Tag: Strategy

  • Higher education and the industrial strategy priority areas

    Higher education and the industrial strategy priority areas

    There have been industrial strategies before, but the extent to which they have shaped the provision of higher education is questionable.

    Past exercises of selecting scientific or technological priorities have undoubtedly had effects on the national research ecosystem, though constant chopping and changing of policy over the last decade and more has hindered this from reaching its fullest extent. But in terms of influencing what educational provision exists, and what qualifications are achieved – and where – it would not be unduly controversial to say that industrial strategy and the longer-term graduate pipeline have never really meshed.

    Could this time be different? This government has certainly wanted to present its different policy agendas – on industrial strategy and skills, but also on migration, and devolution – as complementary and cohesive. And there are plenty of reasons to think that the industrial strategy will be Labour’s key reforming principle for higher education and its position within the wider tertiary sphere.

    How HE shows up

    Let’s begin with what has already emerged. Government guidance to the Office for Students has set out the fact that high cost subject funding in England (via the Strategic Priorities Grant, or SPG) will be refocused towards the industrial strategy from 2026–27 – a review is underway behind the scenes.

    And even in the current year, the (rather meagre) £84m in SPG capital funding available in England includes £72.75m in a bidding process, where one of the two criteria to assess bids will be the extent to which the project supports Skills England’s priorities, or local economic needs. Skills England’s priority areas are the eight industrial strategy “growth-driving sectors” (which we are now expected to refer to as the IS-8) plus health and social care as well as construction.

    Whether these two pots of money remain significant enough to really drive changes to HE provision – as opposed to rhetorical game-playing where the words “industrial” and “strategy” get appended to everything that institutions were already planning to do – remains an open question. The size of both recurrent and capital SPG in future years remains to be seen, but you wouldn’t bet on substantial increases.

    If this were the end of it, you might think the industrial strategy’s impact on higher education would remain restricted to research and innovation – with lip service to government priorities in how the (shrinking) state contribution to teaching gets doled out. But with today’s publication of the industrial strategy in full, various other agendas begin to come into focus.

    First up, the Lifelong Learning Entitlement. A more substantive announcement on the policy and legislative details is still pending, but there’s a rather significant detail in today’s strategy:

    From January 2027 we will launch the Lifelong Learning Entitlement which will enable individuals to learn, upskill and retrain across their working lives. The first modular courses for approval will support progression into the IS-8.

    It’s been on the cards for a while – since being re-written under Labour, the current LLE policy paper has anticipated that Skills England and the government’s skills priorities would form an important part of the LLE’s development – but here we get confirmation that the module approval process will be guided by the industrial strategy priority areas. The professional services sector plan also references a role for the LLE in helping learners take up courses relevant to that specific sector.

    And it’s a similar story for the LLE’s awkward doppelganger, the growth and skills levy, which will allow employers to spend levy contributions on short courses rather than apprenticeships.

    These levy reforms, which were a key pillar of Labour’s approach to skills while it was in opposition, have gone a bit quiet since, with changes at lower and foundation levels prioritised. The fact that the spending review gave the defunding of most level 7 apprenticeships as an example of DfE savings and efficiencies, rather than a way of freeing up cash for short courses, was a little ominous.

    But the industrial strategy policy paper makes a link with the IS-8 sectors, giving examples of short courses in digital, AI, and engineering. April 2026 is floated as the date for rollout, though there is more to be done in development:

    We will work with Skills England to determine the courses which will be prioritised in the first wave of rollout and subsequent waves, and how those sit alongside apprenticeships and other training routes. We will work with Skills England to introduce these short courses and consider how to prioritise investment across the programme.

    Universities with expertise in professional and executive education – and those who are rethinking apprenticeship provision in light of changes to level 7 – will be keeping a careful eye on how this comes together.

    Finally, the forthcoming post-16 education and skills strategy, including its plans for reforming the higher education sector, is described within one of the sector plans as setting out a framework “for how the skills system will support growth-driving sectors” – that is, the IS-8.

    So, while all the details may not have come into focus yet, there’s a strong case to be made for the industrial strategy playing a key role in all kinds of areas crucial to higher education: the LLE, levy-funded short courses, high-cost subject funding in HE – plus such capital funding as still exists – and potentially the post-16 strategy as whole. It’s therefore worth the sector looking in detail at what the government, and Skills England, have said so far about the eight specific industrial strategy areas, in terms of skills needs, priority industries, and place.

    New frontiers

    The industrial strategy green paper in the autumn identified eight high-level sectors:

    • Advanced manufacturing
    • Clean energy industries
    • Creative industries
    • Defence
    • Digital and technologies
    • Financial services
    • Life sciences
    • Professional and business services.

    These were the areas where the government saw the greatest potential for growth – the “picking of winners” that has characterised industrial strategies over the years. The eight that were chosen were less STEM-heavy than previous iterations of the strategy.

    Over the consultation period that followed, the government sought input on what subsectors should feature in the finalised plan, and in what places – “all economic activity occurs somewhere,” as the technical annex puts it. These subsectors have now been rebranded as “frontier industries” within each sector – “those parts of each sector that best met the Industrial Strategy’s goal of long-term, sustainable, regionally balanced, and resilient growth.”

    There’s much more in the annex on what respondents said, and how the frontier industries were identified – but at the end of the day, it’s more picking of winners, and plenty of areas will feel they have been unfairly overlooked. The results of the process can be seen on page 22 – for example, for the creative industries, the chosen “frontier” areas are advertising and marketing, film and TV, music, performing and visual arts, and video games.

    Data definition fans will also be keen to see that this has all been mapped to Standard Industrial Classification (SIC) codes, to the extent that it is possible to do so. The technical annex highlights further revisions and improvements to occupational classifications in the future.

    What’s the plan?

    For each of the IS-8, there is a sector plan going deeper into what’s being proposed. We get five of them today – the financial services one is due on 15 July, the defence sector plan (also badged as the defence industrial strategy) is forthcoming, as is the life sciences plan.

    Each of the published sector plans has a helpful map, usually towards the end, which tracks the specific frontier industries onto the city regions and clusters which the government has identified. For example, advanced manufacturing has ten areas selected – see page 55 on. So in the northeast England region, the focus is on automotive, batteries, and space, whereas in Wrexham and Flintshire, it’s concentrated on aerospace, automotive, advanced materials, and agri-tech. Each identified geographical area has its own specific strengths – or areas for potential growth – picked for it by the government.

    Six city regions are identified for professional and business services (page 55). For the creative industries (pages 61 to 62), Dundee is spotlighted for video games and design, while for Greater Manchester it’s film and TV, music, advertising, and market research. And so on.

    Each sector plan also has some more specifics on workforce and skills planning. These largely draw together things we already knew were in train – so for the creative industries for example, this encompasses everything from the ongoing curriculum and assessment review to a refreshed creative careers service.

    Earlier this month, Skills England published sector skills needs assessments for each of the IS-8, along with construction and health. The new skills quango was clear – perhaps concerningly so – that at the time of writing it wasn’t privy to what exactly the industrial strategy would stipulate in each area. But the data analysis and accounts of employer engagement for each sector give us an indication of what kind of interventions might be welcomed in each.

    For one thing, in many of the sectors it’s clear that there are higher-level skills needs. Clean energy industries, the quango found, will need more civil, mechanical, electrical, chemical, and environmental engineers – roles which require qualifications at level 6 and above – as well as managerial roles from levels 3 to 8. The creative industries stakeholder engagement saw a demand for more mid-career training, with the current training system “felt to overemphasise entry-level positions.” Life sciences is another “highly qualified sector.” For professional and business services, we get a direct rejection of DfE’s focus on foundation-level apprenticeships, which “do not align with the roles employers want to recruit or develop.”

    In more or less all of the Skills England assessments, employers are said to want more flexible and modular training – a reiteration of the oft-expressed desire for more freedom to spend the levy on shorter courses rather than apprenticeships. The needs of the current workforce, as opposed to the pipeline, are prominent.

    The upshot

    It’s clear that higher education provision is vital to the success of many if not most of the industrial strategy frontier industries – but the immediate interventions and funding announcements packaged up within the industrial strategy are largely focused at lower levels. It’s well rehearsed by this point that the higher education sector’s ongoing financial turmoil is risking the loss of expertise and capacity in subject areas which the government surely wants to prioritise.

    The strategy makes specific calls about what industries should be supported and in which places – but it doesn’t appear that this mapping has extended to thinking about what provision is available currently in each, and what is at risk. This might be a job for the sector in making its case.

    We can see indications in the policy document, and in the background work that Skills England has been conducting, that the government will press ahead with its plans for short courses for upskilling and reskilling, whether through the levy or the LLE. Unpicking that tangle – the question of which courses are funded by which means, and why, and how to make employer or learner demand actually crystallise – is another area for universities and colleges to be coming up with concrete proposals for. Having specific industries linked to specific places should be an enormously helpful starting point.

    The specificity on offer in the finalised plan ought to be a clear indication that, for higher education institutions, demonstrating a link to the industrial strategy in one’s provision will not just be a case of talking up the volume of one’s life sciences provision, for example, and its international renown. There’s a need for – and now scope to provide – much more granular detail.

    The ambitions of the strategy, were they to be realised, include a recipe for a more differentiated sector, with concrete choices made around engagement with key local industries and contribution to their associated workforce pipelines. A read-across can be made to UKRI chief executive Ottoline Leyser’s comments last week about the future shape of the research landscape, with the need for “consolidation” and playing to one’s local strengths – you could make the same argument for educational provision.

    There’s a question about how much such change in the landscape of provision would be either desirable or practical, given the sector’s closely guarded autonomy, the fact that graduates are mobile and may change plans, the transferability of many if not most higher level skills, and the extremely short lifespan that previous industrial strategies have had. Another issue is how those institutions which do not find themselves in, near, or otherwise connected to the anointed clusters and growth regions should respond.

    But it remains a crucial agenda for higher education, even if a large-scale reorganisation of provision is problematic to pull off at a time of great financial strain. Some tweaks to how the Strategic Priorities Grant works in England are unlikely to make much headway by themselves, and it remains to be seen to what extent the devolved nations are up for steering their university sectors to better align with Westminster’s chosen priorities. For higher education, the question remains whether the government actually has the levers in place to incentivise this shift to happen – to say nothing of the political appetite to invest time and resources – or whether the subject choices of UK 17 year olds and international postgrads will continue to be the main determinant of the sector’s size and shape.

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  • Research and innovation in the industrial strategy

    Research and innovation in the industrial strategy

    The UK needs a plan for growth and innovation – an industrial strategy is a way of picking winners in terms of sector investments and prioritisation.

    Today’s iteration (the fourth in recent times, with Theresa May’s government providing the previous one) chooses eight high-potential sectors to prioritise funding and skills interventions, with the overall intention of encouraging private investment over the long term.

    Picking winners for the long term

    The choices are the important bit – as the strategy itself notes

    Past UK industrial strategies have not lasted because they have either refused to make choices or have failed to back their choices up by reallocating resources and driving genuine behaviour change in both government and industry.

    And there are clear commonalities between previous choices and the new ones. Successive governments have prioritised “clean growth”, data and technology, and health – based both on the potential for growth and the impact that investment could have.

    What is different this time is the time scales on which the government is thinking – much of the spending discussed today is locked in to the next five years of departmental spending via the spending review, and of course we have those infamous 10-year research and development plans in some areas: the Aerospace Technology Institute (linked to Cranfield), the National Quantum Computing Centre (at the Harwell STFC campus), the Laboratory of Molecular Biology (MRC supported at Cambridge), and the new DRIVE35 automotive programme are the first to be announced.

    The headlines

    My colleague Michael Salmon has analysed the skills end of the strategy elsewhere, here we are looking at investments in research and innovation – both in the industrial strategy itself and the five (of eight) IS-8 sector plans published alongside it (Advanced manufacturing, Creative industries, Clean energy, Digital and technologies, Professional and business services – with defence, financial services, and life sciences pending)

    Government funded innovation programmes will prioritise the IS-8, within a wider goal to focus all of research and development funding on long term economic growth. This explicitly does not freeze out curiosity delivered research – but it is clear that there will be a focus on the other end of the innovation pipeline.

    At a macro level UKRI will be pivoting financial support towards the IS-8 sectors – getting new objectives around innovation, commercialisation, and scale-up. If you are thinking that this sounds very Innovate UK you would be right, the Catapult Network will also get tweaks to refocus.

    The £500m Local Innovation Partnerships Fund is intended to generate a further £1bn of additional investment and £700m of value to local economies, and there are wider plans to get academia and industry working together: a massive expansion in supercomputer resources (the AI research resource, inevitably) and a new Missions Accelerator programme supported by £500m of funding. And there’s the Sovereign AI Unit within government (that’s another £500m of industry investments) in “frontier AI”. On direct university allocation we get the welcome news that the Higher Education Innovation Fund (HEIF) is here to stay.

    There’s an impressively hefty chunk of plans for getting the most out of public sector data – specifically the way in which government (“administrative”) data can be used by research and industry. Nerds like me will have access to a wider range of data under a wider range of licenses – the government will also get better at valuing data in order to maximise returns for the bits it does sell, and there will be ARDN-like approaches available to more businesses to access public data in a safe and controlled way (if parliamentary time allows, legislation will be brought forward) – plus money (£12m) for data sharing infrastructure and the (£100m) national data library.

    By sector

    The sector plans themselves have a slant towards technology adoption (yes even the creative sector – “createch” is absolutely a thing). But there’s plenty of examples throughout of specific funding to support university-based research, innovation, and bringing discoveries to market – alongside (as you’ll see from Michael’s piece) plenty on skills.

    Clearly the focus varies between sectors. For example, there will be a specific UKRI professional and business services innovation programme; while digital and technologies work is more widely focused on the entirety of the UK’s research architecture: there we get promises of “significant” investment via multiple UKRI and ARIA programmes alongside a £240m focus on advanced communication technologies (ACT). The more research-focused sectors also get the ten-year infrastructure-style investments like the £1bn on AI research resources.

    Somewhat surprisingly clean energy is not one of the big research funding winners – there’s just £20m over 7 years for the sustainable industrial futures programme (compare the £1bn energy programme in the last spending review). With sustainability also being a mission it also gets a share of the missions accelerator programme (£500m), but for such a research-intensive field that doesn’t feel like a lot.

    The creative industries, on the other hand, get £100m via UKRI over the spending review period – there’s a specific creative industries research and development plan coming later this year, alongside (£500m) creative clusters, and further work on measuring the output of the sector.  And “createch” (the increasingly technical underpinnings of the creative industries) is a priority too.

    It’s also worth mentioning advanced manufacturing as a sector where business and industry are major funders. Here the government is committing “up to £4.3bn” for the sector, with £2.8bn of this going to research and development. Key priorities include work on SME technology adoption, and advanced automotive technologies – the focus is very much on commercialisation, and there is recognition that private finance needs to be a big part of this.

    Choice cuts?

    The IS-8 are broadly drawn – it is difficult to think of an academic research sector that doesn’t get a slice. But there will be a shaking out of sub-specialisms, and the fact that one of the big spenders (health and medicine) is currently lacking detail doesn’t help understand how the profile of research within that area will shift during the spending review period.

    Industrial policy has always been a means of picking winners – focusing necessarily limited investment on the places it will drive benefits. The nearly flat settlement for UKRI in the spending review was encouraging, but it is starting to feel like new announcements like these need to be seen both as net benefits (for the lucky sectors) and funding cuts (for the others).

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  • Summer 2025 | HESA

    Summer 2025 | HESA

    So. This is the last blog of the academic year. Service resumes Tuesday, 2 September.

    It’s been a long year. I’m pretty tired. How about you?

    This was the year it all kind of came crashing down: not just here in Canda, but everywhere else too. It’s too long to go through and my more faithful readers already know the story. It’s not just in Canada. In France, Australia, and the UK, we saw institutions having similar problems: all these fantastic higher education institutions we’ve collectively built and, quite simply, nobody wants to pay for it. Not through public funds, not through private fees. Nobody wants to pay for it.

    And then there’s American higher education would probably be going through something similar this year, only a greater catastrophe arrived first. I’ll pass over this in silence.

    Here in Canada, the sector is increasingly friendless. Parents and students seem less convinced that universities in particular represent good value. And governments are simply indifferent, not because they dislike universities necessarily, but because they dislike or distrust the knowledge economy universities are built to serve.

    Unfortunately, I think it is going to get worse. Not a single government in Canada released a budget this year which took into account the effects of US tariffs. The result? Allegedly healthy federal and provincial balance sheets are going to get pounded this year and next (and the especially unhealthy ones — BC and Quebec in particular — are going to be especially ugly). Deficits as far as they eye can see. As the saying goes, no one is coming to save us.

    I have no doubt that community colleges will find ways to get through this, because they have so far through this crisis mostly shown themselves to have the ability to do what it takes to right the ship. They might not look too good after another round or two of cuts, and it’s not impossible that a few rural colleges might disappear or shrink radically because what they get from governments and domestic tuition fees just isn’t enough to properly serve their communities, but on the whole, I think they will be ok.

    Universities, on the other hand. Well, that’s a different story.

    About a year ago, I said that the biggest change universities were going to have to undergo in this new financial age was shifting from a belief that every problem had a revenue-side solution to one in which every problem has a cost-side solution. Institutions can no longer solve their short-term problems by just recruiting another hundred international students. They actually have to change the way they do business. They have to change processes. They have to think about production functions and work processes in a way they haven’t before. And they have to do it while trying to pivot to new missions that give them more traction with government and the public.

    I am here to say that I don’t think it’s going so well.

    The message that “there is no one coming to save us” has, thankfully, penetrated fairly deeply in universities. Maybe not quite everywhere (hello, VIU!), but in most places. But what I am not sure has penetrated quite so deeply is the corollary that actual change is necessary. My (admittedly limited) vantage point on the sector is that:

    • I still see universities spending inordinate amounts of time trying to come up with new revenue-based solutions. It’s a habit they have a hard time kicking.
    • Universities are deeply resistant to doing more than the bare minimum of restructuring to meet immediate financial needs. The idea that deep structural change might be necessary remains pretty much anathema. This bare minimum approach means that when the next round of government cuts come – due to recession, or national re-armament or whatever – they are just going to have to cut again, and again, and again. There is very little sign of anyone trying to get ahead of the curve to make both big cuts and big investments in new areas that will help them survive the turmoil.
    • I still hear, distressingly often, senior people in universities utter the worst seven words in all of higher education: “we just gotta tell our story better”. Universities are reluctant to face the possibility that governments and the mass public don’t love them the way they are and that they may need to actually, you know, change.

    We need to stop acting like the research university of today – which in Canada is really only a creature of the 1970s or perhaps 1960s — is eternal. Universities can die, and have done so rather frequently across history. Universities are the product of particular configurations of social and economic forces. And now, at the moment when the western world is basically re-considering the entire post-WWII order, the idea that universities are going to be uniquely immune to change is bananas. Past performance — which I think has been pretty good — is not a guarantee of future safety.

    I am not saying here that universities shouldn’t fight for their own corner: they should! Often more vigorously than they currently do (see my piece on Bill 33, or on how they need to gear up for a fight with Bay Street over whether temporary residents will be international students or TFWs). But they can’t do it by digging in on the status quo.

    And so, I will end the academic year by repeating something I said a few months ago. To survive this coming period, universities are going to need:

    1. Ambition. Don’t waste time doing small things.
    2. Experimentation. The worst possible thing right now is an addiction to “the way we’ve always done things”
    3. Dissemination. No one institution got us into the mess. No one institution is going to get out of it alone, either. Institutions need to commit to sharing the results of their experimentation.

    I know every university in Canada can, if it chooses, commit to those three things. I have faith. And I believe that if they do, our university sector will come out as strong or stronger than any system in the world.

    But any institution that chooses not to commit to them…well, I think they are going to have some issues in the next three years. Serious ones.

    It’s up to us. Rest up this summer. Re-charge. We’re all going to need it in ‘25–’26.

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  • The centrality of university research to the industrial strategy cannot be underestimated

    The centrality of university research to the industrial strategy cannot be underestimated

    Blue-sky research is the basis for the successful development of future technologies. The evidence that UK universities are global leaders in this is clear – the Australian Strategic Policy Institute (ASPI) ranks the UK university system as third in the world on this basis.

    Yet it has often been said the UK has not capitalised enough on its world-leading research to drive economic growth. Now though, the UK has, at last, a coherent and comprehensive industrial strategy that can realise the huge potential of this global advantage.

    Previous industrial strategies identified some of the right industries, but the new strategy has a far more comprehensive approach. It recognises the breadth of sectors that are likely to be at the forefront of global technology-led growth, not just the fashionable few like AI or pharmaceuticals. Crucially, place has now taken a central role. A myriad of global growth “hot spots” show us that this is key to understanding the detailed collaborations that will deliver growth in different UK regions, cities and innovation districts.

    In that sense this industrial strategy is the welcome and long needed economic policy that the UK economy has been lacking. Universities and their research are an essential core component, but all stakeholders across higher education, industry and government need to engage in a step-change in joined-up working if the UK is to translate the real advantage its research system has into a new level of growth and prosperity. There will need to be effective partnerships and collective momentum between universities, industry and government at both national and local levels.

    Yet risks remain in successfully translating this strategy into the growth the government wants – particularly in the persistence of certain myths about university research.

    Busting myths

    A key myth is that blue sky research only equates to growth in the long term, when the government wants growth sooner. In fact, it does not work like that. Blue sky research delivers growth both now and later. Long term gains may be greater overall, but even in the short term research brings in highly skilled global scientists, attracts leading global firms, and is a draw to medium-sized firms who want to be at the forefront of the next innovation wave.

    Research also builds place-based specialised skills that are essential for other industries and sectors, as can be seen in the Oxbridge Arc, Imperial’s White City innovation district, Manchester’s Sister district or Glasgow City Innovation District. Fostering research excellence across the UK’s places is an effective short and long-term growth strategy.

    A second myth is about the breadth of impact of university research on growth. It is natural for policymakers to focus on university spin-outs and commercialisation, but in many ways these are a small, if important, part of the story. The lesson from successful university-based growth ecosystems around the world is that the role of large global firms and their relationship with university research and innovation is much more important.

    There is understandable and laudable excitement at the prospect of nurturing UK-born unicorns, but in a globally competitive economy around future technologies it is large global firms that very often have substantial research and innovation capability. They employ global leading talent, have great market reach and also can absorb some of the risk necessary for success in future technology-based growth. They also have the interest in, and capacity and capability to partner with universities around research – as we see with Microsoft in Cambridge, Novartis in Imperial’s White City campus, Cranfield’s industry research with Airbus, AstraZeneca in Glasgow or Legal & General’s partnerships with Edinburgh and Newcastle.

    In my own university, Brunel, we have long standing research relationships with Jaguar Land Rover and Constellium, one of Europe’s largest aluminium alloy firms. Yet there needs to be much more focus on increasing the number and deepening these relationships. These are near and long term relationships that will lock in longer term growth.

    Third, is the misconception that university research exists in any freestanding way in just a small number of universities. It is certainly true that the UK’s leading research universities are absolutely key, but the research system operates in a much more complex, distributed and symbiotic way. Different types of universities play different but equally important roles, and they can and will contribute to the industrial strategy. Whether that is applied research, skills development in the workforce or building entrepreneurial capacity in a region, the university research and innovation system as a whole is key to making sure the benefits of cutting edge technology research are realised for the UK.

    The government must not underestimate the centrality of university research and its contribution to future technology-led growth to any industrial strategy worldwide, let alone the UK’s. The industrial strategy is bold and ambitious, and UK universities are well positioned to propel its implementation. However, global competition in the development of future technologies is fierce. The UK cannot afford to underplay or misapply one of its core strategic assets. The opportunity with this strategy is greater than at any time for decades, but it is not going to succeed without harnessing the power of university research.

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  • From Intuition to Intelligence: Leveraging Data to Guide Academic Portfolio Strategy

    From Intuition to Intelligence: Leveraging Data to Guide Academic Portfolio Strategy

    In today’s competitive higher education landscape, institutions can no longer afford to rely on instinct alone when it comes to academic program planning. The stakes are too high and the margin for error too slim. 

    Leaders are facing increasing pressure to align their portfolios with market demand, institutional mission, and student expectations — all while navigating constrained resources and shifting demographics. 

    The good news? You don’t have to guess. Market intelligence offers a smarter, more strategic foundation for building and refining your academic program mix. 

    Why program optimization matters now more than ever 

    Most institutions have at least one program that’s no longer pulling its weight — whether due to declining enrollment, outdated relevance, or oversaturated competition. At the same time, there are often untapped opportunities for growth in emerging or underserved fields. 

    But how do you decide which programs to scale, sustain, or sunset? 

    Optimizing your portfolio requires more than internal performance metrics. It calls for an external lens — one that brings into view national and regional trends, labor market signals, and consumer behavior. When done effectively, academic portfolio strategy becomes less about trial and error, and more about clarity and confidence. 

    The first step: Start with the market 

    The strongest portfolio strategies begin with robust external data. At Collegis Education, we draw from sources like the National Center for Education Statistics (IPEDS), Lightcast labor market analytics, and Google search trends to assess program performance, student demand, and employment outlooks. 

    National trends give us the big picture and a foundation to start from. But for our partners, we prioritize regional analysis — because institutions ultimately compete and serve in specific geographic contexts, even with fully online programs. Understanding what’s growing in your state or region is often more actionable than knowing what’s growing nationwide. 

    Our proprietary methodology filters for: 

    • Five-year conferral growth with positive year-over-year trends 
    • Programs offered by a sufficient number of institutions (to avoid anomalies) 
    • Competitive dynamics and saturation thresholds 
    • Job postings and projected employment growth 

    This data-driven process helps institutions avoid chasing short-term trends and instead focus on sustainable growth areas. 

    Ready for a Smarter Way Forward?

    Higher ed is hard — but you don’t have to figure it out alone. We can help you transform challenges into opportunities.

    Data in action: Insights from today’s growth programs 

    Collegis’ latest program growth analyses — drawing from 2023 conferral data — surface a diverse mix of high-opportunity programs. While we won’t detail every entry here, a few trends stand out: 

    • Technology and healthcare programs remain strong at the undergraduate level, with degrees like Computer Science and Health Sciences showing continued growth. 
    • Graduate credentials in education and nursing reflect both workforce need and strong student interest. 
    • Laddering potential is especially evident in fields like psychology and health sciences, where institutions can design seamless transitions from associate to bachelor’s. In fields such as education, options to ladder from certificate to master’s programs are growing in demand. 

    What’s most important isn’t the specific programs, it’s what they reveal: external data can confirm intuition, challenge assumptions, and unlock new strategic direction. And when paired with regional insights, these findings become even more powerful. 

    How to turn insight into strategy 

    Having market data is just the beginning. The true value lies in how institutions use it. At Collegis, we help our partners translate insight into action through a structured portfolio development process that includes the following: 

    1. Market analysis: Analyzing external data to identify growth areas, saturation risks, and demand signals — regionally and nationally. 
    1. Gap analysis: Identifying misalignments between current offerings and market opportunity. 
    1. Institutional alignment: Layering in internal metrics — enrollment, outcomes, mission fit, modality, and margin. 
    1. Strategic decisions: Prioritizing programs to expand, launch, refine, or sunset. 
    1. Implementation support: Developing go-to-market plans, supporting change management, and measuring results. 

    By grounding these decisions in both internal and external intelligence, institutions can future-proof their portfolios — driving enrollment, meeting workforce needs, and staying mission-aligned. 

    Put data to work for your portfolio 

    Program portfolio strategy doesn’t have to be a guessing game. With the right data and a trusted partner, institutions can make bold, confident moves that fuel growth and student success. 

    Whether you’re validating your instincts or exploring new academic directions, Collegis can help. Our market research and portfolio development services are built to support institutions at every step of the process — with national insights and regional specificity to guide your next move. 

    Innovation Starts Here

    Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.

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  • UK International Education Strategy – how it began and what should come next

    UK International Education Strategy – how it began and what should come next

    • By Ruth Arnold, Executive Director of External Affairs, Study Group and cofounder of the #WeAreInternational campaign

    This weekend, an American president stood on the tarmac by Air Force One and took questions from reporters. One picked on his current legal confrontation with one of the world’s most famous universities and one older than the United States itself, Harvard.

    ‘Part of the problem with Harvard,’ he said, ‘is they are almost 31% of foreigners coming to Harvard… it’s too much, because we have Americans that want to go there. No foreign government contributes money to Harvard. We do.’ Harvard’s single sentence response on X was clear, ‘Without its international students, Harvard is not Harvard.’ Within a day, the State Department had paused all US student visa appointments globally – affected students around the world immediately began rethinking their options.

    Here in Britain, politics around international students has less of the overt drama of the US. Yet even as the Immigration White Paper stepped back at the eleventh hour from the most extreme measures to curtail the Graduate Visa, a link between efforts to reduce immigration statistics and to use student levers to do so is now explicit. British universities’ pride in reaching the government’s own target of 600,000 overseas students is no longer simply applauded as a success for regional economies, research capacity and soft power, but also seen as a contributor to political risk. And if we think political narratives in the US won’t travel across the Atlantic, we’ve not understood the world we now live in.

    ‘The Overseas Student Question’ – taking a long view of UK international education strategy

    A few months ago, a friend gave me a book found in an Oxfam shop. Published in 1981 by the Overseas Student Trust, The Overseas Student Question: Studies for a Policy promised a fresh look at a growing debate – what were the costs and benefits of welcoming international students, the implications for foreign policy, the importance for ‘developing countries’ of study abroad? And what were the requirements of students themselves?

    First, though, I wanted to understand who was behind this book. The Overseas Student Trust was founded in 1961 as an educational charity by a group of leading transnational companies, many of whom sponsored international students to come to the UK – Barclays, BP, ICI, Shell and Blue Circle amongst them. There had also been a companion report, Freedom to Study, and an earlier National Union of Students (NUS) survey called International Community?. I noted the ominous question mark in the title and a link to the founding of the UK Council for Overseas Student Affairs. The author and editor was Lord Carr of Hadley – a Conservative politician, pro-European former Home Secretary and such an able reformer that when Margaret Thatcher became Prime Minister and didn’t offer him a role as Foreign Secretary, she chose not to offer him an alternative to avoid having such a capable opponent in her ranks.

    Lord Carr began with a recognition of policy failure and a need to do better: ‘The overseas student question has generated more heat than light in the recent past and therefore nothing but good can come from a long, cool look at its various aspects.’ Then as now, nobody was clear where in government international student policy should sit. For 30 years it had been led by overseas departments of state, and delegated to the British Council they funded. Yet the policies which actually impacted students were found ‘in the Department of Education and Science in respect of tuition fees, and the Home Office as regards immigration and employment’.

    There was also a shortage of reliable data to inform decisions, and it was nearly impossible to calculate their political or even trading benefits. These were ‘so far off in time that the link between cause and effect can scarcely be recognised, and the case for overseas students is thus the victim, because unfortunately in politics the short-term tends to preempt the long-term, and the urgent usurps the place of the important.’

    So Lord Carr pulled in the heavyweights of his day to make a case for the value of international education to government. In addition to the Department of Trade and CBI, the Chairmen of more than forty of Britain’s largest exporters and firms with interests abroad wrote letters to make plain the importance to their future success of ‘the foreign national who has had some of his education in Britain’. Leading industrialists argued for ‘as large a population of international students as possible in the years ahead.’

    Yet Lord Carr recognised a need for balance between national priorities and the preservation of institutional autonomy in the process of selection and admissions, and he had doubts about the ability of government to make such decisions alone. ‘These are not matters to be laid solely at government’s door. Industry and the educational world should be involved, both in the thinking and the implementation.’

    The Labour beginnings of international cross-subsidy

    The International Student Question was written at a point of inflection. In 1963, the Robbins Committee on Higher Education described subsidies to international students as a form of foreign aid, estimated to be £9 million for 20,000 students. In 1966 it was a Labour government that first announced a differential fee, £250 compared to £70 for home students, and in 1969 Shirley Williams argued for a more restrictive policy on international students.

    All this led to a change in dynamic from self-interested charity to overt trade. So Lord Carr made a new plea for ‘careful thought about how we provide for overseas students once they have arrived in this country,’ noting that students were ‘no longer subsidised objects of charity’ but have become the purchasers of services at £5000 per year. He quoted the Chairman of ICI – ‘caring pays because overseas students will expect value for money.’

    This is not to say international education had lost all ideals. Carr, a post-War Private Secretary to Anthony Eden, saw a greater prize – ‘The British experience must be seen in the wider context of the international mobility of students which is one of the foundation stones of a peaceful, stable and interdependent world.’

    International Education Strategies Globally

    Which brings us back to our own times, where questions of peace and interdependence through international mobility still matter.

    The UK refresh of the International Education Strategy is now overdue, and it will no doubt focus heavily on national priorities, on growth and innovation, inward and outbound mobility, global partnerships, transnational provision and terminology beloved of the FCDO, ‘soft power’. And yet hard forces are at play. It isn’t just a question of global trade and avoiding conflict – we now live in a multipolar era in which former colonies and adversaries are the burgeoning economic powers of the future. Our government does not act in isolation or have the ability to control the choices made by sponsors, families and students a world away. While international education strategy is written in Whitehall, the forces that drive it in actuality are global.

    Home thoughts from abroad

    A few years ago, I gave evidence to a parliamentary committee considering the local economic impact of international students with the then mayor of South Yorkshire and now a Labour government minister, Dan Jarvis. It wasn’t difficult for Dan to say what an influx of cash meant to a region like ours or the importance of cross-subsidy to research collaboration with industry. On his doorstep was a major new research campus on the formerly derelict waste ground of Orgreave. Inspiration had come from a Vietnamese PhD student on placement in a struggling local manufacturing firm. Her insights addressed live problems and the company won multiple orders against global competition, securing jobs. South Yorkshire wanted more of this.

    But what of that student’s home country? If we want our international education policies to reflect our own times rather than the age of Empire, we need take an interest in her side of the story too. Today, Vietnam is transformed from the war-torn nation that the student and her family had left behind. In common with much of ASEAN, it is now going through its own efforts to lift manufacturing capacity and transform its economy through research, education and high-value tech manufacturing. It’s got more in common with post-industrial S Yorkshire than many realise.

    Today’s Vietnamese students travel to traditional study destinations, but global education is changing. Vietnam is keen to emulate the successes of Malaysia and Singapore as a major Asian education hub. The aim is for partnerships and an education system that will lift more of its young population and so transform its prospects. We might take our own lessons from that.

    International education is increasingly seen as a key driver of global development. China and India, the two great source countries for traditional study destinations, are actively building their own domestic capacity. China invests 4% of its GDP in its universities, leading to a significant increase in research output, global rankings, and international collaborations, and it is now actively seeking to attract students and scholars from overseas, including through full and partial funding for undergraduate and postgraduate studies. Meanwhile, India’s growing reputation as a global education hub, coupled with initiatives like the ‘Study in India’ programme, is boosting its appeal. Fifteen foreign universities are opening campuses in India this year, including the Universities of Southampton and Liverpool.

    The so-called Big Four study destinations – the UK, America, Canada and Australia are now increasingly seen as the Big Ten and counting. Korea, Japan, Malaysia and Thailand are seeing the possibilities to lift their own institutions and economies by persuading talent and investment to stay closer to home. The Middle East is pursuing similar aims. For many students, the lure of the West and its freedoms continues, but it is no longer the only aspirational option, whatever those countries’ International Education Strategies say.

    In search of a double win

    One of the great challenges across the world is youth unemployment and underemployment, including among graduates. As nations all compete to move up the value chain and labour markets navigate headwinds of trade restrictions and AI disruption, old certainties about returns on higher education are taking a hit.

    International Education Strategies need to find a sweet spot, and the UK government is aiming for just that. One that meets both national and international needs and desires, which lifts local communities and sustains universities, while equipping intrepid young people across the world with the degrees and cultural agility that comes from living and working overseas, fluent in what is still the dominant language of global commerce and much innovation.

    The challenge for the International Education Strategy and its authors is to speak to more than their own ministers and domestic audiences. We should learn from the US. The news of an immediate threat to revoke international student visas at Harvard made its way around the world within hours. Universities in Hong Kong, China and Malaysia offered unconditional offers to ‘Harvard refugees’, a term worried international students had themselves used on social media. The UK has form here too. Negative rhetoric and the loss of post-study work led to a calamitous fall in international students and a brutal loss of trust. We don’t want to go back to that.

    What we need now is something better. A strategy which acknowledges both sides of an equation, what is right for the home nation, but also improves the lives and opportunities of students from around the world. Lord Carr was right. At a time of global change and complexity, knowledge and those who seek and add to it cannot be contained behind borders. The next British International Education Strategy should honour and do right by all who contribute to global education, our students and our academics. It should enable our universities to play a full part in both the success of their own communities and of the world. This is not a matter of funding alone, but of education and identity. Let’s hope it succeeds. After all, higher education is not an island; we are international.

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  • Simplicity as strategy: The future of higher ed procurement

    Simplicity as strategy: The future of higher ed procurement

    Procurement in higher education has come a long way from its back-office roots. Today’s procurement leaders juggle a dizzying array of demands: shrinking budgets, responsible purchasing goals, compliance issues and more — all while navigating persistent supply chain disruptions. 

    The solution to this mounting complexity isn’t more complexity — it’s thoughtful simplification. Forward-thinking institutions are discovering that streamlined, user-friendly procurement processes aren’t just nice to have; they’re essential in an era where procurement teams are expected to deliver far more than just cost savings.

    Simplification as a strategic imperative

    Procurement professionals manage competing priorities, endless spreadsheets, documentation hiccups and disconnected technologies that don’t “talk” to each other. It’s like trying to conduct an orchestra where musicians practice in isolation, playing from different sheets of music.

    Beyond cost control, today’s procurement teams are expected to simultaneously deliver on quality, speed and responsible purchasing goals, while mitigating risks, innovating and more — often with fewer resources. Despite best intentions, attempts to work around complexity might simplify one step in the short run while adding more steps down the road. Like adding another lane to an already congested highway, workarounds may shift the bottleneck elsewhere.

    There’s a better way: To crack procurement complexity, leaders must “bake” user-friendly simplicity into every stage of their workflows, creating processes that feel intuitive rather than burdensome. 

    What makes a process truly simple? According to KPMG’s research, simple procurement workflows share four traits:

    • The job is easier to do with the workflow than without it.
    • The workflow is easy to understand and follow.
    • There are no gaps or ambiguities in the process.
    • The workflow covers even rare scenarios.

    Simplification doesn’t mean cutting corners. Rather, it means creating visibility across the entire procurement lifecycle, centralizing information and generating actionable data insights to enable smarter decisions. When done right, simplification enhances control while reducing frustration.

    The shift to AI: Making simple feel sophisticated

    In a report for Procurement Magazine, Libby Hargreaves, editor of Supply Chain Digital, predicts AI use cases in procurement will explode in the coming months, as past hesitation or playful experimentation gives way to full integration. Thanks to AI advancements, self-service can now feel like full-service, with interactions that are proactive, intelligent, helpful, efficient and frictionless, KPMG writes.

    In procurement, emerging automations can range from contract management to supplier discovery, proposal customization, compliance documentation, vendor communications, spend analytics and more. As Forrester describes it, savvy procurement executives will find that investment in AI and automation tools frees up their teams from mundane tasks, prioritizes actions needing closer human attention and optimizes decisions. 

    Greg Muller, director of strategic sourcing and campus partnerships at UC San Diego, shares that vision. “Basic procurement functions need to be easy and automated for our users. We don’t want a Nobel Laureate wasting time looking for a good pair of gloves when they could be curing cancer,” Muller quips. 

    Sharon Loosman, director of procurement and business services at North Carolina State University, can relate. With one procurement team serving 12 colleges and 150 departments, Loosman aimed to create systems that would allow colleges to operate independently as experts of their own needs, while making policy-compliant purchases. Notably, Loosman noticed that faculty and staff often sidestepped the university’s official procurement channels to shop on Amazon, drawn by the wider selection, better pricing and faster delivery. Her team then set out to centralize and simplify processes without “breaking anything” or incurring implementation costs, while accessing better reporting. 

    To make that possible, procurement teams at UC San Diego and North Carolina State have adopted Amazon Business solutions, expanding access for internal customers across the organization. In doing so, the two institutions have integrated purchasing across departments, enabling buyers to access a vast, pre-vetted supplier network and robust functionality: custom approval workflows, deep spend analytics, preferred pricing, enhanced delivery options, Guided Buying policies and more. 

    Leaning into experimentation, procurement transformation

    Looking ahead, procurement teams looking to innovate should embrace experimentation. “My advice is to take the blinders off, get outside your box and explore what else is out there that you haven’t thought about yet,” Loosman advises. 

    Muller echoes the sentiment: “We’re focused on a broader perspective,” he shares, engaging internal customers to understand their needs beyond one-off transactions and leaning on peers at other institutions to identify strategies already proven successful elsewhere. 

    “Sometimes we, as procurement leaders, get stuck in the way we’ve always done it,” Loosman concludes. “Let’s raise the bar. Let’s go find solutions and partners who are willing to work with you to make changes that move you forward.”

    ▷ Learn how Amazon Business can help accelerate your procurement goals: business.amazon.com/education

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  • Trocaire Partners With Collegis Education to Advance Enrollment Strategy

    Trocaire Partners With Collegis Education to Advance Enrollment Strategy

    Collegis empowers data-driven admissions and streamlines prospective student support.

    Buffalo, NY (May 20, 2025) — Trocaire College, a private, career-oriented Catholic college, today announced a multi-year partnership with Collegis Education to advance its enrollment strategy and elevate the student experience. Through this collaboration, Trocaire will leverage Collegis’ Enrollment Support Services and its Connected Core® platform to guide prospective students from inquiry to enrollment.

    The partnership comes as Trocaire begins implementing its new three-year strategic plan, with a sharpened focus on increasing enrollment and creating a seamless, student-centered admissions process. 

    “Trocaire College is looking forward to working with Collegis to help grow our enrollment in alignment with our mission.  Collegis has a proven track record of achieving results in higher education including revenue-growth, enrollment expertise and optimization of student experiences while having an ‘edu-preneurial’ mindset,” stated Jason Konesco, executive vice president at Trocaire. “We chose Collegis for their ability to be a true partner working collaboratively with our team to create a tailored solution that will best reflect the needs of our institution.”

    Collegis will serve as an extension of the Trocaire admissions team, providing personalized support and helping prospective students navigate their journey from initial inquiry to first contact to the first day of class. With just over 1,000 students across its South Buffalo location and Transit Achievement Center in Lancaster, Trocaire empowers students to achieve personal enrichment, dignity, and self-worth through education in various career-focused degree programs including healthcare, business, technology, veterinary sciences and the liberal arts. 

    Earlier this year, Trocaire first connected with Collegis at the Association of Catholic Colleges and Universities (ACCU) Annual Meeting. Additional follow-up meetings, including a site visit from the Collegis team, solidified a shared vision for a collaborative, student-first approach.

    At the core of this partnership is Connected Core, Collegis’ integrated technology and analytics platform that empowers institutions to make data-informed decisions while extending operational capacity. Recently named a “cool tool” by EdTech Digest, with Connected Core, Trocaire College will gain actionable insights into prospective student behavior, streamlined admissions workflows, and access to enrollment specialists trained to deliver high-quality student engagement.

    “This partnership reflects what we do best: supporting institutions like Trocaire to help them grow in ways that honor their mission,” said Pat Green, vice president of enrollment solutions at Collegis Education. “We’re proud to bring data, tech, and talent to Trocaire’s team and we are passionate about supporting the next generation of students preparing for careers of purpose and lives of service.”

    About Trocaire College

    Founded in 1958 in Buffalo, NY by the Sisters of Mercy, Trocaire College is a private, career-oriented Catholic college that empowers students with the resources and supportive environment needed to achieve their academic goals. The core mission is to allow each person to be a valuable contributor to the workforce needs of the community. Trocaire offers bachelor’s degrees, associate degrees, certificates and workforce development programs in healthcare, veterinary sciences, business, and technology. Trocaire ranks in the top one-quarter of colleges and universities for return on investment by Georgetown University and is designated as an Opportunity College and University by the Carnegie Classifications with a Higher Access, Higher Earnings classification. Visit trocaire.edu for more information and follow Trocaire on Facebook, Instagram and LinkedIn.

    About Collegis Education

    As a mission-oriented, tech-enabled services provider, Collegis Education partners with higher education institutions to help align operations to drive transformative impact across the entire student lifecycle. With over 25 years as an industry pioneer, Collegis has proven how to leverage data, technology, and talent to optimize institutions’ business processes that enhance the student experience. With the strategic expertise that rivals the leading consultancies, a full suite of proven service lines, including marketing, enrollment, retention, IT, and its world-class Connected Core® data platform, Collegis helps its partners enable impact and drive revenue, growth, and innovation. Learn more at CollegisEducation.com or via LinkedIn.

    Media Contacts:

    Collegis Education

    Alyssa Miller

    [email protected]

    973-615-1292

    Trocaire College

    Laura Jacobs

    [email protected]

    716-807-5922



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  • Ryan Lufkin, Vice President of Global Academic Strategy, Brings the Skinny

    Ryan Lufkin, Vice President of Global Academic Strategy, Brings the Skinny

    When the developers of Canvas, the world’s leading web-based learning management system (LMS) software, invite you to a party—July 22-24 this year in Spokane, WA—you might consider the offer. Expected to draw 3,000 attendees across various roles from individual educators to IT leadership, the event promises product reveals, professional development, and collaborative opportunities like Hack Night, designed to help educators and administrators demonstrate tangible value when they return to their institutions. I was able to grab Ryan Lufkin, Vice President of Global Academic Strategy at Instructure, for some pre-show scuttle butt. Have a listen and scroll down for some highlights:

    ➜InstructureCon 2025 is evolving its AI strategy beyond basic features to an “agentic approach,” leveraging partnerships with Anthropic, Microsoft, and Google to create integrated AI experiences across campus environments. Says Ryan: “That’s because our open architecture is the most well-positioned learning platform in the world to really pull in, not just those AI-powered features that we’ve developed, but we also leverage those from our partners.”

    ➜Instructure is responding to educational institutions’ budget constraints by focusing on helping customers maximize their technology investments through better data usage, adoption metrics, and optimization strategies. Says Ryan: “We really want educators and administrators to walk away with just a toolkit of how to use these products better, how to use them more deeply and tangibly show that value because we know the budgets are tight.”

    A few session highlights:  

    Transforming Student Success with Mastery Connect: A Proven Approach to Data-Driven Instruction in Richland One School District

    Get ready to discover how Richland One (R1) School District in South Carolina has been transforming student success with Mastery Connect since 2015! This digital assessment platform has empowered R1 teachers to seamlessly administer standards-based formative and summative assessments, dive into score reports, and collaborate with colleagues. MC has unlocked deeper insights into student mastery, giving teachers and teams the tools they need to drive data-driven instruction. Join us for an exciting session where R1 will share its curriculum map structure and district approach to formative assessments. Discover how to save time on data collection and analysis—whether you’re a teacher or an admin. Learn how newer features like Quick Reassess and Assessment Compare can help you work smarter, not harder! You’ll also explore how to harness real-time data to fuel impactful discussions in your Professional Learning Communities (PLCs), driving focused, results-oriented collaboration.

    Cracking the Code: Turning Data into Action with Mastery Connect

    Drowning in data but struggling to make it meaningful? Join us on a journey to transform numbers into actionable insights using Mastery Connect! In this session, we’ll share how we built educator buy-in, shifted mindsets, and empowered teachers to use data in meaningful ways. Discover practical strategies for making data analysis approachable, actionable, and impactful—without overwhelming teachers. We’ll explore real-world examples, time-saving tips, and effective ways to connect assessment data to instructional decisions. Whether you’re just getting started or looking to refine your approach, this session will equip you with insights and strategies to turn data into a catalyst for student success.

    Beyond the Classroom: Maximizing Canvas for Non-Academic Programs in Resource-Limited Environments.

    As institutions face financial and regulatory challenges, maximizing existing technology investments is essential. While Canvas is primarily used for academic courses, its capabilities extend beyond the classroom. This session explores how a small liberal arts institution has successfully repurposed Canvas for faculty onboarding, professional development, syllabus archiving, student organizations, and institutional assessment—all without additional costs. A key focus will be the development of a syllabus submission portal designed to streamline syllabus collection, ensure compliance with learning outcomes, and create a structured faculty repository. Attendees will gain practical insights into overcoming adoption challenges, achieving measurable ROI, and applying these strategies to institutions of varying sizes.

    Kevin Hogan
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  • St. Catherine University Partners with Collegis Education to Advance Technology Strategy and Student Experience

    St. Catherine University Partners with Collegis Education to Advance Technology Strategy and Student Experience

    The strategic partnership will strengthen the University’s student-centered mission through agile technology, operational innovation, and a shared commitment to community.

    St. Paul, Minn. – (May 5, 2025) — St. Catherine University (St. Kate’s) and Collegis Education announced today that they have entered into a strategic partnership to enhance the University’s delivery of IT services.

    The decision to seek external IT support was driven by the University’s growing need to accelerate progress on strategic technology initiatives that had slowed within the existing tech infrastructure. The University recognized the need for a partner with the expertise, agility, and shared mission to help build a more responsive, future-ready infrastructure.

    “We realized that the pace of change in technology—and the expectations of our students—were outpacing what our internal systems and structures could support,” said Latisha Dawson, Vice President of Human Resources and Project Lead. “Our institution is centered around student connection and academic excellence. But to uphold that mission, we needed a partner with the technical expertise and scalability to move faster, innovate more nimbly, and help us deliver a modern student experience. Collegis allows us to do just that, so we can spend less time managing systems and more time serving our students.”

    In this partnership, Collegis will provide day-to-day IT operational support, a dedicated Chief Information Officer (CIO), and technological infrastructure that supports the university’s forward progress on strategic projects, while upholding strong data governance and enabling real-time responsiveness.

    As part of the deal, St. Kate will gain access to Collegis Education’s Connected Core®, a secure, composable data platform powered by Google Cloud. As a tech-agnostic solution, Connected Core unifies siloed systems and data sets, enables real-time and actionable institutional intelligence, produces AI-powered data strategies, and delivers proven solutions that enhance recruitment, retention, operations, and student experiences — driving measurable impact across the entire student lifecycle.

    St. Kate’s selected Collegis following a thorough evaluation of potential partners. “A lot of vendors can fill a gap, but that’s not what we were looking for,” said Dawson. “We were looking for someone to meet us where we are, grow with us, and truly enable us to excel. The real differentiator with Collegis was the spirit of partnership, and beyond that, community. From the beginning, they didn’t feel like an outsider. The team has become part of our community, and  a part of helping us advance our mission.”

    “Collegis is honored to join the St. Kate’s community in a shared commitment to the future of higher education,” said Kim Fahey, President and CEO of Collegis Education. “We see technology not as an end but as an enabler, an extension of the institution’s mission to educate women to lead and influence. This partnership is about building agile systems that empower faculty, enrich the student experience, and keep the University ahead of what’s next.”

    The partnership also reflects St. Kate’s strategic priority to build a more nimble technology foundation that shortens the timeline between priority-setting and implementation. The transition enables the university to move away from legacy systems and toward a model that supports real-time innovation, strategic flexibility, and long-term sustainability.

    “Our partnership with Collegis is rooted in our values,” said Marcheta Evans, PhD, President of St. Catherine University. “It allows us to remain focused on our mission while bringing in trusted expertise to support the evolving needs of our students, faculty, and staff.”

    Dawson concludes, “We’ve always been guided by the principle of meeting the needs of the time. Embracing this next level of technology ensures we can continue nurturing the powerful, personal connection between our faculty and students, which is what makes us uniquely St. Kate’s.”

    About Collegis Education

    As a mission-oriented, tech-enabled services provider, Collegis Education partners with higher education institutions to help align operations to drive transformative impact across the entire student lifecycle. With over 25 years as an industry pioneer, Collegis has proven how to leverage data, technology, and talent to optimize institutions’ business processes that enhance the student experience. With the strategic expertise that rivals the leading consultancies, a full suite of proven service lines, including marketing, enrollment, retention, IT, and its world-class Connected Core® data platform, Collegis helps its partners enable impact and drive revenue, growth, and innovation. Learn more at CollegisEducation.com or via LinkedIn.

    About St. Catherine University

    Sustained by a legacy of visionary women, St. Catherine University educates women to lead and influence. We are a diverse community of learners dedicated to academic rigor, core Catholic values, and a heartfelt commitment to social justice. St. Kate’s offers degrees at all levels in the humanities, arts, sciences, healthcare, and business fields that engage women in uncovering positive ways of transforming the world. St. Kate’s students learn and discern wisely, and live and lead justly — all to power lives of meaning. Discover more at stkate.edu. 

    Media Contacts:

    Collegis Education

    Alyssa Miller

    [email protected]

    973-615-1292

    St. Catherine University

    Sarah Voigt

    [email protected]

    651-690-8756

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