Tag: stay

  • The R&D buckets are here to stay – what matters now is how they’re used

    The R&D buckets are here to stay – what matters now is how they’re used

    The Budget and the introduction of DSIT’s new bucket framework mark a shift in how government wants to think and talk about research and innovation. With growth now central to the government’s agenda, it is a clear attempt to answer Treasury’s perennial question: what does the public get for its money?

    At the centre of this shift sits the idea of R&D “buckets”: a four-part categorisation of public R&D funding into curiosity-driven research, government priorities, innovation support and cross-cutting infrastructure.

    The logic behind the buckets is easy to understand. The UK system is complex, with budget lines stretching across a maze of research councils, departments, institutes, academies and government labs. Even seasoned insiders need a cup of coffee before attempting to decipher the charts on one of UKRI’s much-valued budget explainers.

    From the Treasury’s perspective, the lack of clarity is a barrier to the value of government investment. DSIT’s response is the bucket model: a clearer way of presenting public investment that moves the conversation away from budget lines and towards outcomes that matter to citizens. If this helps build broader support for R&D across departments and with the public, as CaSE’s latest research suggests is needed, it could be hugely valuable.

    The outcomes challenge

    One consequence of an outcomes-driven model, however, is that different types of research will find it easier or harder to demonstrate their value. Basic and curiosity-driven research can be difficult to evidence through simple KPIs or narrow ROI measures.

    In contrast, some forms of applied R&D lend themselves more easily to straightforward metrics. The Higher Education Innovation Fund (HEIF) is a good example. It can demonstrate a return on investment of £14.80 to £1 in ways that are simple to communicate and easy for officials to interpret. In a system that places a premium on measurable outcomes, this kind of clarity is powerful.

    If outcomes become the dominant organising logic, there is a risk that bucket one, which covers curiosity-driven research, could appear on paper to be the least “investable” – especially under a future minister who is less supportive of blue-skies research. The danger is not deliberate neglect, but an unintended shift in perception, whereby discovery research is viewed as separate from, rather than essential to, mission-led or innovation-focused work.

    The challenge becomes even clearer when we look at quality-related research funding (QR). Few funding mechanisms are as versatile or as important to the health of the research ecosystem. QR supports discovery research, helps universities leverage private investment, underpins mission- and place-based activity, and fills the gaps left by research council and charity grants. It is the flexible connective tissue that keeps the system functioning.

    Trying to code QR neatly into a single bucket, as bucket one, doesn’t reflect reality. It may make the diagrams tidier, but it also risks narrowing Whitehall’s understanding of how QR actually works. Worse, it could make QR more vulnerable at fiscal events if bucket one is cast as the “future problem” bucket, the category that can be trimmed without immediately visible consequences.

    The trap of over-simplification

    That brings us to a wider point about the buckets themselves. The intention with buckets is to draw a much more explicit line between priorities, investment and impact. This is a reasonable goal. But the risk is that it invites interpretations that are too neat. Most research does not sit cleanly in any one category. The system is interdependent, porous and overlapping. Innovation depends on discovery research. Regional growth depends on long-term capability. And capability only exists if the UK continues to invest in talent, infrastructure and basic research.

    Rather than accepting a model that implies hard boundaries, it may be more helpful to embrace, and actively communicate, this interdependence. A Venn diagram might be a more honest reflection than three or four boxes with solid walls.

    The aim is not to relabel the buckets, but to strengthen the narrative around how the types of research we fund reinforce each other, rather than competing for space in a zero-sum system. This kind of framing could also help government understand why certain funding streams look costly on paper, but yield value across a wide range of outcomes over time.

    One argument is that by identifying curiosity-driven research as a distinct bucket, it will be harder for future governments to cut it without doing so publicly. There is some truth in this. Transparency can raise the political cost of reducing support for basic research. But the counterargument is also important. Once bucket one becomes a visible and discrete line of spend, it could also become more vulnerable during fiscal consolidations. Ministers looking to free up resources for missions or innovation-focused interventions may see it as an easier place to make adjustments, especially if the definition of “impact” narrows over time.

    Shovel ready

    This is why the narrative around the buckets matters as much as the buckets themselves. If they are understood as three separate spaces competing for limited resources, the system loses coherence. Discovery becomes something distant from growth, rather than the engine that drives it. Missions appear disconnected from the long-term capability required to achieve them. Innovation emerges as a standalone activity rather than as part of a pipeline that begins with public investment in fundamental science.

    The bucket framework is not going away. It will shape how government talks about R&D for years to come. This makes the next phase critical: there is an opportunity now to influence how the buckets are interpreted, how they are used in practice and how the narrative around them is constructed.

    If treated as rigid boundaries, the buckets risk weakening the case for long-term investment in capability. But if used as a way of telling a more coherent story about the interdependence of discovery, missions and innovation, they could help build stronger cross-government support for R&D. The challenge is to make sure the latter happens.

    Source link

  • Most adults say higher education is important but want colleges to stay out of politics

    Most adults say higher education is important but want colleges to stay out of politics

    This audio is auto-generated. Please let us know if you have feedback.

    Dive Brief:

    • Nearly 4 in 5 surveyed Americans, 78%, said a college education is somewhat or very important to a young person’s success, according to a new poll from researchers at Vanderbilt University.
    • Despite increasing polarization around higher ed, a significant majority of both Democrats and Republicans — 87% and 68%, respectively — said a college education was at least somewhat important.
    • The broadly favorable public sentiment comes amid the federal government’s allegations of “violations, shortcomings and biases” at colleges, John Geer, head of the nonpartisan Vanderbilt Project on Unity & American Democracy, said in a Wednesday press release.

    Dive Insight:

    The Trump administration has increasingly targeted higher education, decrying colleges as hubs of liberal indoctrination and wastes of federal funding. Against this backdrop, Vanderbilt researchers polled 1,030 adults in English and Spanish from Sept. 5 to Sept. 8.

    “Higher education has undoubtedly been a primary concern for President [Donald] Trump’s administration,” Geer said. “Certainly, people expressed areas of concern and viewed certain institutions as more problematic than others, but support for colleges and universities remains substantial, even in the midst of these many criticisms from Washington,” he said.

    Nearly two-thirds of respondents, 65%, said colleges have a positive effect on society. A large majority of Democrats agreed with this statement, as did most of the “traditional” Republicans surveyed, according to the Wednesday release. 

    A deeper schism emerged from Republican respondents who identified with the Make America Great Again movement. Among those supporting MAGA ideology, 65% said colleges have a negative effect on the U.S. 

    In a February poll, Vanderbilt found that a majority of Republicans surveyed, 52%, identified with the MAGA movement — though slight, it was the first majority since researchers began asking the question in June 2023.

    The September survey also found a broader skepticism of some aspects of higher education that transcended political divides. Among the overall respondent pool, 67% said ideological or political bias is at least somewhat of a serious problem at colleges. Within that share, 35% said bias is a problem at most institutions.

    However, the respondents who said political bias exists on campuses did not broadly fault academic instruction. About 2 in 5, or 43%, blamed administrative decisions, while 16% cited what is being taught in the classroom.

    Nearly three-quarters of respondents, 71%, said colleges should not “take official positions on controversial political issues.” Broken down by political party, 83% of Republicans and 59% of Democrats concurred with that statement. 

    “That mix of skepticism and expectation underscores how difficult it will be for colleges to persuade the public that they are neutral arbiters in a polarized environment,” Vanderbilt said.

    The public showed mixed opinions on different types of institutions, the poll found. 

    For instance, 70% of respondents expressed confidence in community colleges. Vanderbilt researchers noted that community colleges “have largely avoided the controversies embroiling larger, wealthier institutions.”

    But that confidence level dropped sharply for Ivy League institutions. Less than half of those surveyed, 48%, expressed a somewhat or very favorable opinion of those eight universities. 

    What’s more, respondents’ view of the Ivies varied significantly by their political party. Among Democrats, 72% approved of Ivy League universities, compared to just 33% of Republicans.

    Other colleges earned a similar approval rating as the Ivies but with a smaller political divide.

    Just 2 in 5 respondents expressed overall confidence in colleges in the Southeastern Conference, which includes the University of Georgia, the University of Tennessee and Mississippi State University among its 16 members.

    About half of Republicans, 51%, expressed a favorable opinion of those institutions, as did 33% of Democrats.

    Source link

  • DHS Moves to Restrict How Long Foreign Students Can Stay

    DHS Moves to Restrict How Long Foreign Students Can Stay

    Photo illustration by Justin Morrison/Inside Higher Ed | aapsky/iStock/Getty Images | Chip Somodevilla/Getty Images

    After months of speculation, the Department of Homeland Security publicly released its plans to limit how long international students can stay in the United States—a proposal that advocates say will only add to uncertainty and chaos that this group is already facing.

    Currently, students can stay in the country as long as they are enrolled at a college or university. But the proposed rule released Wednesday would allow students to stay for the duration of their program, but no longer than four years. That isn’t enough time for students to complete a doctoral program, and it’s less time than the average student takes to complete a bachelor’s degree. Students who want to stay longer would have to seek authorization to extend their visa.

    The first Trump administration tried to make this change, which would roll back at 1991 rule known as duration of status. However, the Biden administration withdrew the proposal. Officials said in a news release that setting a fixed time for students on visas to stay would curb what they call abuses and allow the government to better oversee these individuals. Additionally, officials alleged that the current policy incentivizes international students to “become ‘forever’ students,” who are “perpetually enrolled in higher education courses to remain in the U.S.”

    DHS will take public comments on the proposal until Sept. 29. Before the agency can finalize the rule, it will have to review and respond to those comments.

    Advocates for international students have been sounding the alarm about this plan since DHS first sought approval in June to make the proposal, and those warnings continued this week now that the plan is public. Changing the rule, they say, would be another hurdle for international students who want to come to the United States. These others include vetting students’ social media profiles and more scrutiny on current visa holders. Since President Trump took office, the State Department has revoked 6,000 student visas.

    More than one million students from other countries enrolled in at a U.S. college or university in 2024, making up about 6 percent of the total student population. Experts predict the number of international students to drop off significantly this academic year.

    Fanta Aw, executive director of NAFSA, the association of international educators, said in a statement that the DHS proposal is a “bad idea” and “a dangerous overreach by government into academia.”

    “These changes will only serve to force aspiring students and scholars into a sea of administrative delays at best, and at worst, into unlawful presence status—leaving them vulnerable to punitive actions through no fault of their own,” Aw added.

    Miriam Feldblum, president and CEO of the Presidents’ Alliance on Higher Education and Immigration, described the proposal in a statement as “another unnecessary and counterproductive action aimed against international students and scholars.”

    “This proposed rule sends a message to talented individuals from around the world that their contributions are not valued in the United States,” she said. “This is not only detrimental to international students—it also weakens the ability of U.S. colleges and universities to attract top talent, diminishing our global competitiveness. International students, scholars, and exchange visitors contribute economically, intellectually, and culturally to American society. They drive innovation, create jobs, and advance groundbreaking research.”

    Source link

  • Everything Must Change So Everything Can Stay the Same: Internationalisation at a Crossroads

    Everything Must Change So Everything Can Stay the Same: Internationalisation at a Crossroads

    • By Vincenzo Raimo, an independent international higher education consultant and a Visiting Fellow at the University of Reading, where he was previously Pro Vice-Chancellor for Global Engagement.
    • Vincenzo Raimo will be joining David Pilsbury and Janet Ilieva at the International Higher Education Forum (IHEF 2025) on 4 June 2025 to discuss the topic: ‘Outdated policy and unfounded optimism drive British universities to the abyss.’

    “If we want things to stay as they are, things will have to change.”

    — The Leopard, Giuseppe Tomasi di Lampedusa

    UK universities are awash with the language of transformation. Internationalisation and Global Engagement strategies speak of partnerships, student mobility, intercultural learning and global citizenship. Vice-Chancellors and Pro Vice-Chancellors for Internationalisation describe international education as central to institutional values and academic mission. And yet, for many, the real driver is far simpler: money.

    There is a widening gap between the rhetoric of internationalisation and the reality of its execution. Strategic plans position it as an enabler of diversity, excellence and global reach, but the day-to-day reality is that it functions as a financial lifeline. In a sector facing significant funding pressures, international student income is often the difference between surplus and deficit. That tension matters. It undermines credibility, risks student experience and can lead institutions to prioritise volume over value.

    The quote from The Leopard, Lampedusa’s novel of aristocratic decline during the unification of Italy, captures a central paradox of institutional reform. It speaks to the instinct to embrace the appearance of change in order to preserve the status quo. In recent months, this sentiment has felt uncomfortably familiar in UK higher education. We appear to be entering a period of cosmetic transformation: new job titles, rebranded structures and revised plans, but all too often without the deeper shifts in strategy, culture or resourcing that genuine transformation demands.

    This is particularly evident in international student recruitment.

    Universities in the UK have long faced political headwinds. International students are welcomed in principle but scrutinised in practice. Brief moments of progress, such as allowing students to bring dependents, are quickly reversed in response to migration debates. The result is unpredictability, which undermines confidence in the UK offer.

    Despite this, the UK has historically benefited from a position of passive advantage in international recruitment. We speak the global language of higher education. Our qualifications are widely recognised. Many of our institutions enjoy long-established reputations. And our complex legacy of Commonwealth ties, colonial familiarity and cultural affinity has offered visibility and access in key markets.

    But that advantage is fading.

    Policy instability is only part of the challenge. Global competition is intensifying, and not just from the traditional English-speaking destinations. European countries are increasingly offering high-quality, English-taught programmes at lower cost, often with clearer post-study pathways. In Asia, more students are opting to stay closer to home, choosing emerging regional providers with improving reputations and stronger cultural fit. The UK can no longer assume it is the default choice.

    In response, institutions are making changes, or at least talking about them. The mood music is shifting: towards diversification, resilience and sustainability. Yet much of this amounts to cosmetic change. Beneath the surface, many universities are still operating on the same assumptions, deploying the same strategies, and relying on the same markets and channels as they have for years.

    I have argued that recruitment targets are vanity, quality and retention are sanity, but margin is king. Growth in international enrolments may look impressive, but it means little if acquisition costs are rising, if retention is falling, or if students leave feeling unsupported. In one recent project, I found that recruitment costs, dominated by agent commissions, amounted to nearly a third of the net tuition income per student. That model is unsustainable in the long term.

    And the consequences are already visible: redundancies, departmental reconfigurations and even the closure of entire disciplines. The pursuit of international income has not protected the sector from financial strain. Rather, it may simply have postponed the difficult decisions needed to build genuinely sustainable institutions.

    One apparent solution is transnational education (TNE). There is renewed enthusiasm for TNE as universities seek to diversify income and reach. I have worked with institutions developing long-term TNE partnerships that deliver real benefits: stronger reputation, broader access and more distributed risk. But TNE is not a short-term fix. It takes time to design and deliver well, requires significant investment and cannot plug immediate financial gaps.

    Nor can TNE substitute for a broader rethink of international strategy. In my International Student Recruitment Success and TNE Success scorecards, I offer practical frameworks for assessing capabilities, identifying risks and planning more strategically. These tools are designed to help institutions move beyond tactical fixes and focus on longer-term sustainability. Key questions include:

    • What is our purpose in internationalisation?
    • How distinctive and competitive is our offer?
    • Are our structures and resources aligned to support quality and retention?
    • And are we being honest about what our strategy is really for, and is that clearly communicated across the institution and to our wider stakeholders?

    Too often, international strategies present one set of values, while day-to-day activities pursue another. This misalignment makes success harder to define, measure and achieve.

    The danger today is that we confuse activity with progress. Structural tweaks and strategic refreshes may signal intent, but unless they are anchored in purpose and matched by investment, they will not deliver the resilience the sector needs.

    Lampedusa’s quote reminds us that change can be used either to preserve the status quo or to enable transformation. The UK higher education sector faces a choice: to make difficult, strategic changes now, or to continue changing just enough to maintain the illusion of stability, while the foundations quietly erode.

    Source link

  • College Marketing: 7 Ways It Has Changed and How to Stay Ahead

    College Marketing: 7 Ways It Has Changed and How to Stay Ahead

    …and What You Need to Do to Stay Ahead

    The higher education enrollment landscape is undergoing a significant transformation, driven by shifting demographics, technological advancements, and economic uncertainty. To remain relevant and competitive, colleges and universities must adapt to these changes and develop strategies to succeed in a challenging environment. But before you can adapt, one must first look at some of the major innovations that have disrupted how consumers engage with brands.

    Are you engaging students the way they engage with other brands?
    1. Short form video content: Platforms like TikTok, Instagram Reels, and YouTube Shorts have dominated, offering snackable content that informs, entertains, and inspires within seconds. Influencers (see #5) use this medium to tell stories, drive trends, and engage consumers on behalf of sponsored brands. Students use the medium to assess campus life and inform college choices.
    2. Voice and visual search optimization: The rise of “smart assistants”and digital assistants have changed the way we engage with brands, discover products, and complete research, transactions, and more. A good digital assistant is becoming as essential as a solid logo design in marketing.
    3. AI personalization: Artificial intelligence has revolutionized marketing by enabling hyper-personalized experiences, analyzing real-time data, and predicting consumer behavior to deliver tailored content. For cash strapped institutions, it has the added benefit of allowing you to zero in on your highest potential return prospects and curate content.
    4. Augmented reality (AR) experiences: AR is transforming how consumers shop, learn, and engage with brands, creating immersive experiences that drive both engagement and sales. George Mason University developed a successful AR campus tour for transfer students, and I expect to see prospective students and their families wandering campus with branded AR glasses on campuses everywhere before long.
    5. Influencer marketing: The focus has shifted from big-name endorsements to micro- and nano-influencers, offering niche expertise and deeper connections with audiences. Universities are leveraging student influencers on campus for enrollment and advancement opportunities.
    6. Data privacy regulations and ethical marketing trends: With increasing concerns about data breaches, consumers demand transparency and ethical practices in data handling and marketing. Layer an ever changing and tightening regulatory environment and you will need solid governance and procedural guidance to ensure compliance without limiting effectiveness.
    7. Omnichannel integration: Marketers now focus on providing a seamless experience across all touchpoints, ensuring brand consistency and cohesive customer interactions. The same experience is paramount during the college search process to stand out, stay top of mind, and draw students to your engaging (AR powered?) on campus events.

    5 keys to optimizing your college marketing strategy to address these changes

    That is the how, but what about the what. A great tech stack is one thing, but the meat of your strategy and message must center around what is central to your mission, your goals, and your prospective student audience.

    1. Gear your strategy to your prospective students

    As the student population becomes increasingly diverse, institutions must develop targeted recruitment and communication strategies to engage with underrepresented groups, including Hispanic, African American, and first-generation students. According to RNL’s most recent study of undergraduate marketing and recruitment practices, 51% of four-year private, 42% of two-year public, and 37% of four-year public institutions have specific strategies for recruiting Hispanic students. The vast majority of institutions also do not have materials and communications available in Spanish. Depending on your locality, these populations may be your best bet for stable growth, but without a specific marketing strategy, you will miss the opportunity.

    2. Assess the suite of marketing tools, vehicles and assets at your fingertips

    How cohesive, consistent and connected are they? Students use a variety of resources to learn about colleges and universities, from websites and social media to videos and printed brochures. Institutions must adopt a balanced, omnichannel approach to marketing, leveraging multiple channels to reach students at various stages of their decision-making process.

    3. Plug the leak

    As the demographic cliff approaches, institutions must prioritize student success and retention strategies. A recent study found that public colleges and universities use market research and print/electronic campaigns to impact student yield and summer melt, but there is room for improvement in collecting data to inform retention policies. (Our report on retention practices provides very helpful benchmarks and ideas for student success strategies.)

    4. Improve the experience and reduce the stress

    The college search process can be a significant source of stress and anxiety for students. Institutions can help mitigate this by providing resources and support services, such as mental health counseling and academic advising, to help students manage their emotions and stay on track.

    5. Embrace change

    To succeed in a rapidly changing environment, institutions must be willing to adapt and innovate. This includes investing in technology, such as AI-powered enrollment management systems, and exploring new revenue streams, such as online and graduate programs.

    College marketing is evolving at an unprecedented pace. How can you keep up?

    To remain competitive, colleges and universities must embrace strategies that prioritize personalization, authenticity, and innovation. From leveraging short-form video content and AI-powered tools to integrating augmented reality experiences and omnichannel approaches, institutions have a wealth of opportunities to connect with prospective students in meaningful ways.

    However, success will require more than technology; it demands a deep understanding of the diverse needs and aspirations of the modern student population. By aligning marketing efforts with institutional goals, fostering inclusivity, and enhancing the overall student experience, higher education institutions can not only navigate these changes but thrive in a rapidly shifting environment. Now is the time to adapt, innovate, and future-proof strategies to ensure sustainable growth and relevance in the years ahead. Reach out and we can connect on your marketing strategies. We will find a time to talk about your opportunities to make sure your marketing efforts resonate with students and reach them in the channels they use.

    Talk with our marketing and recruitment experts

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

    • Student search strategies
    • Omnichannel communication campaigns
    • Personalization and engagement at scale

    Request now

    Source link

  • Strategies to help girls stay engaged in STEM learning

    Strategies to help girls stay engaged in STEM learning

    Key points:

    • When girls participate in STEM learning, the future is more inclusive
    • 5 practical ways to integrate AI into high school science
    • Linking STEM lessons to real-world applications
    • For more news on STEM learning, visit eSN’s STEM & STEAM hub

    Encouraging girls to engage in STEM is vital for fostering diversity, innovation, and equal opportunities in these fields. Women remain underrepresented in STEM degrees and in careers, often due to societal stereotypes, lack of representation, and limited access to resources.

    More News from eSchool News

    HVAC projects to improve indoor air quality. Tutoring programs for struggling students. Tuition support for young people who want to become teachers in their home communities.

    Almost 3 in 5 K-12 educators (55 percent) have positive perceptions about GenAI, despite concerns and perceived risks in its adoption, according to updated data from Cengage Group’s “AI in Education” research series.

    Our school has built up its course offerings without having to add headcount. Along the way, we’ve also gained a reputation for having a wide selection of general and advanced courses for our growing student body.

    When it comes to visual creativity, AI tools let students design posters, presentations, and digital artwork effortlessly. Students can turn their ideas into professional-quality visuals, sparking creativity and innovation.

    In my work with middle school students, I’ve seen how critical that period of development is to students’ future success. One area of focus in a middle schooler’s development is vocabulary acquisition.

    For students, the mid-year stretch is a chance to assess their learning, refine their decision-making skills, and build momentum for the opportunities ahead.

    Middle school marks the transition from late childhood to early adolescence. Developmental psychologist Erik Erikson describes the transition as a shift from the Industry vs. Inferiority stage into the Identity vs. Role Confusion stage.

    Art has a unique power in the ESL classroom–a magic that bridges cultures, ignites imagination, and breathes life into language. For English Language Learners (ELLs), it’s more than an expressive outlet.

    In the year 2025, no one should have to be convinced that protecting data privacy matters. For education institutions, it’s really that simple of a priority–and that complicated.

    Teachers are superheroes. Every day, they rise to the challenge, pouring their hearts into shaping the future. They stay late to grade papers and show up early to tutor struggling students.

    Want to share a great resource? Let us know at [email protected].

    Source link

  • Unlocking Generative Engine Optimization (GEO): What Marketers Must Do to Stay Ahead

    Unlocking Generative Engine Optimization (GEO): What Marketers Must Do to Stay Ahead

    Remember when SEO was all about keywords and metatags, fueling now-defunct search engines like Yahoo, AltaVista and early Google? Those were the days of “keyword stuffing,” where quantity trumped quality and relevance, delivering poor search results and frustrating users. Google’s PageRank algorithm changed everything by prioritizing content quality, giving birth to the “Content is King” mantra and improving the user experience.

    Fast forward to the Era of the Modern Learner, where digitally astute users demand fast and accurate information at their fingertips. To keep up with their heightened expectations, search engine algorithms have evolved to become more sophisticated, focusing on the intent behind each search query rather than simple keyword matching. This shift has led to the emergence of AI-powered search engines features like Google’s AI Overviews to provide an AI-powered summary which now command prime real estate on the search engine results page.

    In response, Generative Engine Optimization (GEO) is emerging. AI-powered search engines are moving beyond simply ranking websites. They are synthesizing information to provide direct answers. In this fast-paced environment, delivering the right information at the right time is critical now more than ever. All marketers, regardless of industry, must adapt their strategies beyond traditional SEO.

    What is Generative Engine Optimization (GEO)?

    Artificial intelligence is rapidly infiltrating tools across every industry, fundamentally reshaping the digital landscape. Generative Engine Optimization (GEO) is emerging as a new approach to digital marketing, leveraging AI-powered tools to generate and optimize content for search engines. GEO is a catalyst, driving a fundamental shift in how search engines present information and how users consume it

    GEO leverages machine learning algorithms to analyze user search intent, create personalized content, and optimize websites for improved search engine rankings. This advanced algorithmic approach delivers contextually rich information from credible sources, directly answering user searches and proactively addressing related inquiries. A proactive strategy that goes beyond traditional SEO ensures that a school’s information is readily discoverable, easily digestible and favorably presented by AI-powered search engines such as Google’s AI Overviews, ChatGPT, Perplexity and Gemini.

    How GEO Works

    At its core, Generative Engine Optimization (GEO) uses artificial intelligence to bridge the gap between user needs and search engine performance. GEO tools go beyond traditional SEO by harnessing AI to deeply understand user behavior and generate content that’s not only relevant but also personalized and performance driven. Here is how it works across four core functions: 

    • Analyzing User Intent: GEO starts by analyzing user intent. AI models examine search queries, website behavior and browsing patterns to uncover what users are specifically searching for. This helps marketers develop content strategies that directly align with user expectations and needs. 
    • Generating Content: Using these insights, GEO tools generate original content tailored to meet the precise needs of the target audience. The result is content that answers user questions and aligns with how modern search engines evaluate relevance and quality.  
    • Optimizing Content: GEO then optimizes the generated content for performance. AI refines readability, integrates keywords and enhances structural elements for improved visibility in search results, which ensures that content performs well in both traditional and AI-powered search environments.  
    • Personalizing Content: Where GEO truly shines is in content personalization. By leveraging data like demographics, preferences and past interactions, GEO delivers tailored experiences that feel more relevant and engaging to individual users.  

    Comparing SEO and GEO

    While SEO and GEO may seem like competing strategies, they actually complement one another. Both aim to improve visibility in search results and drive meaningful engagement but do so through different methods. Understanding how they align and where they diverge is key to developing a modern, well-rounded digital strategy. 

    Ways GEO is Similar to SEO

    Despite their difference in execution, SEO and GEO share a common goal: delivering valuable content to users and meeting their search intent. Both SEO and GEO strategies contribute to: 

    • Improving website visibility and search rankings in the search engine results pages (SERPs). 
    • Driving organic traffic by making it easier for users to discover relevant information. 
    • Boosting user engagement and conversion rates through informative, well-tailored content.  

    Ways GEO is Different from SEO

    Where SEO and GEO begin to diverge is in their focus, tools, and content strategy:

    • Focus: Traditional SEO emphasizes keyword optimization, meta tags and technical structure. GEO, on the other hand, focuses on understanding user intent and creating dynamic, personalized content that adapts to evolving needs. 
    • Tools: SEO relies on tools like keyword research platforms, backlink analysis, and manual content audits. GEO uses AI-powered platforms to analyze data, generate content, and automate optimization based on real-time user behavior.  
    • Content: SEO often produces static, evergreen content that ranks over time. GEO enables the creation of responsive, personalized content that can shift based on user preferences, past interactions, and demographics. 

    While SEO has historically focused on driving clicks to websites and increasing rankings, GEO recognizes the increasing prominence of zero-click searches—where users find answers directly within AI-powered search overviews. In this new reality, GEO ensures your content remains visible and valuable even when the traditional click doesn’t occur. It does this by optimizing for how AI synthesizes and presents information in search results.

    Is GEO Replacing SEO?

    The rise of GEO has sparked an important question for marketers: Is SEO dead? The short answer is no. Rather than replacing SEO, GEO enhances it.

    GEO builds a foundation of traditional SEO by leveraging artificial intelligence to automate time-consuming tasks, deepen audience insights, and elevate content quality. A strong SEO strategy remains essential, and when paired with GEO, it becomes even more powerful.

    To support marketers in building that foundation, tools like EducationDynamics’ SEO Playbook offer actionable strategies for mastering SEO fundamentals while staying adaptable to innovations like GEO. As the higher education marketing landscape evolves, institutions are reaching a critical inflection point: the status quo no longer meets the expectations of the Modern Learner, and a more dynamic, data-driven approach is essential to stay competitive.

    Here’s how GEO supports and strengthens traditional SEO efforts:

    • Smarter Keyword Research and Optimization: GEO tools analyze search intent more precisely, allowing marketers to choose keywords that better reflect how real users search, creating content that directly answers those queries.  
    • More Personalized Content Experiences: By generating dynamic content based on user behavior, preferences, and demographics, GEO helps ensure the right message reaches the right audience at the right time.  
    • Streamlined Workflows: GEO automates content generation and optimization processes, making it easier to keep web pages fresh, relevant, and aligned with evolving search behaviors—all while saving time and resources.  

    SEO is far from obsolete; however, relying solely on traditional SEO tactics is outdated which is no longer sufficient in today’s evolving higher education landscape. To truly transform their marketing approach, institutions must embrace innovative solutions. 

     As generative AI becomes increasingly embedded in how people search, marketers must adapt. While traditional SEO tactics like on-page optimization, site structure, and link-building still have a role to play, GEO provides the bold innovation needed to drive impactful outcomes. By pairing SEO strategies with GEO’s AI-driven insights and automation, institutions can achieve greater efficiency and effectiveness in their marketing efforts.  

    Together, SEO and GEO provide a holistic, future-ready framework to engage the Modern Learner, enhance digital marketing efforts, and drive both reputation and revenue growth, which are essential for long-term success.

    Integrating GEO and SEO in Your Marketing Strategy for Higher Education Marketers

    As the digital landscape evolves, one thing remains clear: SEO is still essential for institutions looking to connect with today’s students. With the rapid adoption of AI in everyday search habits though, SEO alone is no longer enough.

    According to EducationDynamics 2025 Engaging the Modern Learner Report, generative AI is already transforming how prospective students evaluate their options. Nearly 70% of Modern Learners use AI tools for generative chatbot platforms like ChatGPT, while 37% use these tools specifically to gather information about colleges and universities in their consideration set.

    This shift signals a clear need for higher ed marketers to adapt their digital strategies. GEO provides a pathway to do that while better serving today’s students. By combining the proven fundamentals of SEO with GEO’s advanced AI capabilities, institutions can engage the Modern Learner more effectively at every stage of their decision-making journey.

    Reaching Modern Learners: Integrating GEO and SEO Strategies

    • Speak to What Modern Learners Search For: Modern Learners expect content that speaks directly to their needs and interests. Use GEO tools to identify the actual search terms prospective students use, such as “flexible online MBA,” or “how much does an online degree cost.” Then, develop SEO-optimized pages, blog posts, and FAQs that address these specific questions. Incorporate schema markup, structured headings, and internal links to boost visibility while keeping content informative and student focused.  
    • Personalize the Journey for Every Modern Learner: GEO enables marketers to go beyond generic messaging. Use behavioral data, such as which pages students visit, how long they stay or what programs they explore, to personalize touchpoints across channels. Personalization builds trust and shows Modern Learners you understand what matters to them.  
    • Deliver the Seamless Digital Experiences Modern Learners Expect: Today’s students want fast, seamless experiences. Use GEO insights to identify where users drop off, then optimize navigation and page speed accordingly. Implement clear, scannable layouts with prominent CTAs to enhance your website’s structure and user-friendliness. Consider adding AI-powered chatbots to provide real-time support for everything from application steps to financial aid inquiries.   
    • Use Data to Stay Ahead of the Modern Learner’s Needs: GEO tools give you visibility into what students search for, which content they engage with, and where they lose interest. Regularly review search patterns, click paths, and drop-off points to identify gaps in your content or barriers in the enrollment funnel. Use these insights to refine headlines, adjust keyword targeting, or introduce new resources that better align with what students care about. 

    As prospective students increasingly turn to AI tools to explore their options, higher education marketers must evolve their strategies to keep pace with changing search behaviors. While Search Engine Optimization remains essential for visibility and reach, it no longer fully reflects how today’s students search and engage online. GEO bridges that gap by adapting to real-time behaviors and preferences. To effectively connect with Modern Learners and stay competitive, institutions must evolve their digital strategies to include GEO. 

    The Future of SEO and GEO in Higher Education

    The future of enrollment will be shaped by how well institutions adapt to evolving digital behaviors. GEO is one of the many new components at the forefront of this shift. As AI continues to reshape how students interact with institutions and search for information, GEO will become an instrumental tool for delivering personalized, real-time information to meet their expectations.

    Traditional SEO will still play a vital role in ensuring your institution is discoverable, but GEO takes things further by extracting and tailoring relevant content to meet the specific needs of each user, creating dynamic, intent-driven engagement. With more students using generative AI tools to guide their enrollment journey, institutions must embrace strategies that reflect this new reality.

    Looking ahead, AI-powered SEO strategies will empower higher education marketers to create adaptive content that speaks directly to individual student goals and behaviors. These tools will also make it possible to deliver faster, more relevant information across platforms, often surfacing answers before a student ever clicks a link. With deeper access to behavioral data and user intent, marketers can refine messaging in real time, ensuring they’re reaching the right students with the right information at the right moment in their decision-making journey.

    Unlocking the Power of GEO with EducationDynamics

    As the digital landscape continues to shift, it can be challenging for institutions to keep pace with rapid change—especially when it comes to reaching the demands of today’s students. GEO empowers institutions to transform their digital engagement strategies, moving beyond outdated tactics to cultivate meaningful connections with the Modern Learner. 

    As a leading provider of higher education marketing solutions, EducationDynamics specializes in helping colleges and universities stay ahead. Our team brings deep expertise in foundational SEO and is actively embracing the next wave of digital strategy through Generative Engine Optimization (GEO). We understand what it takes to create meaningful engagement in a competitive enrollment environment and we’re here to help you do just that. 

    Connect with us to discover how we can support your team in building personalized digital strategies—whether it’s laying the groundwork with SEO or embracing innovative approaches like GEO. We’re here to help your institution succeed in today’s ever-changing digital world. 

    Source link

  • With higher education under siege, college presidents cannot afford to stay silent 

    With higher education under siege, college presidents cannot afford to stay silent 

    Higher education is under siege from the Trump administration. Those opposing this siege and the administration’s attacks on democracy would do well to heed the wise advice of Benjamin Franklin given just prior to the signing of the Declaration of Independence in 1776: “We must all hang together, or most assuredly we shall all hang separately.” 

    This is particularly true right now for college and university presidents.

    College presidents come from a tradition based on the importance of ideas, of fairness, of speaking the truth as they understand it, whatever the consequences. If they don’t speak out, what will later generations say when they look back at this dark, dark time?

    The idea that Trump’s attacks on higher education are necessary to combat antisemitism is the thinnest of covers, and yet only a very few college presidents have been brave enough to call this what it is. 

    The president and those around him don’t care about antisemitism. Trump said people who chanted “Jews will not replace us” were “very fine people”; he dined with avowed antisemites like Nick Fuentes and Ye (Kanye West). 

    Marjorie Taylor Greene blamed the California wildfires of 2018 on space lasers paid for by Jewish bankers. Robert Kennedy claimed that Covid “targeted” white and Black people but spared Ashkenazi Jews and Chinese people. The Proud Boys pardoned by Trump for their part in the January 6 insurrection have routinely proclaimed their antisemitism; they include at least one member who has openly declared admiration for Adolf Hitler.

    Fighting antisemitism? That was never the motive for the Trump administration’s attacks on colleges and universities. The motive was — and continues to be — to discipline and tame institutions of higher learning, to bring them to heel, to turn them into mouthpieces of a single ideology, to put an end to the free flow of ideas under the alleged need to combat “wokeism.”

    Related: Interested in innovations in the field of higher education? Subscribe to our free biweeklyHigher Education newsletter.

    Columbia University has been a prime target of the Trump administration’s financial threats. I’ve been a university provost. I’m not naïve about the tremendous damage the withholding of federal support can have on a school. But the fate of Columbia should be a cautionary tale for those who think keeping their heads down will help them survive. (The Hechinger Report is an independent, nonprofit, nonpartisan organization based at Teachers College, Columbia University.) 

    Columbia was more than conciliatory in responding to concerns of antisemitism. The administration suspended two student groups, Students for Justice in Palestine and Jewish Voice for Peace, for holding rallies that allegedly included “threatening rhetoric and intimidation.” 

    They suspended four students in connection with an event featuring speakers who “support terrorism and promote violence.” 

    They called in police to dismantle the encampment created to protest the War in Gaza. Over 100 protesters were arrested

    They created a Task Force on Antisemitism, and accepted its recommendations. They dismissed three deans for exchanging text messages that seemed to minimize Jewish students’ concerns and referenced antisemitic tropes. 

    President Minouche Shafik resigned after little more than a year in office. (Last week, the university’s interim president, Katrina Armstrong, also resigned.) In September 2024, the ADL reports, the university went so far as to introduce “new policies prohibiting the use of terms like ‘Zionist’ when employed to target Jews or Israelis.” 

    None of this prevented the Trump administration from cancelling $400 million worth of grants and contracts to Columbia — because responding to antisemitism was never the real impetus for the attack. 

    Related: Tracking Trump: His actions to dismantle the Education Department, and more

    Was Marjorie Taylor Greene asked to renounce antisemitism as a condition for her leadership in Congress? 

    Was Robert Kennedy asked to renounce antisemitism in order to be nominated for a Cabinet position?

    Were the Proud Boys asked to renounce antisemitism as a condition for their pardoning? 

    This is an attack on higher education as a whole, and it requires a collective defense. Columbia yesterday. Harvard today, your school tomorrow. College presidents cannot be silent as individual schools are attacked. They need to speak out as a group against each and every incursion. 

    They need to pledge to share resources, including financial resources, to resist these attacks; they should mount a joint legal resistance and a joint public response to an attack on any single institution. 

    These days, as many have observed, are much like the dark days of McCarthyism in the 1950s. In retrospect, we wonder why it took so long for so many to speak up. 

    Today we celebrate those who had the moral strength to stand up right then and say, “No. This isn’t right, and I won’t be part of it.” 

    The politicians of the Republican Party have made it clear they won’t do that, though most of them understand that Trumpism is attacking the very values — freedom, democracy, fairness — that they celebrate as “American.” 

    They have earned the low opinion most people have of politicians. But college and university presidents should — and must — take a stand. 

    Rob Rosenthal is John E. Andrus Professor of Sociology, Emeritus, at Wesleyan University. 

    Contact the opinion editor at [email protected].

    This story about higher education and the Trump administration was produced byThe Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’sweekly newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

    Source link

  • Can your story stay fresh?

    Can your story stay fresh?

    At News Decoder we publish stories intended to help young people understand the wider world they live in. To do that we look for stories in places that are underreported and on problems that many people in many places are struggling to solve.

    But we don’t expect our readers to read these stories the second we publish. Young people are busy and teachers might want to focus a class on a particular topic weeks if not months after we publish. So our stories are meant to be “evergreen.” 

    That’s a journalism term to mean that a story is about something that isn’t just happening now. It will still be relevant a year from now or two or three years in the future. 

    But it is a challenge to write a story that will grab readers’ attention now and still be worth reading a year from now. 

    The prize is that you get new readers all the time. We have stories on News Decoder that reappear on our most-read list years after we originally published them as the topics become hot and people search for information on them. 

    Make your story “evergreen”.

    So how do you make a story that isn’t necessarily time-sensitive grab a reader’s attention and at the same time be relevant for those who come to it much later? We’ll show you.

    1. Take the time and space to explain events and their context. This way readers in the future will understand what the heck you are talking about. Right now a lot of people are talking about DOGE — the Department of Government Efficiency, an initiative created by U.S. President Donald Trump and led by the world’s richest person Elon Musk. But two years from now who knows? DOGE might be all but forgotten. 

    2. Connect what is happening now to universal concepts. Musk and DOGE are systematically going through the U.S. government laying off thousands of people and cutting funding to thousands of programs. These moves are affecting programs that involve food, health, housing, travel, education and recreation. Those are topics people are always concerned about and interested in. Chances are, a year from now a top news event will concern the government and one of those things and your story will connect to it. 

    3. Connect what is happening now to events in the past. In this way you show your audience how the past repeats and how the present is affected by what has happened before. For readers coming in much later they can start connecting what happened when the story was first published to what is happening in their world when they read it.

    For the past year, we’ve been republishing articles that connect to something happening now. We call it our Decoder Replay. On 19 February, for instance, we republished a story about how China censors mentions of the Tiananmen Square protests and massacre that occurred in 1989 because now a Chinese artificial intelligence program called DeepSeek seems to negate any reference to Tiananmen Square. 

    The week before we republished a story from 2020 about the role of the World Health Organization (WHO) in fighting the Covid pandemic. Then U.S. President Donald Trump had denounced the WHO. We connected it to now President Trump pulling the United States out of the WHO.

    One of the reasons many people feel disconnected from news articles is that the articles focus on “news” — what is happening now even when such things don’t have much relevance in people’s lives — isolated crimes that happen far away, for example.

    So next time you decide to take on a hot topic, think about the readers who come to the story six months from now, or a year from now. How might the story resonate with them?

    Source link

  • College presidents stay mostly silent on Trump

    College presidents stay mostly silent on Trump

    In his first month, President Donald Trump has upended federal research funding and taken aim at race-conscious programs amid a flurry of executive orders and other actions.

    While some higher ed associations and universities have responded with lawsuits, college presidents, for the most part, have watched in relative silence. Some have released statements on changes to their institutions’ federal funding or diversity, equity and inclusion initiatives, but those announcements have mostly been vague, with little mention of the political forces driving the changes. Few college leaders have publicly criticized the president’s efforts to overhaul the sector to match his vision.

    The muted or mostly nonexistent response comes as campuses have increasingly grappled with how to navigate political events since last spring’s pro-Palestinian protests, when students demanded their leaders speak up about the war between Israel and Hamas. That seems to have quelled interest in taking institutional positions. Any pushback college leaders voiced during Trump’s first term has been largely replaced by silence.

    The Presidents Speaking Up

    Still, there have been some notable exceptions to the trend.

    Michael Roth at Wesleyan University and Patricia McGuire at Trinity Washington University—two notoriously outspoken presidents—are among those who have voiced alarm about Trump’s attacks on the sector.

    Roth has written op-eds calling on his fellow college presidents to “weigh in when they see the missions of their institutions” and the health of their campus communities “compromised.” He also shared his thoughts on speaking up at the American Council on Education conference last week, noting that he tries “not to speak about the president directly” but rather the need to stand up for institutional values when they are threatened by external forces, such as Trump.

    McGuire remains an outspoken presence on social media and in interviews.

    Other leaders have spoken forcefully to their constituents about Trump’s interference.

    Following a recent and widely panned Dear Colleague letter that declared race-conscious programming, resources and financial aid illegal, Case Western Reserve University president Eric Kaler wrote in a message to campus that “this expansion to include all aspects of campus life appears to be a gross overreach of the Supreme Court decision and may be challenged in the legal system.” He added that the university “will remain firmly committed to our core values.”

    Some presidents at minority-serving institutions have added their voices to the mix.

    David Thomas, president of Morehouse College, a historically Black institution, told CNBC last month that Trump’s attempted freeze on federal funding represents an “existential threat.” He also called out an executive order targeting diversity, equity and inclusion, telling MSNBC that “we must be a point of resistance to that effort to essentially teach untruths.”

    Thomas, who is retiring in June, suggested a second Jim Crow era was coming, which he called “a reaction to the progress of people of color and others who have been disenfranchised.”

    Presidential Silence

    But as most presidents have remained silent, some critics have blamed institutional neutrality, the concept that universities should refrain from making statements on social or political issues. The movement seemed to boom last year as pro-Palestinian protests spread nationally and students often called on presidents to make public statements.

    Roth, speaking at ACE, cast institutional neutrality as “a vehicle for staying out of trouble.”

    The American Association of University Professors has also taken a critical view of institutional neutrality, writing in a lengthy statement earlier this month that it “conceals more than it reveals.”

    Joan Scott, professor emerita at the Institute for Advanced Study who was part of the AAUP group that crafted the statement on institutional neutrality, is also critical of presidential silence in the face of what she described as an attack by the Trump administration on higher education.

    “I think there is no question that the target is the university mission as we’ve known it, and that very few people are speaking up,” Scott said. “And in fact, I would say that institutional neutrality is being used as a kind of protective stance for those administrators who are not speaking up.”

    A frequent refrain from campus leaders who have adopted institutional neutrality is that they would speak up when the core institutional mission is threatened, which experts argue is happening. However, most presidents are not speaking up despite perceived threats to the core mission.

    Inside Higher Ed contacted 10 universities with institutional neutrality policies, all among the wealthiest in the nation, with multibillion-dollar endowments. Only Yale University provided a statement, though some others shared prior messages from their presidents to the campus communities regarding the federal funding freeze and Trump attacks on DEI. Of those messages, none directly connected their concerns to the Trump administration or said what was driving federal actions.

    “The university is working to understand the scope and implications of the recent [Dear Colleague] letter and remains committed to the mission, to the principles of free expression and academic excellence, and to supporting the community,” Yale spokesperson Karen Peart wrote by email. “President [Maurie] McInnis and Provost [Scott] Strobel sent a message to the Yale community that addresses recent developments from the federal government. President McInnis has also shared a message to the community about the university’s commitment to the research mission.”

    Yale did not answer specific questions sent by Inside Higher Ed.

    Scott believes presidents are conducting a balancing act—one she views as cowardly. She argues that many are more concerned about “short-term risks,” such as an increase to the endowment tax or the loss of federal funding, than “the long-term risk” that “higher education as we’ve known it disappears or is put on hold” through the remainder of Trump’s four-year term.

    “What we’re watching is a struggle on the part of university administrators to balance some commitment to the mission—the attacked mission of the university—and some anxiety about the funding that keeps the mission going, even as the mission is being undermined,” Scott said.

    Jeremy Young, director of state and higher education policy at PEN America, a free expression group, takes a more charitable view of college presidents remaining mum on Trump’s actions.

    Speaking up is fraught with risks, Young argues, ranging from punitive actions by the Trump administration to pushback from trustees. Instead, he thinks leaders should organize a unified sector response.

    “If you’re looking to individual presidents to face off against the power of the U.S. government, you’re looking in the wrong place,” Young said.

    He believes associations are leading the fight and urges them to collaborate more, arguing that organizations need to stick together to flex collective strength. That’s the only way “higher ed will be strong enough to be able to respond effectively,” he said.

    But just because presidents aren’t speaking up doesn’t mean they have to cower, he said.

    “I think the one thing that’s easy is that presidents shouldn’t overinterpret the law,” Young emphasized. “They shouldn’t comply in advance. You look at the Dear Colleague letter—it’s very clear in the letter that it does not have the force of law. There is an attempt here to scare presidents, and they should avoid being scared into doing things that aren’t required.”

    He stressed the importance of maintaining normalcy and core values on campus. One area where college presidents could improve is on their internal messaging, he said. As political pressures mount on higher ed, it’s vital that administrators communicate with constituents “to reassure them that they have their backs.”

    Source link