) or agentive AI to track ideas, deadlines, and performance.

      3. Collect Metrics & Evaluation

      • Engagement: Likes, comments, shares on social platforms.
      • Opportunities: Invitations to speak, consult, sit on panels or boards.
      • Search Trends: Monitor Google Analytics (if you host a blog) or LinkedIn analytics for profile views and keyword searches.

      4. Network Activation

      • Identify, say, 10 key contacts (internal & external) each quarter to reconnect with.
      • Offer value first. Be gracious and share – share an article, congratulate them on their achievement, propose a brief call.
      • Leverage your network to co-author articles, co-host webinars, or nominate others for awards.

      And avoid:

      • Oversharing: While transparency is good, avoid extraneous personal detail that can detract from your message.
      • Inconsistency: Mixed messaging erodes trust. Align every post and presentation with your core values.
      • Neglecting Offline Presence: A strong digital brand should be backed up by consistent behaviour in meetings and events.
      • Ignoring Feedback: Listen to comments, direct messages, and 360-degree reviews to refine your approach.

      What Leaders Say

      Professor Shân Wareing, Vice-Chancellor and CEO, Middlesex University

      People are always going to draw conclusions from what they see you do, so you always need to be aware of that. I don’t use personal brand with the goal of ‘selling’ me. However, I do want to consistently communicate important and specific aspects of how I work – such as that I care about other people’s growth – and I try to align all my social media and other communications with that message.”

      Professor Simon Biggs Vice Chancellor and President, James Cooke University

      Senior leaders represent their organisation externally. A strong personal brand helps amplify and align their values with the organisation in public forums, industry discussions, and policy advocacy. Personal branding signals what a leader stands for ethically, strategically, and culturally. It helps align teams and attract talent who resonate with that leadership style.

      Professor Theo Farrell, Vice-Chancellor, Latrobe University, Australia

      I think aspiring leaders need to think carefully about the kind of leader they want to be – and this will involve reflecting on their own values, the ambitions they have for the organisation or unit they lead, and their aspiring leadership journey. For me, personal brand is simply the outward expression of this leadership ethos and style. It is expressed in communications, including social media, and also in every interaction with people inside and outside the organisation. Being consistent with your personal brand, in everything you do is important for authentic leadership. In terms of social media, the goal is to communicate your values. Being consistent is obviously important. At the same time, my experience is one of posting fewer personal reflections and more corporate content as I have become more senior, and in these senior roles increasingly represent my organisation.

      And finally

      Leadership and personal branding are inseparable in today’s higher education landscape. Your brand is not a luxury. It’s your strategic asset made up of your values, your story, your impact on others and ultimately your legacy.

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  • Leadership Matters During Crisis – EducationDynamics

    Leadership Matters During Crisis – EducationDynamics

    Over the past few weeks, we have heard from some accomplished communications and marketing professionals that these campus positions are being eliminated or entangled in budget battles. Those of us who have had the opportunity to work in this field for decades know that, especially during “challenging” times, this type of short-term thinking will have negative, long-term consequences. 

    Consider the state of affairs and public perception of higher education. If ever there was a time for colleges and universities to amplify and demonstrate an institution’s value, including reaching new audiences and those already in the fold, it is now. 

    For college and university presidents and chancellors, leadership includes watching the horizon and longer-term planning, even as the ground shifts more frequently today. There is no time to coast or risk needing to recover lost reputational ground. Yet that risk is absolute without a steady, if not bold, approach to the work of campus communications and marketing professionals focused on defining, elevating and protecting an institution’s reputation and thereby helping to drive revenue. Supporting student enrollment, engagement and retention is a given for these dedicated staff members. Add the internal communications (remember COVID messaging and how people’s lives were at stake?), issues management, crisis communications and fundraising-related needs to the new kid on the block for many: strengthening your institution’s advocacy-related communications. This work is all core to institutional competitiveness and resilience.

    Now that we have convinced you, here are suggestions for building on your team’s successes:

    • Keep your communications and marketing team resourced and motivated. Support professional development opportunities, such as conferences, webinars hosted by national higher education organizations, including the American Council on Education, inviting speakers to “Zoom in” or tapping existing on-campus expertise. This doesn’t need to be costly, and such investments pay off.
    • Agree to participate in local, regional and national visibility opportunities. Your words will matter, especially as president or chancellor, and can set a campus-wide tone. Coaching and editing counsel are readily available to you in advance of these opportunities.
    • Include campus communicators and marketers early and often in strategic decision-making. They see around corners and will be mindful of risk and reward. The best in this field will speak truth to power and steer effectively.
    • Encourage your team to connect with those whose communications and marketing efforts you’ve admired from afar. The higher ed communications and marketing professionals community, including groups such as PRSA’s Counselors to Higher Education and CASE, is generous and thoughtful, open to learning from each other’s successes and missteps.
    • Show up for your team. A few minutes of in-person appreciation go a long way for those not often recognized for the impact of their work.

    It boils down to this: How will anyone know just how impressive your students, faculty and staff are, the impact on your community and your institution’s groundbreaking research, if your institution does not have the structure and the best people to show and tell these stories in earned, owned and shared media channels? How do we expect to have the buy-in and build greater awareness and understanding of the value of higher education? Consider who you want to tell your institution’s stories and how, namely from an informed and experienced perspective, as you also consider the alternative during a tighter budget cycle. Finally, please know that we stand ready to partner with you and your team to help you make your mark.

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  • Why agentic AI matters now more than ever

    Why agentic AI matters now more than ever

    Key points:

    For years now, the promise of AI in education has centered around efficiency–grading faster, recommending better content, or predicting where a student might struggle.

    But at a moment when learners face disconnection, systems are strained, and expectations for personalization are growing, task automation feels…insufficient.

    What if we started thinking less about what AI can do and more about how it can relate?

    That’s where agentic AI comes in. These systems don’t just answer questions. They recognize emotion, learn from context, and respond in ways that feel more thoughtful than transactional. Less machine, more mentor.

    So, what’s the problem with what we have now?

    It’s not that existing AI tools are bad. They’re just incomplete.

    Here’s where traditional AI systems tend to fall short:

    • NLP fine-tuning
       Improves the form of communication but doesn’t understand intent or depth.
    • Feedback loops
       Built to correct errors, not guide growth.
    • Static knowledge bases
       Easy to search but often outdated or contextually off.
    • Ethics and accessibility policies
       Written down but rarely embedded in daily workflows.
    • Multilingual expansion
       Translates words, not nuance or meaning across cultures.

    These systems might help learners stay afloat. They don’t help them go deeper.

    What would a more intelligent system look like?

    It wouldn’t just deliver facts or correct mistakes. A truly intelligent learning system would:

    • Understand when a student is confused or disengaged
    • Ask guiding questions instead of giving quick answers
    • Retrieve current, relevant knowledge instead of relying on a static script
    • Honor a learner’s pace, background, and context
    • Operate with ethical boundaries and accessibility in mind–not as an add-on, but as a foundation

    In short, it would feel less like a tool and more like a companion. That may sound idealistic, but maybe idealism is what we need.

    The tools that might get us there

    There’s no shortage of frameworks being built right now–some for developers, others for educators and designers. They’re not perfect. But they’re good places to start.

    Framework Type Use
    LangChain Code Modular agent workflows, RAG pipelines
    Auto-GPT Code Task execution with memory and recursion
    CrewAI Code Multi-agent orchestration
    Spade Code Agent messaging and task scheduling
    Zapier + OpenAI No-code Automated workflows with language models
    Flowise AI No-code Visual builder for agent chains
    Power Automate AI Low-code AI in business process automation
    Bubble + OpenAI No-code Build custom web apps with LLMs

    These tools are modular, experimental, and still evolving. But they open a door to building systems that learn and adjust–without needing a PhD in AI to use them.

    A better system starts with a better architecture

    Here’s one way to think about an intelligent system’s structure:

    Learning experience layer

    • Where students interact, ask questions, get feedback
    • Ideally supports multilingual input, emotional cues, and accessible design

    Agentic AI core

    • The “thinking” layer that plans, remembers, retrieves, and reasons
    • Coordinates multiple agents (e.g., retrieval, planning, feedback, sentiment)

    Enterprise systems layer

    • Connects with existing infrastructure: SIS, LMS, content repositories, analytics systems

    This isn’t futuristic. It’s already possible to prototype parts of this model with today’s tools, especially in contained or pilot environments.

    So, what would it actually do for people?

    For students:

    • Offer guidance in moments of uncertainty
    • Help pace learning, not just accelerate it
    • Present relevant content, not just more content

    For teachers:

    • Offer insight into where learners are emotionally and cognitively
    • Surface patterns or blind spots without extra grading load

    For administrators:

    • Enable guardrails around AI behavior
    • Support personalization at scale without losing oversight

    None of this replaces people. It just gives them better support systems.

    Final thoughts: Less control panel, more compass

    There’s something timely about rethinking what we mean by intelligence in our learning systems.

    It’s not just about logic or retrieval speed. It’s about how systems make learners feel–and whether those systems help learners grow, question, and persist.

    Agentic AI is one way to design with those goals in mind. It’s not the only way. But it’s a start.

    And right now, a thoughtful start might be exactly what we need.

    Latest posts by eSchool Media Contributors (see all)

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  • The Human Touch: Why AI in Higher Ed Matters

    The Human Touch: Why AI in Higher Ed Matters

    Having spent years in higher education enrollment and marketing, I’ve know firsthand the dedication it takes to connect with prospective students and ensure their success, keenly aware of the immense effort required, the daily challenges teams face in standing out amidst a sea of institutions, and the ever-increasing workloads they manage. And, at the center of all of this is a profound passion for making a real difference in students’ lives and a deep commitment to the unique mission of each university.

    The exciting prospect I see now is how artificial intelligence can actually empower us to achieve these very goals more effectively, without sacrificing the crucial human touch that is critical to the student experience.

    The true power of AI at universities

    The true power of AI in student engagement isn’t about replacing people; it’s about freeing up our teams to invest their time and energy where it truly matters – nurturing meaningful relationships with students. By automating routine tasks and offering valuable data-driven insights, AI provides us with a unique opportunity to connect with students on a deeper level. We can better understand their individual needs and interests, allowing us to provide personalized support that genuinely sets them up for success.

    AI can help enrollment teams sift through hundreds of thousands of inquiries to find those students who will find their path in life thanks to the unique offerings of their university. I don’t know an enrollment team that says they are fully staffed, and AI will give our already stretched teams more time back in their day to really connect with these prospective students. The reward of seeing these students thrive on campus and later succeed in their chosen fields, knowing you played a part in their journey, is deeply fulfilling and why many of us work in higher education.

    Discover RNL Edge, the AI solution for higher education

    RNL Edge is a comprehensive suite of higher education AI solutions that will help you engage constituents, optimize operations, and analyze data instantly—all in a highly secure environment that keeps your institutional data safe. With limitless uses for enrollment and fundraising, RNL Edge is truly the AI solution built for the entire campus.

    Ask for a Discovery Session

    And let’s consider the experience students have once they are on campus. It’s not just about sitting in class and absorbing information; it’s about navigating a complex environment, discovering one’s place and passion, and building a foundation for the future. Students need guidance, encouragement, and consistent support throughout this journey. This is where the human element is indispensable. AI can be a powerful tool in identifying students who may be facing challenges, enabling us to offer targeted support and help them overcome obstacles that might otherwise slow or even block their progress.

    Beyond simply reacting to challenges, AI can empower us to be more proactive. It can help us identify students who might be at risk academically or personally, so we can provide timely support before they fall behind and withdraw. It can also help us tailor our teaching methods to better suit the diverse needs of individual learners, moving away from a one-size-fits-all approach. And crucially, AI can help us measure the effectiveness of our programs faster, making the goal of data-informed decisions for continuous improvement possible across the university.

    Ultimately, the goal of using AI at your university should be to cultivate a more personalized, more effective, and more compassionate learning environment. It’s about empowering students to reach their full potential and making a lasting positive impact on their lives. By integrating AI in a way that enhances, rather than replaces, human interaction, we can build a more supportive, more present, and more successful learning experience for every student. If you are ready to learn more about how AI can help your university, schedule a discovery session with RNL to see firsthand how AI can empower your teams, enhance student experiences, and drive academic success.

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  • Rurality Matters in Evaluating Transfer Outcomes (opinion)

    Rurality Matters in Evaluating Transfer Outcomes (opinion)

    Transfer enrollment rose by 4.4 percent this year, according to recent data from the National Student Clearinghouse Research Center. In total, transfers have grown by 8 percent since 2020, signaling a steady rebound from the sharp declines seen during the pandemic. That’s encouraging news for students seeking affordable, flexible pathways to a degree, as well as for institutions focused on expanding access and supporting completion.

    Less noticed, however, is just how much progress rural students are making. In fall 2023, rural community colleges experienced a 12.1 percent increase in students transferring to four-year institutions. This progress is even more impressive given the historic underinvestment in rural institutions and the well-documented barriers their students face on their path to a four-year degree.

    Many of the country’s small, rural institutions remain on the margins of transfer conversations, partnerships and policy priorities. Here in California, for instance 60 percent of the community colleges with the lowest transfer rates are rural. From low-income students in Appalachia to Latino learners in Texas’s Rio Grande Valley, rural colleges are lifelines for students facing barriers such as poverty, food and housing insecurity, and limited access to transportation and technology. Yet these institutions tend to lack the support, visibility and resources of larger community college systems. They often remain excluded from the design and implementation of transfer initiatives.

    Rural students bring tremendous talent, drive and potential to higher education. Many are the first in their families to attend college. They are often deeply rooted in their communities and, in many cases, seek to use their education to give back and contribute to their local economies.

    Transferring to a four-year institution can dramatically increase the lifetime earnings of these learners, expand their career paths and help meet the growing demand for a highly skilled workforce. Individuals with a bachelor’s degree earn, on average, nearly 35 percent more per year than those with only an associate degree. Four-year degrees open doors to career advancement, civic engagement and personal growth.

    Yet the systemic challenges rural community college students face—from more limited course offerings and degree options to long travel times to campuses to unreliable internet connections—require tailored support and intentional partnership. A one-size-fits-all approach to transfer doesn’t work when rural students are starting from a fundamentally different place than many of their peers.

    For example, rural colleges may not have the staff capacity to manage complex articulation agreements or advocate for their students in statewide transfer initiatives. Their advisers may juggle many roles, serving as counselors, career coaches and transfer liaisons all at once. Meanwhile, students themselves may be unaware of transfer opportunities or discouraged by long distances to four-year campuses, especially when those pathways demand sacrifices they can’t afford to make.

    The health of both our higher education ecosystem and our economy depends on ensuring that all students, regardless of ZIP code, can move easily between two-year and four-year institutions. If efforts to improve transfer overlook rural colleges, they risk deepening existing educational inequities and missing out on a significant segment of our nation’s talent pool.

    Organizations such as the Rural Community College Alliance shine a needed spotlight on how to best collaborate with rural institutions across the country to improve transfer outcomes and better support rural students’ success. Progress starts with listening and taking the time to understand the unique strengths and challenges of rural communities rather than imposing outside solutions.

    The policy landscape will need to evolve to support these efforts. This means increasing investment in rural higher education infrastructure, expanding funding for rural-serving institutions, and creating more flexible transfer frameworks that reflect the realities of rural learners, many of whom are working adults, members of the military, parents, or all of the above. Federal, state and higher education leaders should recognize rurality as a key lens through which to view improving student outcomes, on par with class or race.

    Transfer rates are rising, and more students are finding affordable on-ramps to bachelor’s degrees. But this progress is incomplete unless it reaches every corner of the country, including the small towns and rural communities that are home to millions of students. In a moment when more students are finally moving forward, we can’t afford to leave these learners behind. When rural students succeed, our entire nation benefits.

    Gerardo de los Santos is vice president for community college relations at National University.

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  • Program Viability and Why It Matters

    Program Viability and Why It Matters

    What Is a Program Viability Assessment, and Why Does It Matter?

    “Knowing which pieces you want exchanged is a great help in finding the right moves.” – Graham Burgess, chess master and author

    In a game of checkers, players often make tactical, reactive moves based on the immediate situation with game pieces that generally move in standard ways. In a game of chess, on the other hand, each type of game piece has a distinct movement potential. Players must leverage strategy and careful planning several steps in advance. Each move impacts future possibilities, so players try to analyze the current state and potential future scenarios to inform their decisions. 

    Make no mistake, in higher education today, you’re playing chess with your academic program portfolio and market strategy. To assist you in this process, we discuss Archer Education’s critical tool of Program Viability Assessment — the art and science of knowing how your programs best move across the market “game board” toward portfolio-level success.

    Understanding the Program Viability Assessment: What Is It?

    A Program Viability Assessment analyzes a higher ed program’s potential for demand and growth, net revenue, operational sustainability, and alignment with organizational goals. Through the assessment process, an institution can identify its risks and opportunities, allowing it to make informed decisions about its resource and investment allocations and strategic direction.

    A Program Viability Assessment can be used for both current and potential new programs. For this discussion, we focus on current programs within an existing portfolio, asking: Are the current programs viable, and, if so, are they expected to continue to be? In an upcoming article, we will tackle new program opportunity assessment: Does the new program idea have a product-market fit?

    Let’s discuss the process for conducting a Program Viability Assessment of your current programs.

    Key Components of a Current Program Viability Assessment

    Our Program Viability Assessment process uses a model that captures a program’s recent historical performance, determines its five-year growth potential, and then marries this view with its cost inputs and any institutional constraints (e.g., hurdle rates, margin mandates, and internal revenue share agreements). 

    Our typical process steps are as follows: 

    • We analyze the past few years of enrollments for the program. How did the program perform in terms of gaining new enrollments and retaining students term over term and through to completion?
    • We analyze current market conditions for the program topic, including the institution’s brand strength and awareness in this topic area.
      • How can we leverage recent and real-time demand indicators (e.g., Integrated Postsecondary Education Data System [IPEDS] and Bureau of Labor Statistics [BLS] data, search demand trends and traffic, and competitor activity)? 
      • How can we understand the alignment of the program topic with the institution’s signature brand profile, reach, and current impact? 
      • Is the institution leaning into its known areas of strength, or is it educating the market on the institution’s capabilities in this topic vertical? (E.g., if you are an institution known primarily for its science, technology, engineering, and math [STEM] programming, how are your education programs faring?) 
      • How does the institution compare with its primary competitive set in this area?
    • We develop a five-year enrollment projection for the program based on historical trends, current program performance, proprietary benchmarks such as term-over-term persistence rates, and external market data.
      • Based on the current state of operations, will the program enrollment grow, remain steady/stagnate, or decline? 
      • Are there ways to alter its trajectory favorably, or would that require significant attention and resourcing?
    • We discuss the cost inputs to understand net revenue for the program.
      • Does the growth potential outpace the costs required to support growth? 
      • Are there accreditation constraints to consider (e.g., rules that may require enrollment caps)? 
      • The cost and “profitability drag” inputs do not need to be exhaustive. We try to focus on the big rocks in the container for the program analysis. 
    • Finally, we place the program in an investment category (e.g., grow, maintain, test, divest) with executive recommendations for the program. 

    Developing a Program Portfolio Road Map

    Applying the Program Viability Assessment to each program results in an investment road map for the program portfolio — akin to a multistep chess strategy. Basically, how do you think of each program (game piece) and its ability to move in the right direction in current and future market conditions? For example:

    • For which programs do you provide growth resources to realize scale (e.g., those with a strong product-market fit and favorable market conditions)? How do you position those “star” programs in the market to realize their full potential?
    • For which programs do you invest in market tests to determine their next iterations (e.g., those that are new or in evolving market conditions)? What are the best sources of information for those market tests (e.g., employer interviews, prospective student or consumer demand surveys, marketing messaging A/B testing)?
    • For which programs do you explore divesting, merging with other currently successful programs, or reimaging/transforming them into something else (e.g., a different credential type or a noncredit business-to-business offering)?

    It is important to be transparent about the program viability process and the criteria for investment decisions at the institutional level to anticipate and avoid leadership bias concerns. It can also be useful to consider incentives (not necessarily monetary) for recognizing how and when to grow a successful program (i.e., the fun part) as well as incentives for recognizing how and when to sunset a program that has served its purpose (i.e., the challenging part). 

    By openly acknowledging the “product life cycle” of academic programs across the institution — i.e., a natural beginning, middle, and end to a program’s contribution to the portfolio — you can remove unnecessary reputational wear and tear on academic units working to meet evolving market demands. 

    Why Does Program Viability Matter?

    At its heart, a Program Viability Assessment is a conversation among faculty and subject matter experts, enrollment management leadership, and institutional executives to steer the university’s market strategy, program resourcing, and strategic objectives. This is a robust, data-driven process that provides input opportunities for a variety of critical stakeholders.

    Here’s why program viability matters.

    Resource Allocation

    Understanding the viability of a program helps the institution allocate resources (time, money, personnel) as effectively as possible. E.g., it prevents continued investment in programs that are unlikely to succeed.

    Risk Management

    Evaluating program viability allows an institution to identify the potential for upcoming risks and uncertainty, enabling leaders to develop strategies to mitigate those risks.

    Strategic Alignment and Leadership Buy-In

    Programs that align with an institution’s overall strategy are more likely to succeed. Assessing a program’s viability ensures that the program contributes to the institution’s current and future-oriented mission and objectives. This includes programs that have leadership support and those that intentionally test new topics or market areas.

    Sustainability

    A program’s long-term success is contingent upon its ability to sustain itself financially and operationally. Program viability analysis looks at factors such as ongoing demand, market competition, and resource requirements.

    Data-Driven Success Measurement and Decision-Making

    Conducting a Program Viability Assessment is a rigorous process that develops a common standard for defining success, enabling an institution to measure progress and adapt as necessary to improve its portfolio-level outcomes. It provides a framework for decision-making that can enhance overall institutional effectiveness.

    Finally, let’s take a look at a few brief examples of how powerful this kind of assessment can be.

    Examples of Program Viability Assessment Findings

    Here are a few recent examples of Archer analyses that illustrate why taking the time to complete program viability analysis is important.

    Analysis of a Regional Center Undergraduate Program Portfolio 

    A state university had built a regional center decades prior and wanted to understand why, after years of success, the center was barely breaking even instead of growing as it had in the past. The regional center offered several bachelor’s degree programs that enabled students in the area to come to a campus for in-person instruction, versus having to commute a significant distance to the main campus or commit to a fully online program. 

    The growth potential for these programs’ topic areas was generally sound. However, upon review of recent census data, Archer discovered that, in this particular region, there was very little difference in wages between those with a high school diploma and those with a bachelor’s degree, calling into question the value proposition of the center offering primarily degree programs. 

    The shift in regional income levels occurred due to some impactful employers leaving the area in recent years. This finding was enough to start an executive-level conversation about how best to deploy the center’s resources to support the community beyond the current degree program approach and to start a study to determine the economic impact of closing the center as a last resort.

    Criminal Justice Bachelor’s Degree Evaluated in a Local Context

    A small, private regional institution was concerned about the small enrollment numbers for its Bachelor of Science (BS) in Criminal Justice program, which had been in the market for more than five years. Despite the original market research showing demand for criminal justice skills in the area, the program did not reach viability (e.g., sufficient class sizes to reach break-even revenue). Costs to support the program were modest. 

    Upon deeper review of the local context, Archer learned that the police academies in the region had updated their training programs such that there was now significant overlap between the skills taught in the academy and those taught by higher education institutions in the region. The finding was the catalyst for a revamp of the program curriculum and enhanced coordination with local law enforcement academies.

    Accounting Education Malaise Remedied by Curricular Update 

    A private institution with strong business programming showed a steady decline in enrollments in its undergraduate accounting degree program for the past five years. A broad market analysis revealed that the industry was suffering from a malaise — in short, the certification requirements were too onerous; the salaries lagged those of related content areas, such as finance and business technology; and there was not enough innovation in the topic area to appeal to current student populations. 

    Rather than close the program in defeat, the institution decided to test a new value proposition for the program by embedding data analytics and artificial intelligence (AI) content in the curriculum to provide enhanced skills acquisition. They also offered additional certified public accountant (CPA) exam preparation support at a modest cost. Marketing messaging immediately showcased these enhancements. 

    Assessing Your Program’s Viability

    Program Viability Assessments can support institution-level strategic conversations, foster inclusive decision-making, and spark creative problem-solving. This ultimately drives the ambitious impact institutions seek, within the institution and in the broader market. 

    Contact our strategy and development team today to learn more about how Archer Education can help you assess the sustainability of your programs and achieve growth. 

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  • Supporting disabled women in academia matters. Here’s why

    Supporting disabled women in academia matters. Here’s why

    In March 2024 on International Women’s Day, I launched the Disabled Women in Academia Group.

    It is a sub-group of the National Association of Disabled Staff Networks (NADSN) – for those who identify as a woman (or non-binary) at any career stage and from any area working in universities.

    The group – set up with the support of Jacquie Nicholson and Hamied Haroon, Vice Chair and Chair of NADSN, aims to provide an inclusive space where all women feel they can join if they wish.

    Sessions take place online and each session focuses on a specific topic, or we have a guest speaker.

    I set up the group because I felt there was a gap in the market. While we already had schemes like Aurora and the Women in Academia Support Network, there wasn’t a specific space for disabled women to meet. Data from Advance HE (2024) clearly indicates both women and disabled individuals are underrepresented in senior roles at universities.

    Given this, it is therefore apparent that disabled women are going to be even more underrepresented in these roles.

    Of course, not everyone wishes to hold a senior role in a university, but disabled women deserve the right to thrive as much in the university setting as other groups.

    Leadership and aspiration

    A second reason I wished to set up the group was to enable disabled women to develop a sense that they could be leaders if that’s what they aspired to be.

    There are already leadership schemes like Aurora for women, 100 Black Women Professors NOW by the Women in Higher Education Network, and Calibre, a leadership programme to support disabled staff in higher education and the NHS.

    While this is not a formalised leadership programme or scheme, we do have discussions around leadership and career progression within our sessions. We need to be having these discussions as it is often the case that disabled women are perceived by others as less able due to the ableist nature of academia.

    Jacinda Arden in her role as New Zealand’s Prime Minister redefined what leadership is for women and demonstrated that leaders could have those traits of compassion, show emotion, and remain effective leaders. Such groups like the Disabled Women in Academia Group create that safe space when we are engaging in that process.

    The group has run for a year now and it is one of the things I most enjoy doing. I get to meet lots of different women, and we have built up a real sense of collegiality.

    I have learnt a lot about the challenges we face as disabled women and strategies to address those challenges. I have learnt about the importance of leadership and that the higher education sector needs people to be working together to bring about real change to support students and staff (see NADSN’s RIDE Higher which is developing a framework to support disabled staff in higher education institutions).

    The costs of coordination

    However, this advocacy work, on behalf of ourselves and others carries with it an emotional cost. A colleague mentioned to me a book by Katherine May ‘Wintering: The Power of Rest and Retreat in Uncertain Times’.

    Having a disability or chronic illness can bring with it uncertainty, especially if symptoms are unpredictable or we are awaiting medical treatment.

    During these times we may need to engage in a period of “wintering” – here I am not referring to the actual season of winter – Katherine May uses it as a metaphor and acknowledges we can “winter” anytime, where we focus on ourselves and develop strategies that work for us, replenish our resources and subsequently come out in the spring rejuvenated and ready to face the world again.

    For me, the Disabled Women in Academia Group provides a safe space to do this and fuels my hope of a more equitable environment for disabled women going forward.

    Acknowledgments: Thanks to Jacquie Nicholson and Dr Hamied Haroon for comments on an earlier version and supporting the work of the Disabled Women in Academia Group.

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  • Why Timing Matters: Enhancing Graduate Recruitment Strategies with Prompt Communication

    Why Timing Matters: Enhancing Graduate Recruitment Strategies with Prompt Communication

    Graduate enrollment is more competitive than ever. As an admissions leader, you’re not just striving to hit enrollment targets––you’re also navigating the complex needs of prospects who are balancing careers, families, and other responsibilities. It’s no small task. 

    Our recent collaboration with UPCEA confirmed something many of us already suspected: Timely, meaningful communication is the key to standing out in a crowded market. 

    To dig deeper, we enlisted Kate Monteiro, associate director of communication strategy at Collegis Education, to share her perspective on why prompt, responsive interactions matter. Her insights reveal how intentional communication builds trust and drives results. 

    3 key benefits of effective, early communication 

    “Plans and interests can change as quickly as they develop,” Monteiro explains. “Capitalizing on a prospective student’s excitement early can help you keep their momentum going — and dramatically improve their likelihood of enrolling.” 

    From that very first touchpoint, graduate students are evaluating your institution. Are you responsive? Are you supportive? These early interactions set the tone for how they perceive your school will engage with them once they are enrolled – and this can make or break their decision. Here’s why they matter so much: 

    1. Making a strong first impression 

    Your first interaction says a lot. A quick, thoughtful response shows students that their time and interest matter. “Quick responses instill confidence,” Monteiro shares. “They signal that your institution is organized, efficient, and genuinely cares—all of which are qualities students associate with the experience they’ll have if they enroll.” 

    2. Alleviating anxiety and uncertainty 

    Navigating graduate admissions can be overwhelming, especially for students juggling applications to multiple institutions. A delayed response could be viewed as a red flag by students who feel overlooked or unworthy of attention. 

    On the flip side, timely and helpful communication reassures students that they’re a priority. That sense of trust could be the difference between a completed application and a missed opportunity. 

    3. Setting the tone for future interactions 

    “Students notice when there’s a lack of responsiveness,” Monteiro cautions. “If their early experiences are stressful or unclear, they’ll assume that’s what they can expect moving forward.” 

    Consistency is key. A reliable, nurturing communication strategy not only establishes trust but encourages forward momentum toward enrollment. 

    The data on communication preferences 

    If you’re wondering just how much communication matters, numbers tell the story. A 2023 Ruffalo Noel Levitz study found that 65% of enrolled students identified personalized attention as a critical factor in choosing their school. 

    And when it comes to how students want to connect, the data from our survey with UPCEA confirms that email is the clear favorite for all stages. Email was reported as preferred by 47% of students for initial inquiries, 67% for follow-ups, 74% when approaching application, and 69% for application decision notifications.  

    “Email provides a professional yet low-pressure way to engage,” Monteiro adds. “It’s also something students can reference later, which helps minimize miscommunication or misunderstanding.” 

    This data emphasizes a key takeaway: Schools that respond quickly and deliberately, particularly through the channels students prefer, are the most likely to earn trust and secure enrollments. 

    5 strategies to master timely communication 

    A thoughtful approach to communication doesn’t just make a good impression—it sets your team up for long-term success. Here are five strategies to help you get there: 

    1. Develop a structured outreach plan 

    Without a clear communication plan, students can easily fall through the cracks. Monteiro often sees institutions struggle here: “A lot of schools don’t have an outlined communication plan or fail to hold their staff accountable to it. By having a clear and structured plan, you ensure students receive the outreach they need at the right time.” 

    Your outreach plan should have a strategic mix of emails, calls, and texts, with pre-written templates, clear timelines, and designated responsibilities outlined for your team. This ensures consistent, proactive communication with prospective students throughout the funnel. 

    2. Leverage technology 

    Technology is your ally in timely communication, but its effectiveness depends on the strength of your data foundation. CRM systems, AI chatbots, and automated workflows streamline outreach while keeping things personal—provided your data is accurate and well-organized. 

    Automated emails can deliver the communication students prefer, and chatbots can address frequently asked questions 24/7, ensuring students get quick answers—even outside standard business hours. However, without a solid data infrastructure, these tools may fall short. While not a replacement for human connection, they can provide efficient support when and where students need it most—if your data house is in order. 

    3. Foster collaboration across teams 

    Admissions, marketing, and academic teams all play a role in student outreach. Monteiro highlights the disconnect she often sees: “Each team assumes the other is responsible. But ultimately, prospective students are everyone’s responsibility.” 

    Breaking down silos between teams ensures consistent messaging and a seamless student experience. 

    4. Use data to inform strategies 

    Data can reveal what’s working in your current graduate recruitment strategies—and what isn’t. For example, if students are engaging more with email than phone calls, it might be time to shift your focus toward crafting compelling email campaigns. Data can also provide insights into how long students typically take to move through the admissions funnel, allowing teams to optimize communication frequency, timing, and format. 

    5. Balance speed with personalization 

    Quick responses powered by automation are essential, but it’s the personal touch that leaves a lasting impression. Pairing automated emails with personalized follow-ups—whether by phone, text, or email—ensures your outreach feels both efficient and authentic. 

    Level up your graduate recruitment strategies 

    Improving communication isn’t just a nice-to-have—it’s a need-to-have for institutions looking to thrive in today’s competitive graduate market. With a structured plan, the right tools, and data-driven insights, you can build trust and guide more students to enrollment. 

    “Our Collegis Enrollment Specialists hear it all the time from the students at our partner institutions: The level of support and responsiveness is what ultimately compels them to move forward.” 

    – Kate Monteiro, Associate Director of Communication Strategy

    To learn more about how Collegis Education can help enhance your graduate recruitment strategies, explore our Enrollment and Recruitment Services page. For more actionable insights on engaging and enrolling graduate students, request your copy of the report below.

    Optimize Your Enrollment Funnel

    Get the latest on graduate student enrollment trends. Download the full report now.

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