Tag: Meet

Where Colleges Meet Prospective Family Expectations in Recruitment
College recruitment is a bit like hosting a dinner party. You might set the table beautifully, prep your best dish, and send out invitations. But if you forget dessert or serve something your guests did not actually want, you will still leave people hungry.

That is the story unfolding when we compare two recent sets of data: the 2025 Marketing and Recruitment Practices Report (RNL, 2025) and the 2025 Prospective Family Engagement Report (RNL, Ardeo, & CampusESP, 2025). Together, they show where colleges are feeding families exactly what they want, and where they are still serving mystery meat.

Email is king, but do not ignore texts and portals

Email is still king, and on this, families and colleges are totally in sync. Nearly all institutions rely on it to connect with prospective students and their families (98–100%), and approximately 90% of families consider it their top way to receive college updates (RNL, 2025; RNL et al., 2025). But that is not the end of the story: lower-income and first-generation families are more likely to prefer text messages, with about 30% say getting updates on their phones suits them best. And when it comes to college portals? Most families are not shy about their feelings. Seventy-seven percent call these hubs “invaluable” for keeping track of deadlines and details.

Here is the practical takeaway. If your family portal is still in beta, you are late. The portal is the digital front porch. Families want to step in. They do not want to just peer through a window.

However, this is where institutions often fall short.
- Lower-income families: They may not have unlimited data plans or reliable Wi-Fi. For them, text updates are not just convenient. They are a lifeline. Use SMS for deadlines, aid reminders, and quick check-ins.
- Multilingual families: A portal that exists only in English is a locked door. Translation tools, multilingual FAQs, or videos with subtitles are not extras. They are necessities.
- Busy working families: They may read email at odd hours. Keep messages concise. Make them mobile-friendly. Pack them with links that get families directly to what they need. No scavenger hunt.
Email may be the king, but texts and portals are the court. Together, they make families feel included, informed, and respected. Income, language, and schedule should not become barriers to access.

Cost clarity: The non-negotiable

Families shout this from the rooftops. Show me the money.

Ninety-nine percent say tuition and cost details are essential. Seventy-two percent have already ruled out institutions based on the sticker shock (RNL et al., 2025).

Meanwhile, many institutions are still burying their net price calculators three clicks deep or waiting until after application to share the real numbers (RNL, 2025). That delay does not just frustrate. It eliminates your campus from consideration.

Here is the practical takeaway. Put cost and aid at the forefront. Homepage, emails, campus events. If families cannot find your numbers, they will assume they are bad.

Widen the lens for a moment.
- Lower-income families: They do not just compare sticker prices. They seek reassurance that aid is real, accessible, and does not come with hidden strings.
- First-generation families: Jargon like “COA” and “EFC” confuses them. Use plain explanations, visuals, or short videos to demystify the process.
- Multilingual families: Cost info in English-only PDFs will not cut it. Translations, bilingual webinars, and multiple-language calculators build trust.
- Busy working families: Parents reading on a break or late at night do not want to hunt. Make your cost breakdowns mobile-friendly. Spell it out: “Here is the average monthly payment after aid.” No guesswork.
Clarity is equity. Make costs easy to find, easy to understand, and easy to compare. If you do, you keep your institution in the game.

Portals: High demand, low supply

Only 45% of private and 38% of public institutions offer family portals (RNL, 2025). Seventy-seven percent of families consider portals “invaluable” during the planning process (RNL et al., 2025). That is not a gap. It is a canyon.

Here is the practical takeaway. Stop debating whether you need a portal. You do. Build one. Promote it. Keep it fresh. A portal is not just another login. It is a family’s command center.

Here is why the design matters:
- Lower-income families: If they juggle multiple jobs or devices, the portal must be mobile-first. No exceptions.
- First-generation families: Use the portal as a step-by-step guide through the admissions maze. Clear checklists and “what comes next” nudges make all the difference.
- Multilingual families: A portal only in English is a locked gate. Multilingual menus, downloadable resources, and translated FAQs turn it into a real access point.
- Busy working families: On-demand matters. Record sessions, post how-to videos, and archive key communications. Parents can catch up after a late shift.
Think of your family portal as the ultimate cheat sheet. If it answers questions before families even think to ask them, you have built trust.

Campus visits still rule the court

Institutions know visits are powerful. Families confirm it. Ninety-seven percent say seeing campus in person shapes their decision (RNL, 2025; RNL et al., 2025). First-generation families value them even more.

Here is the practical takeaway. Do not just host cookie-cutter tours. Offer tailored experiences for first-generation families, local students, or academic interest groups. If your best tour story is still “this is the library,” you are missing the emotional connection.

And do not forget the families outside the “traditional tour” box.
- Commuter students: Show them where they will spend their days. Lounges, commuter lockers, meal plan hacks, parking solutions. These matter.
- Students working 20 hours a week to pay tuition: Highlight flexible scheduling, evening classes, and campus jobs.
- Busy working families: Are you offering evening and weekend options? Can families join virtual sessions during a lunch break? If not, you are leaving them out.
The real question: Are your campus experiences built for everyone, or just for the students who can spend a sunny Thursday afternoon strolling through your quad?

Families want in, not just students

Three out of four families want at least weekly updates or timely news when it matters (RNL et al., 2025). Institutions are trying, but too often, communication still feels like a one-size-fits-all t-shirt. Technically wearable. Not flattering.

Here is the practical takeaway. Treat families as partners, not sidekicks. Share updates in plain language. Offer Spanish-language options. Spotlight ways families can support their students. Yield is not just about students. It is about family buy-in.

And remember:
- Lower-income families: They may not have time to comb through long emails. Keep communication concise. Highlight financial deadlines.
- First-generation families: Spell out key milestones. Provide clear “what comes next” instructions.
- Multilingual families: Translate emails, texts, and portal content.
- Busy working families: Send reminders multiple times of day. Record webinars. Make resources on demand.
When communication feels clear, inclusive, and personal, families lean in. When it does not, they check out. Sometimes, they cross your institution off the list.

Mind the gaps: Equity and information access

Families across the board say cost, aid, program details, and outcomes are critical. Lower-income and first-generation families face significantly larger “information deserts” when searching for them (RNL et al., 2025). Yet institutions often double down on generic email campaigns or broad digital ads. They assume everyone is starting from the same place (RNL, 2025).

Here is the practical takeaway. Equity in outreach is not just a value statement. It is a recruitment strategy. Translate materials. Send proactive aid guides. Partner with community groups to get info where it is needed most.

And remember:
- Lower-income families: Scholarships and payment plan info should not be three clicks deep. Put them front and center.
- First-generation families: A one-page roadmap with plain-language admissions and aid steps can level the field.
- Multilingual families: One brochure in Spanish is not enough. Provide translated FAQs, videos, and multilingual staff at info sessions.
- Busy working families: Host virtual Q&As in the evenings. Record them. Make sure materials are mobile-friendly.
If families cannot find or understand what they need, they will assume you do not have it. Or worse, that you do not care.

Digital tools are only as good as the content behind them

Institutions love their toys. Chatbots, SEO, and retargeted ads. These tools can be powerful (RNL, 2025). But families are not impressed by bells and whistles if the basics are missing. They want clear, easily accessible information about costs, aid, programs, and outcomes. Too often, they click into a chatbot or portal and leave frustrated because the answers are not there (RNL et al., 2025).

Here is the practical takeaway. Do not let technology become window dressing. Audit your site from a family’s perspective. Can they find costs, aid, majors, and career outcomes in under two clicks? If not, no chatbot in the world can fix it. No amount of flash will.

Think beyond the default user.
- Lower-income families: Spotty internet access means your site needs to be mobile-first, fast-loading, and crystal clear.
- First-generation families: Chatbots must speak plain language, not acronym soup.
- Multilingual families: Add multilingual chatbot capabilities or direct them quickly to translated resources.
- Busy working families: On-demand support matters. Chatbots at midnight. Video explainers that can be paused and replayed. Not just a nine-to-five phone line.
Digital tools are not about looking modern. They are about making life easier. If your tech feels like another hoop to jump through, families will bounce. If it feels like a helpful hand, families will lean in.

The big picture

The alignment is clear on some fronts. Families want email, visits, and cost clarity, and institutions largely deliver. But the gaps, portals, aid communication, and equity in outreach are where recruitment wins or loses.

Families are not just support systems. They are decision-makers. Right now, they are asking colleges to meet them with transparency, respect, and practical tools that make a complicated journey a little simpler.

In other words, if institutions want families to stay at the table, they will need to stop serving what is easiest to cook and start serving what families ordered.
Talk with our marketing and recruitment experts

RNL works with colleges and universities across the country to ensure their marketing and recruitment efforts are optimized and aligned with how student search for colleges. Reach out today for a complimentary consultation to discuss:

Student search strategies

Omnichannel communication campaigns

Personalization and engagement at scale

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References
- RNL. (2025a). 2025 Undergraduate Marketing and Recruitment Practices Report. Ruffalo Noel Levitz. https://www.ruffalonl.com/practices2025
- RNL, Ardeo, & CampusESP. (2025b). 2025 Prospective Family Engagement Study. Ruffalo Noel Levitz.
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November 21, 2025
One Platform, Endless Possibilities: Meet ScaleFunder Giving Form

Did you know that beyond powering multi-million dollar Giving Days and dynamic crowdfunding initiatives, ScaleFunder also offers functionality for creating simple and easy to use giving forms?

This versatility is why ScaleFunder Giving Forms are rapidly gaining momentum! If your institution is already a ScaleFunder Crowdfunding partner, you automatically have unlimited access to create as many Giving Forms as you need. Continue reading to explore how consolidating all your giving initiatives to the ScaleFunder platform can strengthen cross-campus collaboration, simplify the donor experience, and offer operational flexibility.

Stay friends with your gift processing team

Keep your gift processing team smiling, because fewer platforms mean fewer headaches. With every gift flowing through the same trusted payment processor (of your choice), your payment mapping fields stay consistent across all ScaleFunder Giving Day and crowdfunding campaigns. Plus, digital wallet options activated through your payment integration let donors give how they prefer without throwing your processing pals a curveball. In addition, you can now easily add opt-in questions for university-wide texts and emails, making it easier than ever to gather big-picture data while keeping your systems (and friendships) running smoothly.

Build consistency with donors

Familiarity builds confidence, and ScaleFunder keeps things beautifully consistent. Whether a donor is supporting your Giving Day, a crowdfunding project, or a giving form, the experience looks and feels consistent once they land on the donation form. After a few gifts, they’ll be pros at checkout…breezing through the form with ease. That comfort can translate to higher completion rates, faster transactions, and more donors exploring other opportunities on your platform.

Plus, once they’ve landed on one Giving Form, connecting them to others is a snap. Link to additional forms—like athletics, annual fund, or individual colleges and schools—just like our partners at Michigan Tech do, making it effortless for donors to discover new ways to give.

Pictured: The Michigan Technological University annual fund giving page.

Enjoy the flexibility you know and love

Creating a universal giving form has never been easier—you can do it in under five minutes! Need a simple form for one fund? Done. Want to showcase all 3,000 of your institution’s funds on a single page? Easy. The athletic director dreaming of a QR code in the banquet program that links to every athletic fund? Consider it handled.

You can add unlimited custom questions to make your form as fun—or as functional—as you like. Ask for T-shirt sizes, invite donors to share their stories, or let them vote for their favorite residence hall. The options are limitless, and the setup is a breeze.

Pictured: Our partners at Marshall University have identified nearly 20 priority funds on their Giving Form, which appear in two ways: visually appealing buttons on the project page and a searchable, scrollable list on the Giving Form.

Maintain your identity

Your brand is uniquely yours and it should shine through every click, color, and contribution. When you join the ScaleFunder family, our team crafts a custom site design and background that aligns with your institution’s brand standards, colors, and tone. Every page carries that same cohesive look and feel, so donors always know they’re in your world.

From your logo and language to your custom domain, everything says “you,” while Google reCAPTCHA quietly works behind the scenes to reassure them that every gift is safe and secure. This consistency of branding also means it’s easy to link to your Giving Forms from external pages, just like our partners at UMass Amherst have done from their main foundation website.

Pictured: The UMass Amherst Foundation giving page.

Ready to learn more?

Whether you’re exploring digital fundraising platforms or already part of the ScaleFunder family, we’d love to help you get the most out of your tools. Connect with Courtney Pourciaux, senior consultant, to learn how Giving Forms and ScaleFunder can elevate your fundraising strategy. Reach out and we can schedule a demo as well as discuss how to make your giving experience easy and consistent for your donors.

Talk with our digital giving experts

RNL works with institutions on digital giving and donor engagement, including crowdfunding, giving days, and omnichannel fundraising. Set up a time to talk with our fundraising experts to find your optimal strategies.

Request Consultation

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November 17, 2025
White House to Meet With Universities Regarding Compact

The Trump administration wants colleges to make a number of changes to their policies in order to get an edge in grant funding.

Brendan Smialowski/AFP/Getty Images

After four universities rejected the Trump administration’s compact for higher education, the White House is planning to meet Friday afternoon with the remaining five that have yet to respond.

A White House official confirmed plans of the meeting to Inside Higher Ed but didn’t say what the purpose of the gathering was or which universities would attend. Nine universities were asked to give feedback on the wide-ranging proposal by Oct. 20.

The virtual meeting will likely include May Mailman, a White House adviser, and Vincent Haley, director of the White House’s Domestic Policy Council, according to a source with knowledge of the White House’s plans. Mailman, Haley and Education Secretary Linda McMahon signed the letter sent to the initial nine about the compact.

So far, the Massachusetts Institute of Technology, Brown University, the University of Pennsylvania and the University of Southern California have publicly rejected the deal. Dartmouth College, the University of Arizona, the University of Texas at Austin, the University of Virginia and Vanderbilt University haven’t said whether they’ll agree to the compact. Trump officials have said that the signatories could get access to more grant funding and threatened the funding of those that don’t agree.

After USC released its letter rejecting the proposal, Liz Huston, a White House spokesperson, told the Los Angeles Times that “as long as they are not begging for federal funding, universities are free to implement any lawful policies they would like.”

Following the first rejection from MIT last Friday, President Trump posted on Truth Social that all colleges could now sign on. The White House has said that some institutions have already reached out to do so.

The source with knowledge of the White House’s plans said that the meeting “appears to be an effort to regain momentum by threatening institutions to sign even though it’s obviously not in the schools’ interest to do so.”

The Wall Street Journal reported that Arizona State University, the University of Kansas and Washington University in St. Louis were also invited. According to the Journal, the goal of the meeting was to answer questions about the proposal and to find common ground with the institutions.

Former senator Lamar Alexander, a Tennessee Republican and trustee at Vanderbilt, wrote in a Wall Street Journal op-ed that the compact was an example of federal overreach akin to previous efforts to impose uniform national standards on K–12 schools.

“Mr. Trump’s proposed higher education compact may provoke some useful dialogue around reform,” he wrote. “But the federal government shouldn’t try to manage the nation’s 6,000 colleges and universities.”

Inside Higher Ed reached out to the remaining five institutions as well as the new invitees, but they haven’t responded to a request for comment or to confirm whether they’ll attend the meeting.

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October 17, 2025
India embraces UK unis, says Southampton VC after Starmer-Modi meet

He was part of a 126-member UK delegation to India led by UK Prime Minister Starmer, which included entrepreneurs, cultural leaders, and university VCs, to celebrate the landmark trade deal between the two countries.

“The presence of all nine UK universities with a Letter of Intent (LoI) or Letter of Acceptance (LoA) is a major achievement for the UK HE sector, surpassing approvals from all other countries,” said Atherton, in a chat with The PIE News.

“UK universities have embraced the new regulations and India has embraced UK universities. All nine universities met with Prime Minsters Modi and Starmer during their joint press [conference], which celebrated the campuses and highlighted their contribution to the growth and development of higher education in India.”

Though Starmer has insisted that visa routes for Indian workers and students are not part of the broader trade deal, expanding overseas offerings for students to study in India was a key aim of the trip.

Major UK universities, including Coventry, Queen’s University Belfast, Surrey, Bristol, York, Aberdeen, Lancaster, and Liverpool, are set to launch campuses by 2026 across GIFT City, Mumbai, and Bengaluru. Southampton is the only functional campus so far, opening in August with 120 students in its inaugural cohort.

The presence of all nine UK universities with a LoI or LoA is a major achievement for the UK HE sector, surpassing approvals from all other countries
_{^{Andrew Atherton, University of Southampton}}

India’s growing demand for higher education, projected at 70 million places by 2035, presents opportunities for UK institutions, particularly as cautious immigration policies shape study abroad choices among Indian students.

Both countries are also set to deepen education ties through the Vision 2035 framework, with an annual ministerial dialogue to review qualification recognition and promote knowledge-sharing via platforms like the UK’s Education World Forum and India’s National Education Policy (NEP).

The University Grants Commission (UGC), India’s higher education regulator, introduced relaxed rules in 2023 for foreign universities to open branch campuses in India. While initial interest was slow, many institutions are now actively exploring opportunities, according to Atherton.

“When the NEP first talked about international campuses in India there was some debate and activism about whether international universities would apply,” said Atherton.

“With nine from the UK and three from Australia and one from the US, the policy has proven its ability to engorge international universities to set up campuses in India.”

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October 17, 2025
India embraces UK unis, says Southampton VP after Starmer-Modi meet

He was part of a 126-member UK delegation to India led by UK Prime Minister Starmer, which included entrepreneurs, cultural leaders, and university VCs, to celebrate the landmark trade deal between the two countries.

“The presence of all nine UK universities with a Letter of Intent (LoI) or Letter of Acceptance (LoA) is a major achievement for the UK HE sector, surpassing approvals from all other countries,” said Atherton, in a chat with The PIE News.

“UK universities have embraced the new regulations and India has embraced UK universities. All nine universities met with Prime Minsters Modi and Starmer during their joint press [conference], which celebrated the campuses and highlighted their contribution to the growth and development of higher education in India.”

Though Starmer has insisted that visa routes for Indian workers and students are not part of the broader trade deal, expanding overseas offerings for students to study in India was a key aim of the trip.

Major UK universities, including Coventry, Queen’s University Belfast, Surrey, Bristol, York, Aberdeen, Lancaster, and Liverpool, are set to launch campuses by 2026 across GIFT City, Mumbai, and Bengaluru. Southampton is the only functional campus so far, opening in August with 120 students in its inaugural cohort.

The presence of all nine UK universities with a LoI or LoA is a major achievement for the UK HE sector, surpassing approvals from all other countries
_{^{Andrew Atherton, University of Southampton}}

India’s growing demand for higher education, projected at 70 million places by 2035, presents opportunities for UK institutions, particularly as cautious immigration policies shape study abroad choices among Indian students.

Both countries are also set to deepen education ties through the Vision 2035 framework, with an annual ministerial dialogue to review qualification recognition and promote knowledge-sharing via platforms like the UK’s Education World Forum and India’s National Education Policy (NEP).

The University Grants Commission (UGC), India’s higher education regulator, introduced relaxed rules in 2023 for foreign universities to open branch campuses in India. While initial interest was slow, many institutions are now actively exploring opportunities, according to Atherton.

“When the NEP first talked about international campuses in India there was some debate and activism about whether international universities would apply,” said Atherton.

“With nine from the UK and three from Australia and one from the US, the policy has proven its ability to engorge international universities to set up campuses in India.”

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October 17, 2025
Universities Meet Just a Fraction of Demand for AI Training

Interest in artificial intelligence training is soaring, but only a fraction of the demand is being met by higher education, according to a new report.

Nearly 57 million people in the U.S. are interested in learning AI-based skills—with about 8.7 million currently learning, the higher education marketing and research firm Validated Insights estimates.

Two-thirds of them are doing so independently through videos, online reading and other learning resources, and a third are doing so via a structured and supervised learning program. However, just 7,000 (0.2 percent) are learning AI via a credit-bearing program from a higher education institution.

This is despite enrollment in AI courses growing quickly in recent years. According to the report, the first bachelor’s degree in the subject was launched by Carnegie Mellon University in 2018.

Over the next five years, enrollment in AI programs at colleges and universities grew 45 percent annually. The report found that approximately 1 percent of institutions now offer a master’s degree in AI, 2.5 percent a bachelor’s degree and 3 to 5 percent offer a nondegree program.

SUNY’s University at Buffalo saw enrollment in its master’s degree in AI grow over 20 times from 2020 to 2024, from five to 103 students.

“Based on the data, there was sizable existing interest and demand for professional and workplace education and training in AI and AI-related areas, but we probably haven’t seen anything yet,” said Brady Colby, head of market research at Validated Insights.

“According to survey data and hiring trends, this market, the AI education and training market, is positioned for incredible, maybe explosive, growth.”

Validated Insights said ed-tech companies have seized the opportunity and are serving more than 99 percent of those looking to upskill in AI. Just 14 months after the launch of ChatGPT, enrollment in generative AI courses on platforms like Coursera and Udemy had grown to 3.5 million.

“Given the expected very high demand for learning AI, that so few existing learners are in credit programs is an important thing to know,” said Colby.

“It’s not necessarily a warning for colleges and universities as it may be a blast of opportunity. If for-credit, degree-granting institutions can sync their programs and reach this massive pool of interested students, the rewards could be excessive—for the students and schools alike.”

Estimates published by Statista suggest that the aggregate market for AI in the U.S. in 2025 is worth $74 billion.

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August 1, 2025
‘Strong evidence’ Harvard doesn’t meet accreditation standards, feds say
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Dive Brief:
- Two federal agencies on Wednesday notified Harvard University’s accreditor of “strong evidence to suggest” the Ivy League institution no longer meets its accreditation standards.
- In a letter to the New England Commission of Higher Education, the U.S. departments of Education and Health and Human Services cited recent HHS findings alleging that Harvard is in “violent violation” of federal antidiscrimination law and has been “deliberately indifferent” to the harassment of Jewish and Israeli students on its campus.
- The announcement comes the week after Columbia University got word from its accreditor that its approval “may be in jeopardy” following similar findings by HHS against the New York institution.
Dive Insight:

A wide-ranging April executive order from President Donald Trump directed U.S. Secretary of Education Linda McMahon to “promptly” provide accreditation agencies with any findings of noncompliance with Title VI, which prohibits discrimination based on race, color or national origin in federally funded programs.

On Wednesday, McMahon did so for Harvard’s accreditor, NECHE.

“By allowing antisemitic harassment and discrimination to persist unchecked on its campus, Harvard University has failed in its obligation to students, educators, and American taxpayers,” she said in a statement.

The Education Department expects NECHE to “enforce its policies and practices” and keep the agency “fully informed of its efforts to ensure that Harvard is in compliance with federal law and accreditor standards,” McMahon added.

Without accreditation, Harvard would lose eligibility to accept federal financial aid — a crucial revenue source for all colleges, even the wealthiest ones.

After HHS accused the university of violating Title VI last week, NECHE released a FAQ addressing its next steps.

The commission made clear that the federal government cannot direct it to revoke a college’s accreditation. Likewise, a college does not automatically lose its accreditation if it is put under investigation, the FAQ said.

NECHE gives institutions “up to four years to come into compliance when found by the Commission to be out of compliance, which can be extended for good cause,” it said, adding that institutions remain accredited during that time.

Under NECHE policies, the commission will conduct an independent review of the allegations against Harvard.

Meanwhile, HHS’ findings heavily cited an April report from Harvard on antisemitism and anti-Israeli bias on its campus. The internal report found that Jewish, Israeli and Zionist students and employees at the university felt shunned or harassed at times during the 2023-24 academic year.

Since the report published in April, the Trump administration has repeatedly used it in attempts to cut off Harvard from enrolling international students and terminate more of its federal funding.

Harvard also released a second report in tandem that addressed anti-Muslim, anti-Arab and anti-Palestinian bias on campus, finding that Harvard students and employees in these demographics also said they experienced harassment and discrimination during the same time frame.

However, the Trump administration has not highlighted the findings from the second report in its news releases about Harvard’s alleged failure to protect students from harassment. And the Education Department’s Office for Civil Rights has thus far stayed silent on issues of Islamophobia under Title VI.
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July 9, 2025
Spirit of adventure – meet the Nepalese study abroad guides

Nepal has long been synonymous with the legendary ‘Sherpa’ mountain guides, skilled in helping international travellers explore the Himalayas.

There is also however, a more recent tradition of local education guides helping their compatriots to seek out adventure and opportunity through study abroad.

In the past, this demand favoured Australia as a study destination, but since the Albanese government introduced increased visa restrictions, that demand has increasingly turned to alternative destinations like the US, France, Japan and the UK.

According to ONS data, more than 9,000 study visas were issued to Nepalese students studying in the UK as of March 2024 but the true number is undoubtedly higher in the year since.

The PIE News visited Franklin International, a leading local agent, to better understand the factors supporting growth.

Away from the chaotic streets of Kathmandu, where thousands of agent offices operate within a square mile in a district known as ‘Putalisadak’, Franklin International has chosen instead to base its national headquarters in the foothills of peaceful Pokhara.

Here we find an operation that feels more like a family than an agency. There aren’t any cut-outs of Big Ben; instead, they favour a comfortable working atmosphere for staff and students.

There is an office full of people diligently running document checks, taking calls, and running webinars with their prospective students across Nepal.

I meet a team packing for a 17-day tour of the country to meet applicants face-to-face – giving them a chance to outline important next steps and reassure family members.

There are entire rooms of people dedicated to supporting universities like the University of Roehampton and the University of East London, for whom they facilitate close operational relationships that deliver hundreds of compliant student enrolments.

“The UK demand is still in its infancy,” company CMO and co-founder, Deepak Khadka tells me.

“The number of students applying has grown rapidly, but the knowledge about the UK process is limited among most people,” he continues.”There are too many agents looking for short-cut commission – so we have had to build a system in partnership with British universities to focus on the compliance checks they need.”

This is a price-sensitive market, with only 15-20 universities offering financially viable course options. This has created a unique bubble where large numbers of students are following each other to the same university in each intake. Word of mouth is a key driver of demand.

This volume has, in turn, triggered an explosion in Nepalese agent activity as the potential for high commission levels is clear.

At a higher education event in Kathmandu, The PIE met teams of young friends, often still in their 20s or early 30s, keen to get involved and cash-in on prospective students from their neighbourhoods.

“We have a choice to make in Nepal,” explains Khadka. “We either compete as agents, or we try and work together to best support the students.”

Having completed his doctorate in agent supply chains from UWS, his understanding of the Nepalese market is crucial.

“We try to act as supportive guides for these other guys. They have so much energy and ambition – but we must make sure the professional compliance is water-tight when processing applications,” he tells The PIE. “We have the expertise to do this correctly. We call this the Official University Representative network to convey that message.”

Khadka is keen to stress that he and his fellow agents care far more about the students they work with than pitting themselves against one another.

“I care about Nepal’s future. We don’t want to make the same mistakes as other countries or regions,” he says.

“We want our young people to succeed in their study abroad adventures – and I would rather work together for a better system, than get drawn into a territorial battle. We are proud that this model is being recognised by our UK partners and local officials here.”

Overseas education agencies must have government approval to operate in Nepal, leading to conflict over online aggregator models trying to undercut this licensing.

I care about Nepal’s future. We don’t want to make the same mistakes as other countries or regions
_{^{Deepak Khadka, Franklin International}}

Local protocol can be complicated as students need to obtain a ‘No Obligation Certificate’ from the government to study abroad, and many turn to government-backed student finance options to prepare their budgets.

Vidhi Mistry, head of international operations for the University of Roehampton, explains her approach to the market: “In Nepal, when there are thousands of agents, it’s not about being everywhere. A university doesn’t need to work with every agent.

“A right partnership is about aligning values, intent and quality that prioritises reputation and longevity. Agents can elevate the sector or dilute it. Exclusivity when earned and aligned isn’t a restriction, it is a strategy for sustainable growth [in a chaotic market].”

The PIE spoke to Sajan, a Nepalese student who has an offer to study at the University of West Scotland London campus. He explained his reasoning for working with an agency.

“I have friends already at UWS London and they love it. I didn’t need help with choosing which university or course I wanted, but I had to make sure my finances and visa are processed correctly,” he says. “My father and I have been guided to understand my required budget and each step of the process. I am very grateful.”

With the UK government announcing future plans to tighten visa issuance for countries linked to asylum claims, and to clamp down on universities linked to poor compliance metrics – it is important the Nepal market doesn’t grow too fast, too soon.

Strong demand will undoubtedly bring greater competition, so only time will tell if universities and agents can get regulate themselves to realise the opportunity.

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May 30, 2025
English language requirements under the microscope: Do you have what it takes to meet your university’s English language entry requirements for international students?
- By Tamsin Thomas, Senior Strategic Engagement Manager, Duolingo English Test.
The English language proficiency of international students is once again under the microscope. Heightened scrutiny is being driven by media coverage of international admissions, including The Times and BBC Radio 4’s File on 4, as well as the new immigration white paper. The Home Office is currently tendering for an English test for immigration purposes and has also undertaken a review of university English testing arrangements.

There are growing questions about how UK universities assess English proficiency, which tests are accepted, and what governance arrangements are in place to ensure that students have the level of English they need to succeed. These are valid and necessary discussions.

But it’s also true that much of the debate is happening without lived experience. Most contributors to this conversation — from media commentators to admissions professionals and policymakers — have never sat a high-stakes English language test themselves, certainly not as an entry requirement for studying in another country. That gap matters.

How Do International Students Currently Meet English Language Requirements?

UK universities have built robust and nuanced systems for assessing English proficiency, shaped by decades of global engagement. These typically fall into three broad categories:
- Secondary school qualifications: Many countries offer high school-level English that meets UK university entry standards. For example, iGCSEs, the IB, Hong Kong’s HKDSE, or Germany’s Abitur are often accepted without additional testing.
- Standardised English proficiency tests: Many international students – especially those from countries where English is not the primary language of instruction – take tests like IELTS, TOEFL, or the Duolingo English Test (DET) in addition to their school diplomas.
- Evidence of prior study in English: If a student has completed at least three years of education in English at the tertiary level, this can meet requirements under a “Medium of Instruction” policy.
In countries like India and Nigeria, the situation is more complex. Both operate parallel education systems – some in English, others in regional languages. Students with strong English scores in the Indian Standard XII (CBSE, ISC) or the West African WAEC are often accepted without further testing. Graduates of other boards may need to take a test.

These frameworks are diverse by design – reflecting the deep, often country-specific, relationships and expertise UK universities have developed over time.

While the media sometimes focuses on the small minority of international students whose English may fall short, it’s worth remembering that perfection is not the benchmark. Most international students meet entry requirements – and universities have systems in place to support language development throughout the degree. After all, only a small percentage of UK students get a Grade 9 in GCSE English, and developing academic English skills is part of what universities train students to do. Language proficiency exists on a spectrum – the question isn’t whether students are fluent on entry, but whether they have the foundation to succeed.

What Happens When a New Test Enters the Market?

As a relatively new entrant to this space, the Duolingo English Test – now accepted by over 40 UK universities – has seen firsthand how institutions evaluate and onboard new tests.

Typically, the process reflects a practical need to expand the range of tests, paired with a careful scrutiny process – usually via committee:
- Recruitment teams identify a test that meets student demand or addresses market access barriers.
- Admissions teams assess delivery method, validity, and the external evidence base.
- English-language colleagues evaluate whether the test provides evidence that students can succeed academically on campus.
- Compliance teams consider immigration implications and policy compatibility – is the test secure?
Tests are often accepted provisionally, with performance tracked for one to two years, however long it takes to build up enough data to make an informed decision. Institutions benchmark outcomes against long-accepted credentials: Do the score thresholds align, and are there heightened compliance risks?

The process is rarely quick, but it is thorough.

What Does Good Governance Look Like?

While most UK universities use similar criteria for test evaluation, governance structures vary. In some institutions, decisions sit with dedicated English policy working groups; in others, with international admissions committees. Sometimes responsibility is split between professional services and academics. In others, it’s entirely devolved to professional services.

This variation isn’t necessarily a problem but it does mean there’s no single ‘sector-wide’ process for evaluating or monitoring English tests.

As an online test provider, one gap that has always seemed under-discussed is the practical reality of actually taking a test. If you’re a student in Afghanistan, where crossing borders is difficult and test centres don’t operate, how are you supposed to prove your English proficiency? If you’re a mobility-impaired test taker in a country without inclusive building regulations, how do you sit a test at all? The global distribution of test centres is far from comprehensive.

Join the Conversation — Enter the DET University Challenge

Here’s the challenge: put yourself in an international student’s shoes. Could you meet your own university’s English language entry requirements?

The DET University Challenge 2025 invites UK university staff – whether English is their first language or not – to sit an English proficiency test similar to those taken by millions of international students each year.

The Challenge offers a practical, engaging way for staff to experience a process usually reserved for students. It’s a prompt for reflection – and yes, maybe a little fun along the way.

At a time when English requirements are under increasing public, political, and policy scrutiny, there’s real value in taking a closer look at the systems we rely on – and at how they feel from the other side.

So: do you have what it takes to meet your university’s English language entry requirements?

The DET University Challenge is open until 31 May 2025 with participants able to win up to £5,000 in prize money for their university or a designated Higher Education access charity. Terms and conditions apply.
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May 22, 2025
Meet the Students and Staff Shaping Your College Experience

By knowing about and engaging with these key figures on campus, you can make the most of your college experience and set yourself up for success.

Kate Lehman, Ph.D.

Director, National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina

Katie Hopkins

Associate Director for Faculty Development and Resources, University 101 Programs, University of South Carolina

Congratulations! You’ve made it to your first day of classes! You are excited by the opportunities before you…and overwhelmed. Colleges and universities employ a host of staff and faculty whose primary role is to support your success. Part of your tuition and fees go to support these folks — you should use them! Meet the 10 people you need to maximize your college experience.

Faculty, instructors, and teaching assistants (TAs)

You’re surely familiar with the folks teaching your courses. Use office hours to get to know your instructors. Ask them how they got into their fields and why they love their work. You might be interested in a similar topic, land yourself a research opportunity, or find yourself a new mentor!

Academic advisers

Course registration should not be the last time you speak with your academic advisor! Academic advisers help anytime you are thinking about your course of study, whether you want to drop a class, change your major, add a minor, take a summer class, or figure out how to work a study abroad program into your plan.

Librarians

Librarians have magical skills to make your classwork so much easier. Okay, it’s not really magic, but they can help you find awesome sources for class papers and teach you about technical resources like citation management software to make your work a lot easier!

Student success and academic support staff

Is chemistry or calculus stressing you out? Your institution has a student success center or a tutoring center to help. Our advice: Get help as soon as you start feeling overwhelmed. Don’t wait until you’re really behind!

Financial aid team

You have probably already received your financial aid package, but life happens. If your financial situation changes, the financial aid office is your first call. They might adjust your aid package and/or connect you to additional financial resources.

Health center and counseling center staff

You probably know to go to the health center if you sprain an ankle or have a sinus infection, but the medical and counseling team can help with a lot more. If you are feeling overwhelmed or are struggling, schedule an appointment to gain access to counseling sessions, support groups, and workshops to help you feel your best (all things which are included in your tuition and fees).

First-year students at the University of South Carolina participate in a team-building activity in their first-year seminar course. | Photo by Logan White

Career center staff

Whether you have mapped out a career plan or have no clue what you want to do, your career center staff can help! It’s not just for seniors — career centers help with career exploration, internships, resume development, and interview skills. They might even be able to help you find an on-campus job so you can build career skills and start earning money while you’re a student.

Disability services staff

If you received accommodations in high school, be sure to register with disability services on your campus, as those do not automatically roll over. These may be related to dietary restrictions, learning disabilities, or mental health conditions. They can work with you to ensure you have what you need to be successful!

Student activities and recreation services staff

You didn’t just come to college to study and work, right? Join a student organization, attend fun events, play on an intramural sports team, or take a group exercise class! Besides having a good time, you’ll grow your leadership, teamwork, and communication skills and make friends.

Friends and peer mentors

Decades of research on college student success tell us that your fellow students, or your peers, are key to your success. Many of the campus offices employ student staff members, often called peer mentors. By getting involved on campus, you will make friends who support and encourage you.

The folks outlined here can help you get the most out of your college experience. Don’t ever hesitate to ask someone a question, introduce yourself, or try a new resource; it can only help! These amazing people will help find the opportunities that will shape your future. As you build connections with them, you will find friends and mentors to last a lifetime.

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May 21, 2025