Tag: risks

  • Misrepresenting Prison Education Risks Harming Students

    Misrepresenting Prison Education Risks Harming Students

    To the editor:

    We write from a Big 10 Prison Education Program, where we’ve worked for a decade to increase access to higher education for incarcerated individuals. We found the framing of the article,“Prison Education May Raise Risk of Reincarceration for Technical Violations” (Jan. 12, 2026) to be misleading and have deep concerns for its potential impact on incarcerated students and prison education programming.

    The article fails to acknowledge decades of evidence about the benefits of prison education. The title and framing deceptively imply that college programs increase criminal activity post-release at a national scale. The Grinnell study—an unpublished working paper—is only informed by data collected in Iowa. Of most impact to incarcerated students, the title and introductory paragraphs mislead the reader by implying that the blame for technical violations and reincarceration should be placed on the justice-impacted individuals themselves. Buried in the article is a nuanced, accurate, structural interpretation of the data: per Iowa-based data, incarcerated individuals who pursue college may be unfairly targeted by parole boards and other decision-making bodies in the corrections system, thus leading to a higher rate of technical violations.

    The impact of the article’s misleading framing could be devastating for incarcerated college students, especially in a climate where legislators often value being “tough on crime.”

    We understand the importance for journalism to tell the full story, and many of the Grinnell study’s findings may be useful for understanding programmatic challenges; however, this particular framing could lead to its own unintended consequences. The 1994 repeal of Pell funding collapsed prison education for nearly thirty years; as a result, the US went from having 772 Prison Ed Programs to eight. Blaming incarcerated individuals for a structural failure could cause colleges and universities to pull support from their programs. We’ve already seen programs (e.g.,Georgia State University) collapse without institutional support, leaving incarcerated students without any access to college. This material threat is further amplified by the article’s premature conclusions about a field that has only recently—as of 2022 with the reintegration of Pell—begun to rebuild.

    In a world where incarcerated students are denied their humanity on a daily basis, it is our collective societal obligation to responsibly and fairly represent information about humanizing programming. Otherwise, we risk harming students’ still emerging—and still fragile—access to higher education.

    Liana Cole is the assistant director of the education at the Restorative Justice Initiative at Pennsylvania State University.

    Efraín Marimón is an associate teaching professor of education; director, of the Restorative Justice Initiative; and director of the Social Justice Fellowship at Pennsylvania State University.

    Elizabeth Siegelman is the executive director for Center for Alternatives in Community Justice.

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  • DOJ plan to target ‘domestic terrorists’ risks chilling speech

    DOJ plan to target ‘domestic terrorists’ risks chilling speech

    Attorney General Pam Bondi reportedly sent a memo two weeks ago indicating how the federal government intends to target “domestic terrorist organizations.” That memo outlines how the Justice Department plans to implement President Trump’s National Security Presidential Memo 7

    To explain what’s wrong with Bondi’s memo, we need to bounce back and forth between it and NSPM-7. Think of it this way: NSPM-7 is an idea, and Bondi’s memo is a checklist in furtherance of that idea. At the same time, the memo isn’t quite a blueprint, because it still omits key details about what the Justice Department intends to do. But what it does include is alarming.

    NSPM-7 was issued in late September and announced a federal government effort to identify “domestic terror organizations.” It also listed specific ideologies, like “anti-Americanism, anti-capitalism, and anti-Christianity,” as “common threads” motivating political threats and violence.

    In the memo, the attorney general ordered all federal law enforcement agencies to “review their files and holdings for Antifa and Antifa-related intelligence and information” and turn it over to the FBI within 14 days. The FBI is directed to then report to the deputy attorney general which groups (if any) are engaged in acts that “may constitute domestic terrorism.”

    Bondi’s memo also includes two new elements in this process: promoting the FBI’s terrorism tip line, and establishing a cash reward system for reports that lead to the identification and arrest of the leaders of domestic terrorism organizations.

    A few problems jump out at me.

    The Bondi memo, like NSPM-7, blurs the line between investigating crimes and ideologies

    Like NSPM-7 before it, Bondi’s memo states that recent political attacks share common motivating ideologies, saying that groups are using terrorism to advance agendas like “radical gender ideology, anti-Americanism, anti-capitalism, or anti-Christianity.” As I said in September, the government has inappropriately targeted groups by ideology in the recent past:

    During the Obama administration, the IRS targeted nonprofit groups with the words “Tea Party” or “Patriots” in their names, identifying groups by ideology and punishing them by subjecting them to extra processes. And its explanation was that this was just a “shortcut” — other organizations with similar profiles had violated IRS rules, so they jumped to targeting groups that used similar words.

    In 2023, the FBI distributed an internal memo linking “ethnically motivated violent extremists” to traditional Catholic ideology, a call for viewpoint-based targeting that was only exposed by a whistleblower and oversight from Congress. In 2022, an internal FBI memo linked the Gadsden flag and other patriotic symbols to violent extremism. And while such links do exist, and it makes sense for law enforcement to identify them, it also risks sweeping up ordinary Americans.

    These tactics create the risk that any member of any political movement could find themselves added to a government list and subjected to special scrutiny if others with the same ideology commit an ideologically motivated crime. But it’s not a crime (terrorism or otherwise) to hold “radical” beliefs about “gender ideology” or to take positions on core American values that contradict the government’s view.

    This happened before during the McCarthy era. Communist rhetoric resonated with some 1950s Americans who wanted working people to have decent wages, but that did not mean most American socialists were Soviet spies or conspired to overthrow the government. Nonetheless, accusations of vast criminality were used to justify sprawling government investigations into groups that espoused socialist views.

    You can’t vindicate American values against anti-American ideologies with un-American practices like warmed-over McCarthyism.

    I want to be clear that saying ideology should not be the starting point of an investigation is not at all to diminish the very real, ideologically-motivated threats faced by government employees, politicians, and political actors. The memos mention Charlie Kirk’s assassination and the October shooting at a Dallas ICE facility among other incidents; they could just as easily include the assassination of Minnesota State Rep. Melissa Hortman and her husband, the 2011 shooting of Rep. Gabrielle Giffords, or the 2017 shooting of Rep. Steve Scalise. There are people who want to hurt or kill public officials and public figures for doing their jobs, and those people will often offer ideological reasons for doing that.

    However, that some terrorists have an ideology does not make everyone with the same ideology a terrorist.

    And that is the core problem with this whole endeavor. People who conspire to engage in actual criminal behavior should be investigated, arrested, and prosecuted. But these memos aren’t narrowly focused on groups that exist for the purpose of ideologically motivated violence, which act to bring about violence; they broadly condemn particular viewpoints and lay a foundation for a government watchlist of American groups which share those viewpoints. And where does that get us? You can’t vindicate American values against anti-American ideologies with un-American practices like warmed-over McCarthyism.

    ‘Domestic terrorist organization’ designation is still a matter of AG whims

    While the phrase “domestic terrorist organization” sounds very official, it doesn’t have a statutory definition or accompanying due process protections, unlike its nominative counterpart, the foreign terrorist organization. NSPM-7 delegated to the attorney general the ability to recommend which groups should be so designated, but not whether they will be.

    Bondi’s memo directs federal law enforcement to provide information to the AG’s office that would presumably guide those initial recommendations, but offers no further information on duration or appeals. It doesn’t even suggest that a group so designated would be given notice of that designation.

    Why everything Pam Bondi said about ‘hate speech’ is wrong

    The nation’s top law enforcement officer doesn’t understand there is no hate-speech exception to the First Amendment — and that’s scary.


    Read More

    NSPM-7 essentially argues a domestic terrorist organization is an organization with members who commit acts meeting the statutory definition of domestic terrorism. That definition includes unlawful “acts dangerous to human life” that “appear to be intended to intimidate or coerce a civilian population” or “influence the policy of a government by intimidation or coercion.” It includes no requirement that the organization itself have unlawful aims or that the members’ actions are in furtherance of them. 

    By asking the FBI to compile “a list of groups or entities engaged in acts that may constitute domestic terrorism” as defined by statute, Bondi’s memo at first seems to be more narrowly focused. But that limitation remains an exercise of discretion, and could change as directed by the president or a successor. And it’s not even entirely clear that the list provided by the FBI is the exclusive source in Bondi’s decision-making process, or what that process looks like after she received the list. 

    One reason to question how much this definition is cabined in practice is that the administration has designated Antifa a domestic terrorist organization. But Antifa is mostly an ideology, not a defined organization, as such. There might well be domestic terrorist organizations that hold Antifa-aligned tenets, but a philosophy is not an organization, even if some organizations refer to it in their names. Designating Antifa as a terrorist organization is a little like planning to meet someone at a restaurant and you pick the restaurant “hamburger.” 

    Doxing isn’t ‘domestic terrorism’

    The Bondi memo also repeats, and expands on, NSPM-7’s decision to treat doxing (publishing information online that makes specific people identifiable) as a crime that counts as “domestic terrorism.” But as I said in September, it often isn’t:

    Doxing is protected speech unless it violates some other existing law. After all, doxing describes much of the basic activity of news media, where otherwise unknown information is found and published, and frequently, that information is personally identifiable. That’s especially true when the “doxing” the government is upset about is information related to public employees in the course of their duties, such as the location of ICE agents.

    Bondi does not agree. After someone developed ICEBlock, an app for users to share the locations of ICE activity, Bondi said in an interview: “We are looking at it, we are looking at him, and he better watch out, because that’s not protected speech.”

    Note that ICEBlock is, in fact, protected speech. The ability to share facts about public employees in the execution of their duties in public spaces is not a gray area under the First Amendment; it’s protected speech.

    The theory under which Bondi seems to be operating is that if people know where ICE activity is happening, they will use that information either to engage in violence against agents or to evade lawful court orders. In July, congressional republicans sent Bondi a letter stating: “Sharing real-time locations of ICE officers paints targets on their backs, increasing the likelihood that they face immediate resistance.”

    ICEBlock was removed from the Apple store in October (as were similar apps and groups on other platforms), with Apple saying it took that decision “based on information we’ve received from law enforcement about the safety risks associated with ICEBlock.” Earlier this week, ICEBlock’s developer sued the Trump administration, arguing that pressure from the government led to the app’s removal.

    Trump’s ‘domestic terrorism’ memo chillingly targets people by ideology

    Trump’s “domestic terrorism” memo blurs the line between policing crimes and policing beliefs — with chilling echoes of McCarthyism.


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    ICE agents have indeed faced violence, including a July shooting at a facility in Alvarado, Texas and a September sniper attack in Dallas that left two detainees and the gunman dead. So far, however, there is no evidence these actions were related to ICEBlock or any other ICE-tracking app or website. And there are lots of legitimate reasons people might want to know the location of ICE activity that don’t involve violence or frustrating the enforcement of laws — like avoiding traffic delays or not wanting to be caught in the middle of a mass arrest that doesn’t involve them. An app that shows the location of ICE raids no more aids terrorism against ICE agents than a street map showing a residential area aids home invasions. 

    References to doxing as “acts of domestic terrorism” in the Bondi memo could be the administration doubling down on its condemnation of ICEBlock and similar apps, hoping to at least chill their use by implication, if not outright threaten to prosecute them for aiding domestic terrorism. Treating doxing (which is protected speech) as domestic terrorism opens the door to government investigations of people who oppose ICE with truthful, public information.

    Anonymous tip line exacerbates potential for abuse

    The president and AG have identified a number of ideologies shared by domestic terrorists, argued these shared ideologies indicate group sponsorship, and want to encourage people to make more reports (anonymous or otherwise) about the topic. The FBI already has a tip line, and it accepts anonymous reports. Bondi’s memo just directs that the FBI consider how to better promote it for this specific purpose. 

    But what is the specific purpose that the administration intends to promote? Both NSPM-7 and the Bondi memo seem to target both crime (which they should) and beliefs (which they should not). Blurring the line between the two could make this a hotline for reporting wrongthink. We have seen the effect of anonymous reporting hotlines for ideological wrongthink in the context of campus Bias Response Teams:

    They frequently record accusations without providing a method of contesting their reports or even identifying the accusing party. Vague accusations of racism rooted in innocuous behavior is an exceptionally common feature of cancellation attempts. In promising to punish (potentially with police help) accusations of racism while obscuring the identity and motives of the accuser, BRTs are perfect engines for ideological abuse.

    Bondi, Vice President JD Vance, and Stephen Miller have all recently called for punishing non-criminal behavior through either state power or cancel culture. An FBI hotline collecting reports of non-criminal activity (like doxing) would be a troubling escalation — one that should trouble even those who agree with the spirit of Bondi’s memo. That’s because the power the hotline grants would exist for the next administration, too, which might not see the world in quite the same way. 

    All of this creates a real chilling effect

    As I wrote in September, “when the president uses his pen to take aim at anything, it will cause a chilling effect.” The attorney general’s pen is no less frosty as it conveys the message of likely or possible criminal prosecution.  

    In a footnote, Bondi’s memo says that “no investigation may be opened based solely on activities protected by the First Amendment” or other civil rights. But it also identifies protected speech — doxing — as a criminal act of terrorism. What other non-criminal activities might yield investigations? Presumably things related to the viewpoints listed in NSPM-7 and reiterated again in the Bondi memo. In turn, Americans will act rationally — and become less likely to say what they really think.

    We might know more in 30 days, when the FBI reports to the deputy AG the results of its review of groups. Check back then for more.

    (H/t to Ken Klippenstein for actually publishing the memo)

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  • University lands: mapping risks and opportunities for the UK higher education sector (Part 3)

    University lands: mapping risks and opportunities for the UK higher education sector (Part 3)

    SUMS Consulting will host a webinar from 11:00 to 12:00 on Thursday 22 January 2026. The webinar will include a walkthrough of the report and online tool, and panel discussion featuring Nick Hillman OBE (Director of HEPI). Register here.

    This blog, kindly authored by Thomas Owen-Smith, Principal Consultant at SUMS Consulting, and William Phillips, Data Analyst at SUMS Consulting, is part of a three-part mini series on UK universities’ approaches to land use.

    Today’s final blog in the series focuses on opportunities and value. You can find part one of this series, which introduces the work, here. Part two of this series, focusing on risk, is here.

    The opportunity landscape

    2025 sees many higher education institutions looking for innovative approaches to rebalance their profile of income and costs.

    Universities’ estates might offer the potential to save hundreds of millions of pounds on energy costs through harnessing the sun and wind, as well as opportunities to play a role in the local and regional systems that will play an important role in the UK’s energy transition.

    Local and regional connectivity through infrastructure also brings opportunities around education, skills and jobs, as well as applied research, industry partnership and knowledge exchange. These offer means for institutions to nourish relationships with their local communities, with positive impacts on public opinion and consent around universities’ legitimacy and the public goods they bring to society.

    We have also explored opportunities around afforestation and the natural capital value of ecosystem services supplied by UK universities’ lands – which stands separate to the commercial land value. (And there are many additional opportunities which we did not have time to investigate in detail).

    Again, many institutions have already taken steps (in some cases over many years) around the opportunities outlined. Our mapping of sector land use cannot pick up these existing examples, but we have referred to some accessible cases in the report.

    We hope the insights of this work can help individual institutions which may not yet have engaged with these questions to understand their initial option space, opening the track to more detailed investigation; and support the higher education sector and policymakers to have more informed conversations about what these options may mean for decisions and guidance at the aggregate or whole-sector level.

    We also refer to sector resources around topics such as carbon credits, improving biodiversity and reducing impacts on nature (the greatest of which, for universities, are typically through their supply chains).

    Mapping opportunities and value

    Using our mapping tool, institutions can explore the potential of their estates for solar and wind energy generation, as well as suitability for broadleaf forest growth.

    These opportunities vary across the country according to latitude, topography, aspect and a range of local conditions and constraints. We used an assumptions-based approach, referring to sector-wide averages, to model the potential aggregate impacts of sector-wide uptake (noting that some institutions have already done this).

    If 10% of universities’ built land were equipped with solar energy installations, this could generate an estimated 208,826 megawatt-hours (mWh) per year. This would equate to around 2.9% of the sector’s total energy usage in 2022/23 (as reported by 135 institutions in the Estates Management Record). Based on current commercial unit rates for energy, this could achieve an annual saving of around £42 million on energy bills. It would also abate in the region of 47,000 tonnes of carbon dioxide equivalent (tCO2e) annually, representing around 3.3% of the sector’s reported scope 1 and 2 emissions in 2022/23.

    If 10% of universities’ grassland was used for solar power generation, this could generate an estimated 189,360 mWh per year. This would achieve energy savings, financial savings and abatement of carbon emissions of a similar, slightly smaller magnitude than the estimates just above for built land.If the same percentage was used for wind generation, this could generate an estimated 19,920 mWh per year. This would achieve energy-saving, financial and carbon abatement benefits of roughly 10% the size of those set out for solar opportunities.

    Using carbon flux factors extrapolated from the UK Natural Capital Accounts, we also estimated the annual carbon sequestration of the university sector’s (core) estate as 3,162 tonnes of carbon dioxide equivalent (tCO2e) per year. If 10% of universities’ grasslands were put to forests, this could sequester an estimated 571 tCO2e per year of greenhouse gases over a 40-year period, increasing carbon drawdown by around 18% annually.

    Although the potential carbon impacts would be smaller than those around renewable energy, afforestation would bring positive impacts for nature, biodiversity and the sector’s natural capital.

    Our natural capital calculations are based on a value transfer approach, which extrapolates generalised national-level data (also from the UK Natural Capital Accounts) to a local area based on the assumed ecosystem services supplied by one unit of land (typically hectares).

    We estimate the asset value of ecosystem services (including renewable electricity provisioning, water provisioning, air pollution regulating, greenhouse gas regulating, noise regulating, and recreation health benefits) provided by UK institutions’ lands at £248.5m. Of this, £147.4m (59.3%) is provided by built environment, £54.9m (22.1%) is provided by grass, £43.3m (17.5%) is provided by trees and £2.9m (1.2%) is provided by water. This is likely an underestimation.

    Why this matters for universities

    The way that we use land is a critical part of securing a sustainable future for the planet. In global terms, land use is a key driver of climate change and degradation of nature; but it can also be a solution to reversing these.

    There already exist both regulatory and market-based frameworks which reflect various dimensions of the value of natural capital and ecosystem services.

    Partially due to concerns around the credibility of commercial offsetting schemes, some universities have turned to approaches for carbon sequestration or “insetting” on their own lands, which allow for easier assurance and impact evaluation. We refer to some examples in the report.

    While still emergent, these developments represent attempts to account for the true value of nature and the cost of destroying it (which traditional accounting and financial systems fail to do effectively) and may bring new economic opportunities around the stewardship of nature and natural resources.

    Ultimately, everything depends on this.

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  • University lands: mapping risks and opportunities for the UK higher education sector (Part 2)

    University lands: mapping risks and opportunities for the UK higher education sector (Part 2)

    Join HEPI tomorrow (Thursday 11 December 2025) from 10am to 11am for a webinar on how universities can strengthen the student voice in governance to mark the launch of our upcoming report, Rethinking the Student Voice. Sign up now to hear our speakers explore the key questions.

    This blog, kindly authored by Thomas Owen-Smith, Principal Consultant, William Phillips, Data Analyst, and Pippa Wisbey, Consultant, all of at SUMS Consulting, is part of a three-part mini series on UK universities’ approaches to land use.

    Today’s blog focuses on risks. You can find part one of this series, which introduces the work, here.

    The risk landscape

    Most readers will be familiar with the current conditions for the UK’s universities. Proximate financial risks – potentially existential for some institutions – understandably focus minds on the here and now.

    Whatever system emerges from the current turmoil will need to be more resilient than what it replaces.

    While the gathering risks in the economic and geopolitical theatre are familiar, on longer horizons – and let’s remember that many universities like to emphasise their longevity of foundation and core mission – the greatest risks are those stemming from the disruption to world’s climate and natural systems.

    These risks are generally slow onset. Until they become acute, causing loss, damage and danger to human health and safety.

    Solely the “physical” risks that we have modelled may cause hundreds of millions of pounds of loss and damage to universities each year (estimated at a potential £166.8m annually, based on moderate estimates), as extreme weather becomes more frequent.

    These do not account for “transition risks” and “systemic risks”, which have less direct linkages to physical location and would manifest in disruption to their supply chains, national infrastructure and so on.

    While impacts of extreme weather would likely be spread across multiple institutions, financial impacts of this order are material – particularly for those institutions which are most exposed.

    Climate impacts might manifest not only in damage to buildings and other infrastructure, but also loss of valuable equipment and disruption to critical business – carrying further costs for institutions – and impacts on the health, wellbeing and safety of their staff and students. Insurance costs are also expected to rise, and in the most exposed cases, some assets may become uninsurable.

    Securing future resilience is therefore very much a long-term game.

    Mapping risks

    Physical risksrelate most closely to the location (“exposure”) of assets. As hazards (storms, heatwaves and the like) become more frequent and more severe, loss, damage and costs increase – further exacerbated by institutions’ vulnerabilities.

    Using our mapping tool, institutions can explore both observed patterns of temperature and rainfall at their location, and modelled patterns for 2C and 4C of global temperature rise – both plausible scenarios for the second half of this century.

    They can also explore datasets containing granular local-level data around flood risk and heat islands. While these have not yet been modelled for future climate conditions, it is safe to assume that flooding and extreme heat events will become more frequent and more extreme, as winters become wetter and summers hotter and drier across most of the country.

    Under current conditions, 197.5 hectares (ha), constituting 3.2% of mapped lands are at high or medium risk from flooding, while 4,102.1 ha (or 64.2%) are at high or medium risk of extreme heat stress.

    The instances where floods or extreme heat risk incurring the greatest costs for institutions, is where their built estate is in high-risk areas. By our mapping, 92.1 ha (or 1.4%) of university estates are areas where high or medium flood risk coincides with built environment; and 2,898.6 ha (or 45.4%) are built environment with high or medium heat risk.

    Of course, flood risk and heat islands are not totally independent variables from land cover. Built areas can exacerbate both flood risk by reducing the scope for water absorption, and heat islands due to their high retention of heat compared to non-built surfaces.

    Responding and adapting to risks

    Many institutions have already begun to respond to climate and environmental risks, and sector organisations have developed guidance on adaptation and resilience.

    Those institutions that haven’t yet done so can use our mapping tool as an initial pointer to frame detailed site-specific risk and vulnerability assessments. Following UK Government guidance, we recommend using scenarios of 2C and 4C global temperature rise.

    Better understanding of this picture for the specifics of university sites will also allow for options assessment around adaptation measures (including land-based approaches such as increased areas of non-built space or green infrastructure) to mitigate heat island effects; or if it is unavoidable, manage conditions of high heat through more cooling (which brings increased energy use).

    The same stands for institutions that have a large built area in flood-prone zones. Understanding the current risk (which is likely to be on the radar already for many of these institutions) and how it might develop with the changing climate opens into exploring options for response. Nature-based solutions such as extending wetlands or porous ground surfaces can potentially mitigate flood risks in some areas. That said, institutions may wish to consider relocating valuable equipment, high-use areas or strategic activities if situated at the most risky sites.

    While adaptation will carry upfront costs for institutions, national-level modelling indicates that the projected costs of loss and damage without adaptation will be substantially greater, and most adaptation measures have a high benefit to cost ratio if they are undertaken in good time.

    In other words, spending sooner will save later.

    The bigger picture

    In the big picture, reducing the risks around increased exposure to physical hazards also underlines the necessity for every organisation to reduce its own impacts on climate change and nature loss – the ultimate drivers of the deteriorating risk environment.

    In part 3 of this mini-series, we will explore opportunities that universities’ estates may offer to do that, some of which also offer other benefits to institutions’ financial position and core mission.

    SUMS Consulting will host a webinar from 11:00 to 12:00 on Thursday 22 January 2026. The webinar will include a walkthrough of the report and online tool, and panel discussion featuring Nick Hillman OBE (Director of HEPI). Register here.

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  • University lands: mapping risks and opportunities for the UK higher education sector (Part 1)

    University lands: mapping risks and opportunities for the UK higher education sector (Part 1)

    This blog, kindly authored by Thomas Owen-Smith, Principal Consultant at SUMS Consulting, and William Phillips, Data Analyst at SUMS Consulting, is part of a three-part mini series on UK universities’ approaches to land use.

    Today’s blog introduces the work.

    Where we are

    With the economic and policy developments of the last 18 months, the UK’s higher education institutions now face a heady mix of acute challenges and an emergent agenda around the contributions they are expected to make towards the country, its economy and society.

    The sector is already seeing mergers, amongst a range of potential measures to reduce costs. That a prominent recently merged institution is keeping its constituent campuses is not really surprising: for most universities, their mission and even shifting identities are still broadly bound up with their location.

    Over recent years, this has spoken to agendas such as the Johnson government’s “levelling up” or institutions’ own civic commitments. And place remains prominent in the current government’s Modern Industrial Strategy, in which Mayoral Combined Authorities will be central actors in integrated regional planning for many areas, and of course in the Post-16 Education and Skills White Paper.

    We know that universities are critical economic players nationally and regionally, due to their scale and the value created by their education, research and convening power.

    We also know that universities cover a lot of space. A sense of this is reported in quant data terms each year in the (now voluntary) HESA Estates Management Record which, although it does not cover all providers, can be deployed for powerful analysis at the aggregate level.

    How we use our land is a national question that cuts across a range of issues including economic development, food security and a healthy environment for people and nature, amongst many others.

    These questions are about “where” as well as “how much”.

    For university estates we have the numbers, but until now we have not had much of a sense of where certain things are, happen or could potentially happen.

    We have sought to change that.

    In our new report published today, we have used public and open-source datasets and methods to map the UK higher education sector for the first time.

    Overlaying the boundaries for 174 institutions (those with data on Open Street Map) onto geospatial datasets (that is, datasets which contain a geographic or spatial component which brings the “where”) has allowed us to explore perspectives about universities’ estates and how they use them – which would not be possible without geospatial data.

    The list of institutions, representing a mix of more traditional institutions reporting to HESA as well as some alternative providers, does not constitute the whole sector (or all of its known lands). But we believe the coverage is sufficient to allow for grounded discussion of sector patterns.

    We explore the data over four strategic themes for institutions and at aggregate (sector) level:

    1. State of the sector’s land
    2. Risks
    3. Opportunities
    4. Value.

    The report is accompanied by a mapping tool which allows user to explore these questions for themselves.

    Purely in the direct financial terms we have modelled, “risks” and “opportunities” are to the tune of tens or hundreds of millions of pounds annually for the sector. And the wider dimensions of opportunities speak not only to universities’ contributions to environmental sustainability, but also to their role as critical players in regional economies and systems.

    As such, this work has implications for a range of points in institutions’ thinking. These, of course, include approaches to risk, estates management, capital and strategic planning; but also core mission questions such as regional development, skills, innovation and industry partnership.

    Over this series of blogs we will explore the strategic themes mentioned, starting today with the state of the sector’s land.

    Due to the complexity of the topics involved, we have not been able to treat every risk and opportunity area in all the detail they deserve. But we do hope to inspire new ways of thinking about universities’ lands and locations and how these fit into their wider strategic context, including trade-offs and opportunity costs.

    We also point to examples of institutions which are already engaging with these questions, to resources from sector organisations such as AUDE, EAUC and Nature Positive Universities, and to our own work supporting institutions across a range of topics relevant to this work.

    State of the sector’s land

    Our mapping of UK universities’ core estates covers a total area of 6,390.1 hectares (ha).

    This does not cover the full extent of the HE estate due to limitations of the data available. (The 2023 HESA Estates Management Record reports a total of 7,293 ha “total grounds area” for 135 reporting institutions and a larger “total site area” – roughly the same size again – outside the core estate). But it does achieve more than 80% coverage of core estates.

    While our mapped area constitutes just 0.026% of the UK’s land surface, it equates to a town the size of Guildford, Chesterfield or Stirling.

    Of this area, 3,796.8 ha (nearly 60%) is built environment (buildings or artificial other surfaces), 1,893.6 ha (around 30%) is grass, 646.4 ha (around 10%) is covered by trees and 52.8 ha (a little less than 1%) is water and waterlogged land.

    We also used machine learning to develop a typology of institutions based on their land use profiles. This identified three clusters of institutions, each of which stands out for possessing a higher proportion of one of the three core land use types (built, grass, trees) than the other two clusters.

    • Cluster 1 (95 institutions, covering 1,205 ha) is highly urban, containing universities that are at least 80% and typically around 90% built land cover.
    • Cluster 2 (60 institutions, covering 3,679 ha) is made up of universities with a relatively high grass cover (typically around 35%), still with a high built cover (around 58%).
    • Cluster 3 (19 institutions, covering 1,506 ha) is comprised of universities that have a high proportion of non-built land (around 61%) and notably high tree cover (around 25%).

    The various profiles of land use and institutions present different types of risks and opportunities, which we will explore over the coming days.

    SUMS Consulting will host a webinar from 11:00 to 12:00 on Thursday 22 January 2026. The webinar will include a walkthrough of the report and online tool, and panel discussion featuring Nick Hillman OBE (Director of HEPI). Register here.

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  • Advocates warn of risks to higher ed data if Education Department is shuttered

    Advocates warn of risks to higher ed data if Education Department is shuttered

    by Jill Barshay, The Hechinger Report
    November 10, 2025

    Even with the government shut down, lots of people are thinking about how to reimagine federal education research. Public comments on how to reform the Institute of Education Sciences (IES), the Education Department’s research and statistics arm, were due on Oct. 15. A total of 434 suggestions were submitted, but no one can read them because the department isn’t allowed to post them publicly until the government reopens. (We know the number because the comment entry page has an automatic counter.)

    A complex numbers game 

    There’s broad agreement across the political spectrum that federal education statistics are essential. Even many critics of the Department of Education want its data collection efforts to survive — just somewhere else. Some have suggested moving the National Center for Education Statistics (NCES) to another agency, such as the Commerce Department, where the U.S. Census Bureau is housed.

    But Diane Cheng, vice president of policy at the Institute for Higher Education Policy, a nonprofit organization that advocates for increasing college access and improving graduation rates, warns that shifting NCES risks the quality and usefulness of higher education data. Any move would have to be done carefully, planning for future interagency coordination, she said.

    “Many of the federal data collections combine data from different sources within ED,” Cheng said, referring to the Education Department. “It has worked well to have everyone within the same agency.”

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    She points to the College Scorecard, the website that lets families compare colleges by cost, student loan debt, graduation rates, and post-college earnings. It merges several data sources, including the Integrated Postsecondary Education Data System (IPEDS), run by NCES, and the National Student Loan Data System, housed in the Office of Federal Student Aid. Several other higher ed data collections on student aid and students’ pathways through college also merge data collected at the statistical unit with student aid figures. Splitting those across different agencies could make such collaboration far more difficult.

    “If those data are split across multiple federal agencies,” Cheng said, “there would likely be more bureaucratic hurdles required to combine the data.”

    Information sharing across federal agencies is notoriously cumbersome, the very problem that led to the creation of the Department of Homeland Security after 9/11.

    Hiring and $4.5 million in fresh research grants

    Even as the Trump administration publicly insists it intends to shutter the Department of Education, it is quietly rebuilding small parts of it behind the scenes.

    In September, the department posted eight new jobs to replace fired staff who oversaw the National Assessment of Educational Progress (NAEP), the biennial test of American students’ achievement. In November, it advertised four more openings for statisticians inside the Federal Student Aid Office. Still, nothing is expected to be quick or smooth. The government shutdown stalled hiring for the NAEP jobs, and now a new Trump administration directive to form hiring committees by Nov. 17 to approve and fill open positions may further delay these hires.

    At the same time, the demolition continues. Less than two weeks after the Oct. 1 government shutdown, 466 additional Education Department employees were terminated — on top of the roughly 2,000 lost since March 2025 through firings and voluntary departures. (The department employed about 4,000 at the start of the Trump administration.) A federal judge temporarily blocked these latest layoffs on Oct. 15.

    Related: Education Department takes a preliminary step toward revamping its research and statistics arm

    There are also other small new signs of life. On Sept. 30 — just before the shutdown — the department quietly awarded nine new research and development grants totaling $4.5 million. The grants, listed on the department’s website, are part of a new initiative called, “From Seedlings to Scale Grants Program” (S2S), launched by the Biden administration in August 2024 to test whether the Defense Department’s DARPA-style innovation model could work in education. DARPA, the Defense Advanced Research Projects Agency, invests in new technologies for national security. Its most celebrated project became the basis for the internet. 

    Each new project, mostly focused on AI-driven personalized learning, received $500,000 to produce early evidence of effectiveness. Recipients include universities, research organizations and ed tech firms. Projects that show promise could be eligible for future funding to scale up with more students.

    According to a person familiar with the program who spoke on background, the nine projects had been selected before President Donald Trump took office, but the formal awards were delayed amid the department’s upheaval. The Institute of Education Sciences — which lost roughly 90 percent of its staff — was one of the hardest hit divisions.

    Granted, $4.5 million is a rounding error compared with IES’s official annual budget of $800 million. Still, these are believed to be the first new federal education research grants of the Trump era and a faint signal that Washington may not be abandoning education innovation altogether.

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about risks to federal education data was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

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  • How Building Rapport Helped My Students Take Risks – Faculty Focus

    How Building Rapport Helped My Students Take Risks – Faculty Focus

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  • How Building Rapport Helped My Students Take Risks – Faculty Focus

    How Building Rapport Helped My Students Take Risks – Faculty Focus

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  • UC System Warns of Broader Risks in Federal Funding Fight

    UC System Warns of Broader Risks in Federal Funding Fight

    The University of California system is warning state lawmakers that federal funding cuts could extend well beyond UCLA as tensions between the Trump administration and American colleges continue to rise.

    UC president James B. Milliken wrote a letter to dozens of local elected officials Tuesday explaining that “the stakes are high and the risks are very real.” The system’s 10 institutions could lose billions of dollars in aid, forcing its leaders to make tough calls about staffing, the continuation of certain academic programs and more, he said.

    President Trump has already frozen more than $500 million in grants at UCLA, allegedly because the Justice Department accused the university of violating Jewish students’ civil rights. The president demanded the university pay a $1.2 billion fine to unlock the funds, and system officials are worried that more funding cuts are likely. California lawmakers have repeatedly urged the UC system not to capitulate.

    In an August letter, State Sen. Scott Wiener, a Democrat and chair of the Joint Legislative Budget Committee, and 33 other lawmakers told Milliken that Trump’s actions were “an extortion attempt and a page out of the authoritarian playbook,” the Los Angeles Times reported

    Milliken wrote in Tuesday’s letter that a loss in funding would “devastate” the system and harm students, among other groups.

    “Classes and student services would be reduced, patients would be turned away, tens of thousands of jobs would be lost, and we would see UC’s world-renowned researchers leaving our state for other more seemingly stable opportunities in the US or abroad,” he wrote.

    If the UC system loses federal funding, it would need about $4 to $5 billion a year to make up the difference, Milliken added. “That is what fighting for the people of California will take.”

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  • Care experienced students are assets, not risks

    Care experienced students are assets, not risks

    We have spent decades asking what support care leavers need to “catch up” in education. But what if we focused instead on what they already bring?

    Thirty years since I left the care system, I reflect on low expectations, persistent awarding gaps, and why higher education needs to reframe the care experience.

    Low expectations

    “One GCSE is enough, you’re in care”. That’s what I was told as a teenager growing up in the care system. That message stayed with me, if one GCSE was enough for someone like me, then I was not expected to succeed, I was expected to survive.

    By the time I was studying for my A levels I was living independently and worked full time. University at 18 was not an option, it was unthinkable. Years later, I found myself on a BTEC in health and social care as part of a role as a children’s rights worker, and that was where I discovered psychology.

    Suddenly, everything in my life made sense, my upbringing, my responses, the systems around me. I applied for university in 2002 and completed my first term while pregnant. At 36 I became a lecturer in education and psychology in higher education, teaching education through a psychological lens to education students, many of whom want to become teachers themselves.

    A full circle moment

    Recently, I hosted an A level psychology student for a placement. On the final day, she revealed that one of her teachers had been one of my undergraduate students. The moment was moving, not because she was care experienced (she wasn’t), or because the teacher was (they weren’t), but because it showed how my journey, rooted in care, had rippled out into the education system in ways I never imagined.

    That moment hit me like a wave. It was not just a neat coincidence, it was a full circle moment that challenged everything I had been told about my place in education.

    It reminded me that care experienced students are not simply passing through higher education as “at risk” individuals in need of support. Instead, we are contributing to it, we are building it and sometimes we are shaping the success of others in ways that last longer than we realise.

    Ditching deficit thinking

    What if we stopped asking what care experienced students lack? Too often, care leavers are described as “at risk” of exclusion, poor attainment, and drop-out. We talk about their trauma, instability, or disadvantage.

    Those challenges are real and need addressing – but rarely do we ask what strengths they bring with them. We bring resilience, not just as a feel good buzzword, but as a lived practice. We know how to manage under pressure, navigate uncertainty, and stay focused when stability is not guaranteed.

    We bring empathy, because we have seen how systems can fail people and we have learned how to listen, observe, and understand beneath the surface. We bring adaptability because when your life has taught you that plans change, support disappears, and people move on, you learn how to adjust quickly, quietly, and effectively and we bring purpose. Many of us enter education not out of expectation, but out of intent because we want to create the kind of impact we once needed. It is that intent that makes us powerful educators, mentors, and role models even for students who do not share our background.

    Within the classroom, I sometimes hear mature students described as “assets” because they bring work experience, life experience, and often support other students. Care experienced students who are appropriately nurtured and empowered bring their own strengths to their peers. They also bring different and valuable perspectives – particularly relevant to social sciences disciplines – about social inequity, systemic injustice, and resilience that can open up important conversations about theory and its relevance to the “real world” and prepare the students they learn alongside for work in a world in which they will encounter diverse and disadvantaged others.

    My time in care taught me skills that have defined my academic and professional life – I learned independence young and I developed empathy and adaptability not just emotionally, but practically, not as nice extras but as core strengths. They have helped me understand students better and helped shape the kind of lecturer I am.

    Care experienced students do not just overcome adversity, they carry rich insight, emotional intelligence, and a deep understanding of social systems and sometimes, like in my case, they help educate the people who go on to teach the next generation.

    Having said that, it’s 30 years since I left the care system – is it still the same?

    Not enough has changed

    In many ways, the system looks different today. Every looked-after child has a Personal Education Plan (PEP), schools appoint designated teachers, virtual school heads oversee progress, and there’s a £2,345 per-child annual Pupil Premium Plus. In principle, care-experienced learners are a priority. Some universities make contextual offers to care leavers in recognition of the challenges they faced on their way through the education system.

    Yet the numbers tell a different story:

    • only 37 per cent of looked-after children reach expected levels at Key Stage 2 (vs 65 per cent of peers)
    • only 7.2 per cent achieve grade 5+ in English and maths at GCSE (vs 40 per cent)
    • at age 19, just 13 per cent of care leavers enter higher education (vs 45 per cent of others).

    These gaps are not just statistical, they reflect structural inequalities, where expectations remain low and pathways to university feel closed off before they have even begun. For a care experienced student to find their way into higher education is a testament to their determination, resilience, and motivation before they even start.

    A fight not a right

    My mantra was “education was a fight not a right”. We may no longer say, “one GCSE is enough” out loud – but it is still heard in the subtext of our systems.

    We talk about “widening participation” and “belonging,” but too often, care experienced learners are left out of those conversations, or placed into categories of concern rather than capability. Recently, my ten-year-old said something that stopped me in my tracks: “children shouldn’t be judged on academic intelligence but on creative intelligence. School is more about following the rules than finding yourself.”

    They are right – the education system has moved from creativity to conformity and in doing so, we do not just risk excluding care experienced learners, we risk losing the individuality, emotional intelligence, and imaginative power that all students bring. The ones who have had to survive the most often bring innovation and creativity. When we centre care experienced voices in policy, in pedagogy, and in professional learning, we begin to close the awarding gap, the one that limits how we (and sometimes they) see their potential.

    Higher education did not just change my life. It gave me the chance to change other people’s too – and that is an opportunity we should provide to all our children.

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