Tag: Role

  • Banking on Human Capital: How RBC Sees the Future of Talent, Innovation, and the Role of Post-Secondary Institutions

    Banking on Human Capital: How RBC Sees the Future of Talent, Innovation, and the Role of Post-Secondary Institutions

    Canada’s heading into some pretty choppy waters in 2025. For a century or so, we’ve had a one track economic strategy, closer integration with the United States. Now, the Trump administration with its faith in tariffs as an instrument of both power and corruption, has essentially nuked that strategy, at least as far as the trading goods is concerned. There’s a lot of change coming to Canada, and it’ll be costly. In much the same way that diplomatic evolution and defense needs are forcing European countries to look at higher education in a different light, Canadian universities are looking around at their new situation very nervously too.

    In Canada right now, a few people are making the case for change as strongly as John Stackhouse. John’s the ex editor-in-chief of the Global Mail. He’s now a Senior Vice President at the Royal Bank of Canada, leading that organization’s economics and thought leadership group. He’s the lead author of a recent report called “A Smarter Path, the Case for Post-Secondary Reform.” This report makes a number of, shall we say, uncomfortable observations about the relationship between Canadian higher education and the Canadian knowledge economy, in particular, between high spending and high graduate numbers on the one hand, and low productivity and significant levels of graduate underemployment on the other.

    Though the report does not directly address the issue of Trump or tariffs — it was released 48 hours before Liberation Day — it has added to the sense in Canada that the higher education sector is headed for and indeed needs a shakeup. And just to come clean for a moment, we here at Higher Education Strategy Associates are in a partnership with John and RBC and the Business Higher Education Roundtable, putting together a series of events culminating in a policy summit on post-secondary education in late September of this year.

    In the interview today, I talked to John about what the Canadian system’s biggest challenges are, how universities and businesses can more effectively partner with one another, and why Canadian political parties are increasingly shy about betting on the knowledge economy. But enough for me. Let’s turn it over to John.

    The World of Higher Education Podcast
    Episode 3.30 | Banking on Human Capital: How RBC Sees the Future of Talent, Innovation, and the Role of Post-Secondary Institutions

    Transcript

    Alex Usher (AU): Okay, John, why does a bank care so much about post-secondary education?

    John Stackhouse (JS): That’s a fair question, Alex—and thank you for including us in the podcast. If I can put it in terms of capital, maybe that’s what people would expect from a bank. Our economy, and the society that depends on it, relies on different kinds of capital. We have natural capital, technology capital, and of course, financial capital—which you’d expect from a bank. But just as critical is human capital. That’s core to the economy.

    There’s nothing new in saying that, except to emphasize that from RBC’s perspective, when we look at Canada’s prospects through the 2030s and the prosperity we hope to achieve, we need to think seriously about how we harness all these forms of capital: natural, financial, technological—and critically—human capital.

    We need to develop a more prosperous economy and society, but also the kind of vibrant communities that companies want to be part of, and that we as individuals want to contribute to. As a bank, that matters to us. Our purpose is to help clients thrive and communities prosper—and both of those depend on human capital. We hear that from our clients, our community partners, and our employees. So those are just some of the reasons why RBC is leaning into the post-secondary conversation.

    AU: In the paper you co-wrote, you describe Canada’s post-secondary education system as being slow, costly, and often out of sync with the economy. I think those are fairly common criticisms of higher education around the world. Do you think there’s something specific to Canada in that critique? Or is this more of a general observation about modern higher ed?

    JS: There’s probably some parchment from a thousand years ago where an education critic wrote, “You’re too slow, too costly, and out of touch with the economy.” -Signed, the monks of higher education. But yes, it’s fair to say that Canada isn’t alone in facing these challenges. That said, there are a few things that may be more pronounced here. One is that we’ve been a bit of a victim of our own success. We have a lot of post-secondary education in this country, but we haven’t differentiated enough within the system.

    Continental Europe, for example, continues to differentiate in ways we haven’t. So we end up producing graduates with degrees and diplomas that are too similar—and not always aligned with specific needs.

    We also haven’t allowed the business model to evolve at the pace of the economy or society, or even the expectations of students and educators. Many of them know the world is moving faster than our institutions are.

    And then on the research side—which I’m sure we’ll get to—we really lag behind. As an advanced economy, a G7 country, we’re not where we should be in post-secondary research. Part of the issue lies with the private sector—we haven’t integrated research and business to the degree that an advanced economy will need to in the 2030s.

    AU: RBC has been a really strong voice on the education–work connection. What are employers still not getting from the current system? And what responsibility do you think they have in helping to improve it?

    JS: There’s definitely a shared responsibility—and thanks for mentioning RBC’s commitment to work-integrated learning. One of the reasons we’re so invested in this is because our CEO, Dave McKay, is a product of the co-op system at Waterloo. He has a deep belief that work-integrated learning not only improves the student experience, but also strengthens the education system itself.

    When students return to the classroom after applying their knowledge in the real world, it deepens their learning. And it also improves the organizations they work with. At RBC, we hire a couple thousand co-op students every year—not just programmers from Waterloo, but fantastic interns from TMU and a wide range of colleges and universities across the country.

    We benefit from that. It improves how we work. Yes, it creates a talent pipeline—but we’ve also seen something more transformative. Over the past decade, we’ve started giving our co-op students real challenges to solve. We form teams, provide some management support, and tell them: here are some of our biggest problems—see you in August. Then they present their ideas to senior leadership in what’s essentially a competitive showcase. We’ve had around a hundred patents come out of that system.

    Students bring critical thinking, fresh perspectives, and a collaborative mindset that they develop in post-secondary. They often arrive with stronger teamwork skills than we could teach them from scratch, and they’re able to apply those skills to real problems.

    So what do employers need to do? They need to treat this as a serious investment in their own businesses. It’s a way to drive change, but it requires resources. You have to hire people who are good at managing these programs. Students don’t just walk in and figure it out on their own—it’s not Lord of the Flies. It takes organizational effort.

    AU: Let’s talk about what educational institutions are doing. I got the impression from the report that you think they still need to do more to align educational outputs with labor market needs. That said, there’s been a lot of progress over the last decade: growth in work-integrated learning, the rise of microcredentials, experiments with competency-based learning. But it sounds like you don’t think that’s enough. What more needs to happen?

    JS: Sadly—or depending on your perspective, maybe excitingly—none of us are doing enough. That’s partly because of technology, but also because of broader global forces. The world around us is changing faster than most of us are able to keep up with—including large organizations, small businesses, and educational institutions.

    The pace of change is accelerating, and it will only continue to do so. Institutions need to become much more change-minded in how they operate. That’s hard in education, for all the reasons your listeners will understand.

    One major challenge is the business model. It’s becoming a crisis. Post-secondary institutions aren’t getting the funding they need. Everyone knows that—but they’re losing the argument in the public square when it comes to making the case for new funding. And given the pressures society is under, I don’t see that changing in a meaningful way anytime soon.

    So institutions need more freedom to change—to evolve their business models, including how they generate revenue. And that means becoming more connected to, and responsive to, the broader economy around them. That’s where many of the new opportunities lie.

    AU: John, we’ve been talking mostly about human capital, which you’ve said is a key concern for RBC. But what about research and the co-production of knowledge? What are the respective roles of post-secondary institutions and businesses? Why don’t we see the kind of close connection between enterprises and universities that exists in parts of Europe or the U.S.? What’s the missing link?

    JS: That’s a tough nut to crack—and one that people far smarter than me have studied and debated for decades. But part of the challenge lies in the private sector itself. In many ways, we’ve become too much of a “branch plant” and “hinterland” economy—living off the wealth of the land, our access to the U.S. market, and the dividends of an innovation economy.

    I wouldn’t say that’s coming to an end—because that would be overly dramatic—but we’re clearly experiencing a sharp shift. In an odd way, the Trump challenge to Canada is a bit of a gift. It’s forcing us to acknowledge that we can’t be so dependent on the U.S. market. That’s become a broadly shared Canadian view. We need to build stronger connections with other parts of the world—and that’s going to require more serious investment in R&D from our businesses.

    If we want to transform branch plants into independent, globally competitive facilities, especially ones that can succeed in European and Asian markets—despite the distance—we need to invest in research and development in a way we haven’t for a generation.

    New governments—federal and provincial—need to act with urgency. They should bring business leaders together and ask, “What do we need to build?” And not just through one-off tax incentives. We need to foster a culture of collaboration and dynamism between universities, colleges, polytechnics, and businesses to shape what I’d call a post-Trump Canadian economy.

    That’s not going to happen by copying Germany’s Fraunhofer model or Japan’s approach—those are deeply rooted in specific cultural contexts. We need to develop something uniquely Canadian.

    And we can’t afford to spend years on a Royal Commission or slow-moving studies. This needs to happen quickly. A new federal government could seize this moment to bring together the provinces and private sector with a sense of urgency—and maybe even a crisis mindset.

    AU: I’ll come back to the Trump issue in a moment, but going back to the report—you lay out a number of challenges in the sector: outdated budget models, over-credentialed but under-skilled graduates, and so on. What do you think is the most pressing reform Canadian post-secondary needs right now? What’s the weakest link in the system?

    JS: That’s a great question—and a hard one to answer. But I’d go back to the funding model. Post-secondary institutions need more flexibility to innovate with how they’re funded. They need to move beyond the constraints of provincial funding and develop new approaches to tuition and fees—ones that are more closely tied to performance, outputs, and outcomes.

    There also needs to be more competition within the sector. Most people I know in post-secondary are pretty enthusiastic about that idea—though, understandably, they’d like the model to be structured so they have a good shot at succeeding.

    I think provinces need to be nudged—and maybe not even that much—to open the door to more innovation, more competition, and a bit more daring on the institutional side.

    AU: I think the words you used in the report were “reasonable deregulation.” Tell me more about increased competition—are there things we could do to incentivize more new players in the system who might be more disruptive?

    JS: There’s nothing quite like new players. I’ve studied enough sectors over the years to see that when it comes to innovation, nothing works quite as well as a vibrant, well-funded new entrant. Encouraging that kind of disruption would move us forward significantly—and it would give creative people across the sector permission to come up with ideas they’re not even thinking about yet. That’s the power of competition.

    So one key step is reducing the regulatory barriers that prevent those new players from entering the space.

    I also think employers can play a bigger role by sending clearer market signals. That could be as simple as hiring differently. We tend to recruit from the same institutions over and over—often for good reasons—but “like hires like.” If we want to encourage new entrants, we have to show that their graduates will have good job prospects. That kind of signal travels fast—even down to the high school level, where students are making decisions about their future.

    AU: Outside the scope of the report, you’ve been very outspoken in recent months about the gravity of the threat Canada faces from the U.S. under Trump. You spoke at the Business + Higher Education Roundtable event, and I know people who heard your remarks were quite sobered by them.

    There are clearly big changes coming to the country as a whole. What are the implications for universities? What changes do you think are now baked into the systems of government subsidy and regulation because of the shifting geopolitical situation?

    JS: It’s unfortunate that colleges and universities aren’t more central to the Trump-related conversation. We’re hearing a lot about pipelines, export infrastructure, and ports—which are all important. We’re also hearing a lot about trade-exposed sectors: autos, steel, aluminum, even pharmaceuticals. Guess what? All of those sectors depend on post-secondary institutions.

    So how are we thinking about the steel plant of the future that might be exporting more to Europe or Asia? It’s going to need incentives to retool. The same goes for auto plants that may need to shift into different kinds of manufacturing—including, potentially, defense production as we scale up defense spending. What kind of talent will be needed for that? How are schools in those regions adapting? And to your point about research—how can we better integrate the research side of those institutions into this transformation?

    They’ll need to develop new models—and we need to incentivize that shift. The good news is, I think there will be more money on the table. But it will be different kinds of research and institutional funding than what we’ve seen in the past. And that could be a good thing.

    So how do colleges and universities rise to that challenge? There could be tens of billions of dollars available to support economic transition. They’ll need to step up and play a leading role—and if they do, they’ll be rewarded for it.

    Interestingly, there’s already growing enthusiasm to attract academic talent from the U.S.—what some are calling “Trump intellectual refugees.”

    I’ve seen similar cycles before. After 9/11, during the Bush years, there was a similar kind of excitement. Star academics moved here as a sort of cultural vote for Canada. But that kind of movement doesn’t tend to be sustainable—or even all that interesting—from a long-term perspective.

    So how do we make it sustainable and interesting? One idea, from someone else, is to create a kind of Canada Research Chairs 2.0 for the late 2020s.

    Not a play to say “Come escape Trump,” but rather to say: if you’re an entrepreneurial, ambitious academic working in areas that matter to Canada, there’s no better place in the world to be right now than here.

    AU: One of the points you touched on earlier is that political parties seem to be responding to aggressive tariffs on exports by doubling down on producing goods. I find that kind of strange—surely one of the answers is to pivot more toward services. We’re not especially strong in that area, and in theory, that’s where universities should have an advantage. Why do you think we’re pushing so hard on goods while letting the services side drift?

    JS: That’s a great observation. We’ve become more of a services—or maybe better put, an intangibles—economy. A knowledge economy. That was a popular thing to say a decade ago, though it’s become a bit derided since.

    But we need both. You can have intangibles on their own, but the best ones tend to emerge from tangible activities.

    We need to play to our strengths, and that includes our resource economy. One of the things we noted in our study is that post-secondary doesn’t align with the resource economy as well as it should. That doesn’t mean just producing miners and rig operators—though those roles will still matter for years to come. There’s a whole spectrum of science and discovery we’ve long excelled at, and we need to scale that up if we want to lead in critical minerals, for example.

    It’s not just about having critical mineral mines or processing plants. We’ve shut down many of our best mining schools in this country, while China has established far more than we have—far more than you’d expect based on population size alone.

    So yes, we need to invest in the intangible—knowledge—side of that tangible sector. It’s not just manufacturing, as you said. It’s also processing and resource extraction, which are highly sophisticated fields. Those have earned Canada substantial academic recognition over the decades.

    We need to ensure that the intangible capacity we’re building in our universities and colleges remains closely tied to the real economy—especially to manufacturing and resource development.

    AU: Best case scenario—ten years from now—what does the Canadian post-secondary system look like? How is it different from today?

    JS: It would have much more variation. In fact, we might see something entirely new emerge—something that’s not quite a college, university, or polytechnic, but a distinct Canadian model.

    Just as Canada pioneered community colleges in the 1950s and ’60s, we have a chance to create a new tier. And this wouldn’t be at the expense of the existing systems—but something more suited to evolving needs.

    We’d have institutions that reflect and respond to the economy across all regions, including the far North. We don’t need to be physically present everywhere—we can do a lot of this remotely—but we do need our institutions to better reflect the realities of the country and the economy. And they need to be more connected to the world.

    You and I have talked a lot about the situation with international students. The real tragedy of what’s happened over the last decade would be if we abandoned the whole model. We had something that was largely good—it got mucked up—but that doesn’t mean we throw it out.

    We need to fix what went wrong. And we need to remain a destination for the best and most ambitious students from around the world. Ideally, we want them to stay—but even if they go back home, they can help connect us to the world.

    Because if we’re being honest with ourselves, what we’re really saying as Canadians—though maybe not quite this explicitly—is that we want to be a more global country. And our post-secondary system is one of the best tools we have to make that happen. But it will take a deliberate effort to reach out to the world—and there’s no sector better positioned to do that than post-secondary.

    AU: John, thanks so much for being with us today.

    JS: Thanks, Alex. I’ve really enjoyed it.

    Alex Usher: And it just remains for me to thank our excellent producers, Tiffany MacLennan, Sam Pufek, and you, our viewers, listeners, and readers for following us. If you have any questions or concerns about today’s episode or suggestions for future ones, please don’t hesitate to get in touch with us at podcast@higheredstrategy.com. Run, don’t walk to our YouTube page and hit subscribe. That way you’ll never miss an episode of the World of Higher Education Podcast.

    Join us next week when our guest will be Rómulo Pinheiro. He’s a professor at the University of Agder in Norway, and we’ll be talking about university’s role in the economic development strategies of rural and remote regions. Bye for now.

    *This podcast transcript was generated using an AI transcription service with limited editing. Please forgive any errors made through this service. Please note, the views and opinions expressed in each episode are those of the individual contributors, and do not necessarily reflect those of the podcast host and team, or our sponsors.

    This episode is sponsored by KnowMeQ. ArchieCPL is the first AI-enabled tool that massively streamlines credit for prior learning evaluation. Toronto based KnowMeQ makes ethical AI tools that boost and bottom line, achieving new efficiencies in higher ed and workforce upskilling. 

    Source link

  • RFK Jr.’s Autism Misinformation Undermines Equity—and the Role of Higher Education

    RFK Jr.’s Autism Misinformation Undermines Equity—and the Role of Higher Education

    Dr. Yolanda WigginsRobert F. Kennedy Jr.’s recent claims about rising autism rates directly contradict the findings of a rigorous, peer-reviewed study from the Centers for Disease Control and Prevention. While the CDC attributes the increase to better diagnostic tools and broader awareness—especially among historically underdiagnosed populations—Kennedy has revived a discredited suggestion that environmental factors, including vaccines, may be responsible.

    This isn’t just political theater. It’s part of a broader and troubling pattern: a sustained attack on scientific research, the public institutions that produce it, and the higher education system that trains the researchers behind it.

    As a sociology professor at a public university, I’ve watched with concern as public trust in science and expertise has eroded. The pandemic magnified these trends, but they have long been in motion—accelerated by social media, political polarization, and the growing popularity of conspiratorial thinking. The resurgence of autism misinformation is just the latest iteration.

    The CDC’s study represents the best of public-facing science: it’s evidence-based, transparent, and focused on improving equity. The data show that more children—especially Black, Latino, and low-income children—are finally being diagnosed and receiving support. For decades, these children were overlooked in clinical research and excluded from early intervention programs. Their families often lacked access to diagnostic services, and cultural stigma around disability further compounded delays in recognition and care.

    That makes this progress all the more important. It means health and education systems are becoming more responsive to the needs of diverse communities. It’s a win for public health, for special education, and for racial equity. But Kennedy’s remarks obscure that progress and instead imply institutional deceit, further corroding the already fragile relationship between the public and research institutions.

    This moment should concern everyone in higher education. When research is publicly undermined by powerful voices, it isn’t just scientists or health experts who lose credibility—it’s the entire academic enterprise. Faculty working in controversial or misunderstood fields face online harassment. Public universities face funding cuts. Politicians introduce legislation to restrict what can be taught, who can be included, and which research is “acceptable.” These are not isolated attacks. They are part of a broader campaign to delegitimize the role of higher education in a democratic society.

    We’ve seen it before. Climate science, gender studies, and even basic public health data have been politicized and distorted. In many cases, these attacks are racialized, aimed at scholars of color or those researching topics related to race, equity, and social justice. The goal is not simply to disagree with findings—it’s to sow public doubt about the legitimacy of the research process itself.

    If higher education wants to defend its role in shaping public understanding and policy, we must do more than produce knowledge—we must also protect it. That means publicly pushing back when bad actors distort science. It means communicating our research clearly and accessibly, especially in communities where trust in institutions has historically been low. And it means preparing the next generation of students not only to be critical thinkers, but to be defenders of fact in an era that increasingly devalues it.

    The consequences of not responding are far-reaching. When misinformation takes root, it influences public health decisions, erodes confidence in life-saving vaccines, and increases distrust in institutions we rely on during crises. The damage isn’t abstract—it’s measurable in declining vaccination rates, increased health disparities, and growing skepticism toward experts in medicine, climate science, and education. The ripple effects extend into classrooms, clinics, and communities, where the stakes are all too real.

    It also threatens the progress being made in autism awareness and support, particularly in communities that have only recently gained access to diagnostic and therapeutic services. When Kennedy promotes falsehoods about the cause of autism, he doesn’t just mislead the public—he makes it harder for families to trust medical providers, harder for schools to advocate for neurodiverse students, and harder for researchers to do their work without facing backlash.

    Kennedy’s remarks may seem like a fringe view to those of us working in higher ed. But their reach—and their harm—are real. If we remain silent, we risk allowing misinformation to fill the vacuum we leave behind. That vacuum won’t remain empty. It will be filled with falsehoods that, once embedded in public consciousness, are incredibly difficult to reverse.

    This is a time for the academic community to speak clearly and often. We must show that science is not about dogma—it’s about rigor, peer review, and accountability. We must reaffirm that public universities serve not just students, but society. And we must reclaim our role in informing the public—not just in lecture halls and labs, but in newspapers, social media, and public discourse.

    We can’t afford to treat this moment as politics as usual. It’s a test of our collective commitment to truth, equity, and the public good. The integrity of science—and the credibility of higher education—depends on it.

    Dr. Yolanda Wiggins is an Assistant Professor of Sociology at San José State University.

     

    Source link

  • Bridging the Skills Divide: Higher Education’s Role in Delivering the UK’s Plan for Change

    Bridging the Skills Divide: Higher Education’s Role in Delivering the UK’s Plan for Change

    • Dr Ismini Vasileiou is Associate Professor at De Montfort University, Director of the East Midlands Cyber Security Cluster and Director and Co-Chair of UKC3.

    Higher education has always played a critical role in skills development, from professional fields like Medicine, Dentistry, and Engineering to more recent models such as degree apprenticeships. However, as the UK’s digital economy evolves at an unprecedented pace, there is a growing need to rebalance provision, ensuring that universities continue to equip graduates with both theoretical expertise and industry-ready capabilities in areas such as AI, cybersecurity, and automation.

    The government’s strategic focus on workforce development underscores the importance of these changes, with higher education well-placed to lead the transformation. As industries adapt, the need for a highly skilled workforce has never been greater. The UK Government’s Plan for Jobs outlines a strategic vision for workforce development, placing skills at the heart of economic growth, national security, and regional resilience.

    With the new higher education reform expected in Summer 2025, the sector faces a pivotal moment. The Department for Education has announced that the upcoming changes will focus on improving student outcomes, employment pathways, and financial sustainability in HE. While universities are autonomous institutions, government policy and funding mechanisms are key drivers influencing institutional priorities. The increasing emphasis on workforce development – particularly in cybersecurity, AI, and other high-demand sectors- suggests that universities will likely need to adapt, particularly as new regulatory and funding structures emerge under the forthcoming HE reform.

    The National Skills Agenda: Why Higher Education Matters

    The skills gap is no longer an abstract policy concern; it is a pressing challenge with economic and security implications. The introduction of Degree Apprenticeships in 2015 was a landmark shift towards integrating academic learning with industry needs. Subsequent initiatives, including MSc conversion courses in AI and Data Science, Level 6 apprenticeships, and the Lifelong Learning Entitlement (LLE) serve as policy levers designed to encourage and facilitate a more skills-oriented higher education landscape, rather than evidence of an inherent need for change. Through mechanisms such as Degree Apprenticeships, AI conversion courses, and the Lifelong Learning Entitlement, the government is actively shaping pathways that incentivise greater emphasis on employability and applied learning within universities.

    The Plan for Change accelerates this momentum, funding over 30 regional projects designed to enhance cyber resilience and workforce readiness. One example is the CyberLocal programme, a government-backed initiative (Department for Science, Innovation and Technology) focused on upskilling local authorities, SMEs, and community organisations in cybersecurity. CyberLocal connects universities, businesses, and local governments to deliver tailored cyber resilience training, addressing the increasing threats to national digital security. More information can be found through CyberLocal’s page.

    Financial Pressures and the Case for Skills-Based Education

    At the same time, the financial landscape of HE is shifting. Declining student enrolments in traditional subjects, increasing operational costs, and a competitive global market have left many institutions reassessing their sustainability strategies. The upcoming higher education reform will shape policy from 2025 onwards, and universities must determine how best to adapt to new funding models and student expectations.

    While skills-based education is often positioned as a solution, it is not an immediate financial fix. Many Degree Apprenticeships are run at a loss due to administrative complexities, employer engagement challenges, and high operational costs. Several articles, including those previously published at HEPI, highlight that while demand is growing, institutions face significant challenges in delivering these programmes at scale.

    Government-backed funding in AI training and cybersecurity resilience offers targeted opportunities, but these remain limited in scope. Some universities have found success in co-designed upskilling and reskilling initiatives, particularly where regional economic growth strategies align with HE capabilities. The Institute of Coding, a national collaboration between universities and employers funded by the Office for Students, has developed industry-focused digital skills training, particularly in software development and cybersecurity. Additionally, the Office for Students Short Course trial has enabled universities to develop flexible, modular programmes that respond directly to employer demand in areas such as AI, digital transformation, and cybersecurity. Other examples include the National Centre for AI in Tertiary Education, which supports universities in embedding AI skills into their curricula to meet the growing demand for AI literacy across multiple sectors. However, a broader financial model that enables sustainable, scalable skills education is still required.

    Regional Collaboration and Workforce Development

    Since 2018, the Department for Education (DfE) has supported the creation of Institutes of Technology (IoTs), with 19 now operational across England and Wales. These institutions prioritise digital and cyber education, aligning with local skills needs and economic strategies. Strengthening collaboration between HE and IoTs could enable universities to support regionally tailored workforce development.

    Examples such as the East Midlands Freeport, the Leicester and Leicestershire Local Skills Observatory, and CyberLocal illustrate the power of localised approaches. The Collective Skills Observatory, a joint initiative between De Montfort University and the East Midlands Chamber, is leveraging real-time workforce data to ensure that training provision matches employer demand. These initiatives could provide a blueprint for future HE collaboration with regional skills networks, particularly as the UK government reviews post-2025 skills policy.

    Cyber Resilience, AI, and the Challenge of Adaptive Curricula

    The government’s focus on cyber resilience and AI-driven industries underscores the urgent need for skills development in these areas. With AI poised to reshape global industries, universities must ensure graduates are prepared for rapidly evolving job roles. However, one of the biggest challenges is the slow pace of curriculum development in higher education.

    Traditional course approval processes mean new degrees can take two to three years to develop. In fields like AI, where breakthroughs happen on a monthly rather than yearly basis, this presents a serious risk of curricula becoming outdated before they are even launched. Universities must explore faster, more flexible course design models, such as shorter accreditation cycles, modular learning pathways, and micro-credentials.

    Government-backed initiatives, such as the Institute of Coding, have demonstrated alternative models for responsive skills training. As the HE reform unfolds, universities will need to consider how existing governance structures can adapt to the demands of an AI-driven economy.

    A New Skills Ecosystem: HE’s Role in the Post-2025 Landscape

    The forthcoming higher education reform is expected to introduce significant policy changes, including revised funding structures, greater emphasis on employability and skills-based education, and stronger incentives for industry partnerships, particularly in STEM and digital sectors.  

    Higher education must position itself as a leader in skills development. The recent Universities UK (UUK) blueprint, calls for deeper collaboration between the further and higher education sectors, recognising their complementary strengths. Further education offers agility and vocational expertise, while higher education provides advanced research and higher-level skills training – together, they can create a seamless learner journey.

    At the same time, national initiatives such as Skills England, the Digital Skills Partnerships, and Degree Apprenticeships present opportunities for universities to engage in long-term skills planning. The integration of Lifelong Learning Entitlement (LLE) loans will further support continuous upskilling and career transitions, reinforcing the role of HE in lifelong workforce development.

    Conclusion: Shaping the Future of HE Through Skills and Collaboration

    With the HE reform announcement expected in Summer 2025, universities must act now to align with the government’s long-term skills agenda. The future of HE is being written now, and skills must be at the heart of it.

    Source link

  • The Role of Microlearning and Andragogy in Enhancing Online Student Engagement – Faculty Focus

    The Role of Microlearning and Andragogy in Enhancing Online Student Engagement – Faculty Focus

    Source link

  • Everyone can play a role in removing barriers for autistic colleagues

    Everyone can play a role in removing barriers for autistic colleagues

    The complex rhetoric around neurodivergence, ranging from the politically unhinged to persistent gas lighting, requires us to start by defining autism.

    Autism, a form of neurodivergence, is a naturally occurring neurodevelopmental variation that manifests in differences in how people experience and interact with the world.

    The focus is often on communication “deficits” and “repetitive and rigid” behaviour but, quite frankly, this focus and these words say more about how non-autistic (allistic) people interpret our behaviour and their own discomfort with the same.

    Our own experiences of being autistic are a lot more expansive and encompass autistic joy and strengths, alongside the significant and often unnoticed challenges we experience day-to-day.

    At different points in time, we both made the conscious, and somewhat fraught, decision to share our autism diagnoses in professional contexts. For the most part we were hugely relieved to be met with compassion from colleagues and a desire to support us to make the necessary changes to level the playing field.

    Yet, in the background of these positive experiences, there is a near-constant battle with systems, processes and neuronormative expectations that undermine individual attempts to be supportive.

    We wanted to share the biggest challenges we’ve faced in sharing our diagnoses and attempting to build afresh work practices and environments that will allow us to thrive.

    Attempts to normalise

    On more than one occasion after sharing our diagnoses, we’ve both been met with responses along the lines of “we’re all a bit like that though”.

    While we assume these comments are intended to “normalise” our experiences and perhaps reassure us that we’re not that different, such comments are somewhat missing the point.

    Firstly, autistic people are human too, so our autistic traits are very much part of the human condition. For example, the struggles we face in some social contexts may be experienced by allistic people sometimes.

    And our desire to seek refuge in routines is something many people can relate to, particularly in times of great upheaval. What sets our experiences apart is the depth, duration and the degree to which these experiences impact our capacity to thrive.

    Secondly, late discovery or diagnosis often comes about after a lifetime of deeply felt misunderstandings and a perpetual sense of being somehow wrong. The challenges autistic people face have very real implications such as significant impact on mental wellbeing alongside higher risks of substance abuse, accidents and offending behaviour as well as lower levels of income and education.

    Poor employment outcomes and high rates of autistic burnout are often part and parcel of being autistic. Notably, suicide is a leading cause of early death for autistic people.

    While finally getting answers to a lifetime’s worth of questions is broadly positive, never underestimate how earth-shattering a late discovery or diagnoses can be. It can completely unmoor you from an identity you worked hard to craft and maintain, often over many decades.

    To be set adrift whilst trying to carry on “business as usual” can be incredibly disorienting and well-meaning comments intended to find common ground can feel dismissive and leave us, once again, feeling misunderstood.

    To receive a diagnosis can be confirmation (or even a revelation) that you have been leaning on masks and performativity this whole time, borrowing bits of behaviour and social styles from others, in order to keep up with fast-paced workplace dynamics.

    But if our identity is a mosaic of other people’s characteristics, who exactly are we? We therefore often find that the diagnosis we hoped would answer our questions, instead serves up a hearty existential crisis. Coupled with the need to continue functioning both in personal and professional contexts, whilst running that background process, can be exhausting.

    The adjustments minefield

    Often a motivating factor in sharing an autism diagnosis is the need to access workplace adjustments, though it should be noted you don’t need a diagnosis to do so.

    What many people won’t realise is that identifying the adjustments you need, and getting these put in place, often feels like a full-time job in and of itself. We’ve both experienced scenarios where we’ve been encouraged to share what we need to work at our best, only to find ourselves somewhat stumped.

    We’ve defaulted to so many complex and energy-consuming workarounds to overcome the barriers in our environment, that it can be hard to pick apart common workplace challenges from those which come about from being part of a neurominority.

    Plus, autistic people aren’t often comfortable around change, so if we’ve established a workaround, it can be difficult to consider an alternative, despite how much more efficient it could be!

    This is the nature of having differences that are somewhat invisible – you don’t realise that everyone isn’t quietly battling the same complexities.

    What we have both realised is that it’s essential to have the time and space for ongoing conversations around our evolving understanding of our needs. Too often the default is to use prescriptive forms and processes to put adjustments in place, whereas we have both benefitted from ongoing dialogue with managers who are committed to ensuring the barriers we experience are removed, in as much as possible.

    Our hope is that more people will start to understand that a diagnosis or discovery, and the sharing of this new understanding, should form the start of a conversation, rather than an outcome to be compensated for.

    Neuronormative expectations

    The majority of people will be blissfully unaware of what we mean by neuronormative expectations because, if you’re neurotypical, it’s likely that you subscribe to the dominant social norms without much effort.

    Most people, for example, assume good eye contact means you’re paying attention, and arriving late, particularly persistently, indicates a lack of commitment and/or interest. If you’re autistic, lack of sustained eye contact can be used to aid concentration, especially when processing auditory information, and lateness can be down to a multitude of reasons from difficulty with transitions to the need to avoid the ‘chit chat’ that often precedes the start of something.

    It’s also worth noting that these norms are culturally located and direct eye contact, for example, is considered disrespectful or invasive in some countries. It’s a wonder to both of us then that such subjective meanings and interpretations have become normalised standards that we are somewhat required to adhere to, to be accepted.

    Indeed, research indicates that even subtle deviations from these arbitrary social norms can result in autistic adults being incorrectly perceived as being deceptive and lacking credibility and that neurotypical peers are less willing to interact with autistic people based on social assessments made in a split second.

    It is also worth noting that we may well be thinking about all of the above whilst trying to judge the correct level of eye contact to be making; this is just part of the complex backroom processing and calculations we do on a daily basis!

    With all of this in mind we’d encourage colleagues to think about assumptions around what it means, and looks like, to undertake certain activities that most assume shared understanding of.

    We can certainly identify a range of areas where our interpretations diverge, such as notions around communicating effectively, networking or being professional.

    A good example is the way in which we’ve co-written this piece, which has come about through an initial text based online interaction, followed by asynchronous collaboration. At the time of finalising this piece we have still never “met” online or in person but have engaged in a rich exchange of ideas that have allowed for meaningful collaboration.

    If colleagues could be open to alternative interpretations and manifestations of social norms, higher education would be the richer for it.

    Allyship is needed

    With these challenges in mind there are things that can be done to support late-diagnosed colleagues. Essentially these centre around allyship and actively working to acknowledge discrimination and unconscious bias.

    Consider how you respond when someone shares their autism discovery or diagnosis

    Can you approach the conversation with curiosity, accepting that the experience of being autistic might, in fact, be very different from your own? Central to this is recognising the limitations of your knowledge and experience.

    It is a natural response to want to normalise your experience with the person sharing their diagnosis with you, but that may not be the comfort you expect it to be, and might accidentally undermine the identity they are still coming to terms with.

    Rather than saying “I do that too”, or “aren’t we all a little bit like that though?”, create a space where the person sharing their diagnosis with you can take time to form their own words, and be sure to centre them in the words you use with them.

    What part do you have to play in removing barriers

    For us, everyone has a role to play in removing barriers that prevent us from thriving. Whether directly as a manager supporting autistic colleagues to navigate often overly complicated HR processes, or as a peer becoming aware that your colleagues need to do things in a different way.

    You don’t need to know someone’s diagnosis to be an ally, you can simply start by identifying if there are moments you default to your preferred ways of doing things while inadvertently overlooking a colleague’s genuine need to things differently. If you come across resistance that is inexplicable to you, withhold judgement and instead become curious about alternative ways of thinking and being.

    Reflect on what norms and expectations you assume

    Assumed shared understanding and narrow interpretations of behaviour is the space where most unconscious bias sits. The reality is that the imaginary social contract we have all supposedly signed is just that – a fiction that not all of us have been granted access to.

    Can you make space to co-create shared understanding around what it means to “communicate”, for example? Can you become aware of your bias that “good communication” manifests through narrowly defined behaviours? Or can good communication also be non-spoken, asynchronous or graciously feature enthusiastic interruption, or deep dive monologues?

    Ultimately, whether you are an individual in whom an autistic colleague quietly confides, a senior manager with the agency to affect positive change, a HR professional implementing processes, or someone involved in developing policy – everyone has a part to play in making higher education a place where autistic people can thrive.

    Source link

  • Lunchtime Reading: Will having more male teachers as role models solve ‘the boy question’?

    Lunchtime Reading: Will having more male teachers as role models solve ‘the boy question’?

    • Mark Roberts is an English teacher and Director of Research at Carrickfergus Grammar School. He is the author of several books, including Boys Don’t Try? and The Boy Question, both published by Routledge.

    Spurred on by the huge response to the TV series ‘Adolescence’, Bridget Phillipson MP, Secretary of State for Education, has this week called for more male teachers to act as role models for disaffected boys.

    As a teacher who has been writing about issues with boys and education for many years, I’m delighted to see an increased focus on the debate about how best to support boys in school.

    Yet, while the idea of male teachers as role models is an alluring one, the plan is deeply flawed. Even if we can persuade lots of men to take up the call to arms to rescue our boys, there’s little evidence to suggest that the plan will work.

    The case for more male teachers

    Just as we have pushed more girls into STEM professions, we should be pushing more boys into HEAL (Health, Education, Admin and Literacy) professions. As I wrote in my book The Boy Question (2021):

    Seeing more men in teaching roles, and especially in primary settings, would help change attitudes towards both education and society at large. It would probably encourage more boys to consider teaching as a possible future career  option for themselves.

    But, in the rush to save boys from Tate and his ilk, we need to ask a key question: Will more men in teaching actually make a difference? In the age of the manosphere, would more male teachers help shift boys’ attitudes? And, from the perspective of participation in higher education, would these new recruits help improve their academic outcomes?

    The problem with male teachers as role models

    Unfortunately, there are numerous problems with the role model plan:

    1. Men are reluctant to go into teaching

      Given the relatively low pay, workload expectations and lack of status, attracting men into teaching is a challenging prospect. Efforts to recruit 6500 new teachers already look dubious, with only 200 more trainee teachers signing up in 2024/25. Without a plan to tackle negative perceptions of teaching as a career prospect, the idea is doomed from the start.

      2. Nobody can agree on what a male teacher role model looks like

        Cushman (2008) surveyed 250 New Zealand primary school principals to discover what qualities they were seeking in male teachers[i]. The principals had a long list of often contradictory desirable qualities, including outstanding sporting prowess. Research by Brownhill (2014) listed 65 different role model requirements[ii]. Meeting this idealised checklist is a big ask for any individual. Pupils, parents and politicians would also have their own role model requirements. Is any one man capable of being all those things, all the time, to all stakeholders? And even if these Supermen are capable of all this, are they also equally confident talking about misogyny as talking about algebra or Shakespeare?

        3. Children very rarely view teachers as role models

        Even if teachers were willing to try and adopt the position of idealised male teacher, there’s little evidence to suggest that boys would see them as father figures. Bricheno & Thornton (2007) found that between the age of 10-16, boys named relatives as their ‘most important role models’. Compared to 32% of young people who said they looked up to a parent, a mere 2.4% of students identified a teacher as a role model. [iii]

        4. There’s little evidence to suggest boys learn better with male teachers

        One key reason given for more male role model teachers is the suggestion that disaffected boys will respond better to teachers of their own gender. But the evidence doesn’t stack up. A 2010 study by Lam et al. of nearly 5,000 Grade 4 students in Hong Kong found no evidence that boys improved their reading when taught by men[iv]. In 2008, Carrington et al. found no teacher gender effect on attainment data and pupil attitudes in British primary schools[v]. In the same year, Marsh et al. found ‘little or no evidence’ to support the idea that boys will be more motivated by male than female teachers in secondary maths, science and English classes’[vi]. I could go on. While I welcome any efforts to recruit more male teachers, we shouldn’t expect this to lead to better results for boys.

        5. It judges female teachers unfairly

        Many of the calls for more male teachers come from voices bemoaning the ‘feminisation’ of schools. Such voices believe that female teachers are incapable of providing guidance for boys and helping them become productive members of society. This deficit model is frankly insulting to the many thousands of female teachers doing a wonderful job of educating boys in often challenging circumstances.

        Rather than getting distracted by the male role model debate, we should focus on fully supporting teachers to help boys succeed academically and get the grades required to, should they wish, enter higher education. Because that, above all, will make the biggest difference to boys’ lives.

        [i] Cushman, P. (2008) ‘So what exactly do you want? What principals mean when they say ‘male role model’’, Gender and Education, 20:2, pp. 123–136.

        [ii] Brownhill, S. (2014) ‘‘Build me a male role model!’ A critical exploration of the perceived qualities/characteristics of men in the early years (0–8) in England’, Gender and Education, 26:3, pp. 246–261.

        [iii] Bricheno, P., & Thornton, M. (2007) ‘Role model, hero or champion? Children’s views concerning role models’, Educational Research, 49:4, pp. 383–396.

        [iv] Lam, Y.H., Tse, S.K., Lam, J.W.I., & Loh, K.Y.E. (2010) ‘Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong’, Teaching and Teacher Education, 26, pp. 754–759.

        [v] Carrington, B., Tymms, P., & Merrell, C. (2008) ‘Role models, school improvement and the ‘gender gap’ – Do men bring out the best in boys and women the best in girls?’ British Educational Research Journal, 34, pp. 315–327.

        [vi] Marsh, H., Martin, A., & Cheng, J. (2008) ‘A multilevel perspective on gender in classroom motivation and climate: potential benefits of male teachers for boys?’ Journal of Educational Psychology, 100, pp. 78–95.

    Source link

  • The role of embedded mental health counselors

    The role of embedded mental health counselors

    Mental health challenges are among the greatest threats to student persistence and retention in higher education, but providing large-scale preventative and responsive mental health care is a looming challenge for colleges and universities.  

    In addition to having sufficient clinicians and trained professionals to support students in crisis, finding ways to deliver wellness support to students before they’re in crisis is critical. 

    One strategy is embedding mental health counselors into student spaces or academic departments. By integrating services into a physical location, such as a student center, clinicians can connect with students in informal and intentional ways, gaining their trust and supporting specific pockets of the campus community.  

    In this episode of Voices of Student Success, host Ashley Mowreader spoke with Estevan Garcia, chief wellness officer at Dartmouth College, to learn more about public health approaches to mental health support on college campuses. Later, hear from Casey Fox, associate director of integrated services from the University of South Carolina, who leads the university’s integrated mental health program, about how efforts have scaled.  

    Listen to the episode here and learn more about The Key here. 

    Read a transcript of the podcast here.

    Source link

  • The Role of Social Science in Shaping Inclusive Leadership

    The Role of Social Science in Shaping Inclusive Leadership

    Senior Vice President of Human Services Julie Kochanek discusses how social science informs her leadership at American Institutes for Research (AIR), emphasizing trust, collaboration, and community-building in research.

    Julie Kochanek

    Senior Vice President, Human Services Division, American Institutes for Research (AIR)

    How does your experience in behavioral and social science research inform your approach to leadership?

    As a leader, I always return to themes I observed while training to be a researcher: trust, culture, and community. In graduate school, I studied how East African nations used education as a mechanism to build community. I dug deeper into this community theme as part of my Ph.D. studies, focusing on how U.S. schools operate organizationally and how teachers, school leaders, and parents must all interact to better support student learning. 

    How do you build strong teams to accomplish AIR’s mission?

    At AIR, collaboration is key to our success. Project teams at AIR often include staff with different backgrounds, various methodological expertise, unique content knowledge, and/or experience working directly with community leaders. Our work is strengthened by bringing people together. This allows us to fully consider the challenge we’re studying and understand the needs of the communities we serve.

    As a leader, I am responsible for creating the conditions to help staff develop meaningful partnerships, recognize everyone’s contributions, and reward meaningful collaboration. We collect and share information on staff interests, skills, and experiences so teams can easily identify those they might recruit to fill a gap. My weekly internal messages to staff often highlight examples of great team building and how our work is strengthened by diverse teams. 

    What are some of the most important results you have uncovered across your 20+ years in the research sector?

    Discussions about education policy often inadvertently leave people and human connection out of the equation. Throughout our work, I am constantly reminded that working collaboratively and building relationships among educators and students is an essential part of setting the right conditions for learning. 

    I’m impressed, for example, by how educators, researchers, and school leaders have partnered to build stronger support systems for students who are at risk of not graduating from high school. Researchers help school districts collect and interpret data on early warning signs and develop an evidence-based approach to address the challenge and boost graduation rates. As more districts across the country adopt these early warning systems, we’re seeing real results: More young people are able to continue on the path to success. 

    Another example is how we use research and technical assistance to help teachers strengthen their reading and literacy instruction. There are proven strategies (e.g., the science of reading) to help kids learn to read. Working alongside teachers and giving them the tools they need to adopt evidence-based approaches has been successful. However, this requires hands-on training, coaching, and human connection — a significant investment. We know that making this kind of investment in our nation’s teachers is well worth the reward.  

    What advice would you give women just beginning their careers in research?

    Women are better represented in behavioral and social science research than in other scientific fields, but we still face barriers, including balancing work and family, dealing with bias, and having fewer opportunities for funding and leadership. Addressing these barriers is important because evidence shows that diverse research teams bring more innovative and effective solutions. 

    Whatever your field, I think it is important to live with integrity. Remember that there is not one right path to follow. Upon completing my post-doctoral position and considering my next move, I worried about making a career-defining wrong turn. This is normal. I definitely made choices that concerned my graduate school advisors, but I don’t regret any of them. I’ve gotten to where I am today by learning from the different contexts in which I’ve worked, taking some risks, and staying true to my values. 

    Source link

  • The Role of Data Analytics in Higher Education

    The Role of Data Analytics in Higher Education

    Reading Time: 8 minutes

    Data analytics has become the cornerstone of effective decision-making across industries, including higher education marketing. As a school administrator or marketer, you’re likely aware that competition for student enrollment is fiercer than ever. 

    To stand out, leveraging data analytics can transform your marketing strategy, enabling you to make informed decisions, optimize resources, and maximize ROI. But what does data analytics mean in the context of higher education marketing, and how can you apply it to achieve tangible results? Keep reading to understand the impact of data analytics on your school’s marketing campaigns, some benefits you can expect, and how to implement them.

    Struggling with enrollment?

    Our expert digital marketing services can help you attract and enroll more students!

    The Significance of Data Analytics in Education Marketing

    What is the role of data analysis in education marketing? Data analytics involves collecting, processing, and interpreting data to uncover patterns, trends, and actionable insights. In higher education marketing, data analytics enables you to understand your target audience—prospective students, parents, alumni, and other stakeholders—better and craft strategies that resonate with them.

    Data analytics goes beyond tracking website visits or social media likes. It involves deep-diving into metrics such as application trends, conversion rates, engagement levels, and even predictive modelling to anticipate future behaviour. For example, analyzing prospective students’ journey from initial interaction with your website to applying can reveal opportunities to refine your marketing campaigns. Data analytics equips you to attract and retain the right students by more effectively addressing their needs.

    HEM 1HEM 1

    Source: HEM

    Do you need support as you create a more data-driven higher education marketing campaign? Reach out to learn more about our specialized digital marketing services. 

    Benefits of a Data-Driven Marketing Campaign

    What are the benefits of big data analytics in higher education marketing? A data-driven approach to marketing offers several advantages that can elevate your institution’s performance and visibility. First, it enhances decision-making. With access to real-time and historical data, you can base your decisions on evidence rather than assumptions. For example, if you notice that email campaigns targeting a particular geographic region yield a higher application rate, you can allocate more resources to similar efforts.

    Second, data analytics in higher education enables personalization. Prospective students now expect tailored experiences that speak to their unique aspirations and challenges. By leveraging data, you can segment your audience and deliver content that resonates deeply with each group. This level of personalization increases engagement and fosters trust and loyalty.

    Additionally, data analytics optimizes your budget. In the past, marketing efforts often involved a degree of guesswork, leading to wasted resources. With data, you can pinpoint what works and what doesn’t, ensuring every dollar you spend contributes to your goals. For instance, if a social media ad targeting international students outperforms others, you can reallocate funds to expand that campaign.

    Finally, data analytics offers the ability to measure success with precision. By setting key performance indicators (KPIs) and tracking them over time, you clearly understand what’s driving results. Whether the number of inquiries generated by a digital ad or the completion rate of an online application form, data analytics provides you with the tools to evaluate and refine your strategies continuously.

    HEM 2HEM 2

    Source: HEM

    Example: Our clients have access to our specialized performance-tracking services. The information in the image above, coupled with the school’s specific objectives, allows us to assess what is working and what needs changing. It informs our strategy, provides valuable insights into how new strategies are performing, and offers detailed insights into the changes that can be made for optimal results. 

    Types of Data Analytics Tools for Higher Education Marketers

    The many data analytics tools available can seem overwhelming, but selecting the right ones can significantly improve your marketing efforts. These tools generally fall into a few key categories.

    Web analytics platforms, such as Google Analytics, allow you to track user behaviour on your website. From page views to time spent on specific pages, these tools help you understand how prospective students interact with your digital presence. For instance, if many visitors drop off on your application page, it may indicate a need to simplify the process.

    Customer relationship management (CRM) systems, like our system, Mautic, help you manage and analyze interactions with prospective and current students. CRMs help you organize your outreach efforts, track the progress of leads through the enrollment funnel, and identify trends in student engagement. 

    As a higher education institution, a system like our Student Portal will guide your prospects down the enrollment funnel. The Student Portal keeps track of vital student information such as their names, contact information, and relationship with your school. You need these data points to retarget students effectively through ads and email campaigns.

    HEM 4HEM 4

    Source: HEM | Student Portal

    Example: Here, you see how our SIS (Student Information System) tracks the progress of school applications, complete with insights like each prospect’s program of interest and location. This data is vital for creating and timing marketing materials, such as email campaigns based on each contact’s current needs, guiding them to the next phase of the enrollment funnel.  

    Social media analytics tools, including platforms like Hootsuite or Sprout Social, provide insights into your social media performance. These tools can reveal which types of content resonate most with your audience, enabling you to fine-tune your messaging.

    HEM 5HEM 5

    Source: Sprout Social

    Example: Social media is a powerful tool for a higher education institution, particularly when targeting Gen-Z prospects. Like any marketing tactic, optimizing social media platforms requires measuring post-performance. A tool like Sprout Social, pictured above, tracks paid and organic performance, streamlining reports and even offering insights into competitor data. 

    Predictive analytics platforms, such as Tableau or SAS, take your efforts further by using historical data to forecast future outcomes. These tools can help you identify at-risk students who may not complete the enrollment process or predict which programs are likely to see increased interest based on current trends.

    Use These Actionable Tips for Optimizing ROI Using Data Analytics

    Clearly define your goals to maximize the impact of data analytics in education marketing campaigns. Whether you aim to increase enrollment in a specific program, boost alumni engagement, or expand your reach internationally, having a clear objective will guide your efforts and help you measure success effectively.

    Next, ensure that you’re collecting the right data. Too often, institutions fall into the trap of gathering vast amounts of data without a clear plan for its use. Focus on metrics that align with your goals, such as lead generation, conversion rates, and engagement levels. Regularly audit your data collection processes to ensure they remain relevant and efficient.

    Once you’ve gathered your data, prioritize analysis. This step involves identifying patterns and trends that can inform your strategy. For instance, if your data shows that most applications come from mobile devices, optimizing your website for mobile users becomes a top priority. Similarly, if you notice that email open rates are highest on Tuesdays, you can adjust your sending schedule accordingly.

    Another key aspect of optimizing ROI is experimentation. Use your data to test different strategies, such as varying your ad copy, targeting different demographics, or experimenting with new platforms. Over time, you’ll better understand what resonates with your audience.

    Don’t overlook the importance of collaboration. Data analytics should be integrated across departments. By sharing insights with admissions, student services, and academic departments, you can create a more cohesive and impactful strategy and carve an efficient path toward the desired results. For example, if your analytics reveal a growing interest in STEM programs, your academic team can develop targeted resources to meet that demand.

    Finally, invest in ongoing education and training. Data analytics constantly evolves, and staying up-to-date on the latest tools and techniques is essential. Encourage your team to participate in workshops, webinars, and courses to enhance their skills and bring fresh insights to your campaigns.

    How We Help Clients to Leverage Data Analytics Solutions: A Case Study with Western University

    The transformative potential of data analytics is best illustrated through real-world examples. Western University of Health Sciences, a leading graduate school for health professionals in California, partnered with us to optimize its data analytics strategy. The collaboration highlights how implementing tailored data solutions can drive meaningful results.

    HEM began by conducting program—and service-specific interviews with Western University staff to identify the analytics needs of managers across the institution. These discussions revealed unique departmental needs, prompting the creation of tailored analytics profiles and corresponding website objectives. Subsequently, data was segmented and collected in alignment with these tailored profiles, ensuring actionable insights for each group.

    A comprehensive technical audit of Western’s web ecosystem revealed several challenges in implementing analytics tools. HEM recommended and implemented a series of changes through a custom analytics implementation guide. These changes included the university’s web team developing and installing cross- and subdomain tracking codes and creating data filters, such as internal traffic exclusion.

    One of the highest priorities was tracking student registration behaviour. HEM developed a custom “apply now” registration funnel that integrated seamlessly with Western’s SunGard Banner registration pages to address this. This funnel provided a clear view of prospect and registrant behaviour across the main website and its subdomains, offering valuable insights into the user journey.

    Over three months, HEM implemented these solutions and provided custom monthly reports to program managers. These reports verified the successful integration of changes, including the application of filters and cross-domain tracking. As a result, Western’s managers gained the ability to fully track student registrations, monitor library download behaviour, and make data-informed decisions to enhance student services.

    Western University’s Director of Instructional Technology praised HEM’s efforts, noting that the refined tracking capabilities clarified how prospective students navigated the site. The successful collaboration demonstrates the significant impact of data analytics solutions on improving user experience and institutional efficiency.

    HEM 6HEM 6

    Source: HEM

    HEM continues to build data-driven marketing campaigns for clients, streamlining their workflows, providing deep insights, increasing engagement, and boosting enrollment. 

    Higher ed data analytics is necessary for building effective marketing campaigns. By understanding its role and potential, you can craft data-driven strategies that elevate your institution’s visibility, improve engagement, and optimize ROI. As you embrace data analytics, remember that its true power lies in its ability to guide informed decision-making and foster continuous improvement. Whether you aim to attract more students, enhance retention, or build stronger alumni relationships, data analytics provides the roadmap to success. Start leveraging its insights today and position your institution as a leader in an increasingly competitive landscape.

    Struggling with enrollment?

    Our expert digital marketing services can help you attract and enroll more students!

    Frequently Asked Questions 

    What is the role of data analysis in education marketing?

    Data analytics involves collecting, processing, and interpreting data to uncover patterns, trends, and actionable insights. In higher education marketing, data analytics enables you to better understand your target audience—prospective students, parents, alumni, and other stakeholders—and craft strategies that resonate with them.

    What are the benefits of big data analytics in higher education marketing? 

    A data-driven approach to marketing offers several advantages that can elevate your institution’s performance and visibility, including:

    • Decision-making
    • Personalization 
    • Cost efficiency 
    • The ability to track results

    Source link

  • Recent Executive Orders and Higher Ed HR’s Role in Creating and Sustaining an Inclusive Campus Community

    Recent Executive Orders and Higher Ed HR’s Role in Creating and Sustaining an Inclusive Campus Community

    by Andy Brantley | January 30, 2025

    In the wake of the recent Executive Orders on DEI, gender identity and immigration, higher ed institutions, like so many other organizations, are assessing the impacts and formulating next steps.

    Amid the inevitable changes that lie ahead, it’s important to remember that the role of HR in creating and sustaining a higher ed workplace that provides access and opportunity for all employees hasn’t changed. The programs, policies, processes and language we use to support this work may need to evolve, but the work and the institutional values it supports remain the same.

    We can still:

    • Promote equitable work and career pathing opportunities and pay for all employees.
    • Cultivate inclusive learning and working communities.
    • Create a workplace culture that embraces respect and civil discourse.
    • Level the playing field for everyone by working to remove bias, reviewing outdated policies, and creating transparency.
    • Reinforce institutional values by ensuring that all employees feel connected and supported.

    However, as we review and evaluate the work we’re doing, we have the opportunity to do so with fresh eyes, reframing it in ways that are both purpose-driven and inclusive. For example:

    • Communities of people with diverse backgrounds and life experiences create opportunities for community members to grow, both personally and professionally. To support a diverse workforce, institutions must explore ways to generate a more diverse applicant pool.
    • Access, opportunity and equitable pay for all employees promote job satisfaction, recruitment and retention. To support access and opportunity, institutions must identify and remove roadblocks to opportunity. To support equity in pay, institutions must ensure their compensation structures support these efforts.
    • A safe and welcoming work environment fosters community and collaboration. To create a work environment that’s welcoming and psychologically safe, institutions must ensure that systems, policies and processes are free from discriminatory practices.

    If you have resources or ideas to share with other CUPA-HR members regarding ways that you and your HR colleagues are refining your approach to creating and sustaining an inclusive campus community, please email them to communications@cupahr.org. Your submission will be treated as confidential and, if shared, will be described in terms that will not identify your institution.

    You’re Not Alone

    We know that HR leaders are often caught in the middle as different groups of employees and administrators express strong opinions and feelings regarding changes we must implement. In the coming weeks, CUPA-HR will share guidance and support to help you make changes to programs, policies and procedures and communicate these changes to the campus community.

    We are also hosting webinars focused on the recent Executive Orders, as well as the rollback of the Title IX regulations. And we’ll continue to keep you informed about future Executive Orders and legislation, as well as potential actions we should take as higher education HR leaders.

    The higher ed HR community has proved time and again how strong and resilient it is. Thanks for all the ways you lead and support your organizations, your employees and your CUPA-HR community.



    Source link