Tag: Student

  • The Power of Student Portals

    The Power of Student Portals

    Reading Time: 10 minutes

    Think about the last time you ordered something online or streamed your favourite show. Remember how pretty seamless it was? That’s exactly what today’s students expect from their college application experience. Gen Z and Gen Alpha students have grown up in a digital world, with all its associated benefits. You have to acknowledge that they’re looking for the same smooth, user-friendly experience when they apply to schools, and this is no easy task.

    For colleges and universities, meeting these expectations isn’t just about staying current–it’s about staying relevant. This is why having a well-designed student portal is more important than ever. It is the key to a seamless admissions process–the map that charts a direct, straightforward course from the students’ first click to their first day on campus.

    Looking for an all-in-one student information and CRM solution tailored to the education sector?

    Try the HEM Student Portal!

    Why a Student Portal is Essential

    Remember the days of printing out application forms, filling them in by hand, and mailing them back? Those days are long gone, replaced by a more efficient and convenient solution. Today’s students want everything at their fingertips, and they want it to work as smoothly as their favourite apps. A recent study found that 70% of students expect their university’s online experience to match platforms like Amazon, Netflix, and Facebook. 

    That’s a high bar to meet, but it is the type of bar that a well-designed portal can scale. So what is the purpose of a student portal? A student portal is an online resource that guides students and helps them access helpful resources throughout the journey from exploring to application, enrollment, and beyond.

    As education becomes increasingly global, schools are seeing applications from all corners of the world. International students need a system that works across time zones and cultures, making the application process clear and accessible no matter where they’re from. A good student portal can meet these students at the point of their needs and help them achieve all their short and long-term goals. 

    Example: The University of London’s student portal offers a comprehensive and user-friendly interface, providing students with easy access to academic resources, course materials, and administrative services.

    HEM Image 2HEM Image 2

    Source: University of London

    Let’s talk about some challenges schools face without a proper portal:

    Picture an admissions office drowning in paperwork, trying to match documents to applications, and manually entering data into multiple systems. Now imagine students waiting anxiously for updates, wondering if their materials were received, or trying to figure out what steps come next. The challenges are well outlined below to put things in perspective:

    • Complex Workflows: Traditional admissions often involve multiple steps that frustrate students and staff.
    • Manual Processes: Outdated methods are time-consuming and error-prone.
    • Global Competition: Institutions must attract students from diverse locations and meet high digital expectations.

    These are the kinds of headaches a good student portal eliminates. A well-designed portal tackles these issues head-on by:

    • Streamlining Workflows: Students can complete applications online, upload documents, and track their progress in real-time.
    • Enabling Mobile Optimization: A mobile-friendly design ensures accessibility anytime, anywhere.
    • Offering Personalization: Tailored communications and automated updates keep students informed and engaged.
    • Improving Efficiency: Administrators can centralize data, track applications, and reduce manual tasks.

    These solutions will help make student applications as easy as online shopping. Students can track their progress in real time and receive automatic updates and reminders. You’re giving admissions staff the tools they need to work efficiently and students, more control over how things pan out. All you need is an efficient student login system and you’ll have everything within a click.

    This brings us to the question–what is the student login system? A student login system allows students to access everything from application progress to status, academic records, courses, schedules, and campus services through their institution’s online portal, using a username and password.

    Example: The Higher Education Marketing (HEM) Student Portal is a comprehensive digital platform designed to streamline student engagement, lead nurturing, and admissions processes for educational institutions. It offers a user-friendly interface where prospective and enrolled students can access personalized information, track application statuses, and access financial aid.

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    Source: HEM

    Features That Transform the Admissions Process

    1. Simplified Application Workflow

    Gone are the days of juggling multiple systems and endless email chains. Modern student portals make applying to academic institutions as straightforward as creating a social media profile. Students can choose their program, pick their campus, and select their start date all in one place. Need to upload transcripts or recommendation letters? Just drag and drop them into the system.

    For admissions staff, this means no more shuffling between databases or wondering where a particular document ended up. Everything lives in one place, making it easy to review applications and make decisions quickly. The system even connects with other school software, thanks to the portal integrating with a CRM or SIS, so information flows smoothly and in real-time from one department to another.

    2. Automation for Efficiency

    Here’s where things get interesting. Imagine having a virtual assistant that never sleeps, sending out reminders, updating application statuses, and answering common questions automatically. That’s what automation brings to the table.

    For example, when a student submits their application, the system can automatically:

    • Send a confirmation email
    • Check for missing documents
    • Schedule follow-up reminders
    • Update the student’s status in real-time
    • Notify relevant staff members

    This is not just about saving time—though it certainly does. It is about ensuring a consistent and reliable experience for every applicant while allowing staff the resources to focus on more meaningful interactions with students.

    3. Personalized Student Journeys

    Modern portals offer innovative tools that make the application process feel more like a personal journey than a bureaucratic maze.

    The Virtual Admissions Assistant (VAA), for example, can serve as a knowledgeable and accessible resource for prospective students. It enables them to independently explore campus options, browse programs, and receive immediate responses to their inquiries at any time. The VAA functions as a personal guide throughout the admissions process.

    Then there’s the Quote Builder – a game-changer for students trying to plan their education budget. Instead of struggling with complicated fee structures, students can simply input their choices (program, campus, housing preferences) and get a clear picture of their costs. For international students especially, this transparency is invaluable. No more surprises or hidden fees – just clear, upfront information they can use to plan their future.

    Example: The Automotive Training Center, Surrey, offers prospects the opportunity to request information about their admission from a virtual admission assistant, or an admission representative.

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    Source: ATC Surrey

    4. Centralized Data Management

    One thing that students and staff love is finding everything in one place. Remember that feeling of searching through endless email threads looking for that one important document? A good portal eliminates that headache.

    For students, it means:

    • One login to access everything
    • A clear overview of their application status
    • Easy access to all their submitted documents
    • A record of all communications with the school

    For staff, it’s like having a super-organized digital filing cabinet where everything is just a click away. Whatever you need to do, from sending students a reminder to checking their application status or when they last logged in, you only need to Click.

    Example: The MyUCLA App by the University of California, Los Angeles, is a one-stop-shop student-run portal that offers everything from academic to administrative, student engagement, and financial support.

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    Source: MyUCLA

    5. Proactive Engagement and Lead Nurturing

    Online application management is an area where modern portals shine. A well-designed portal system will keep students engaged throughout the process instead of waiting for them to reach out with questions or concerns. 

    For example, The system can pick up that a student began an application but hasn’t completed it. Rather than letting that potential student slip away, it automatically sends a friendly reminder, offering help with any questions they might have. This kind of thoughtful follow-up can make the difference between a completed application and one that gets abandoned.

    Enhancing the Student Journey: A Real-World Example

    Now, let’s talk about something you’ve probably heard before. What is the student journey? The student journey begins with exploration and moves to application, admission, and enrollment. Beyond that, it involves academic learning, campus involvement, career preparation, and other experiences that shape their overall education and personal growth.

    Now that we’ve gotten that out of the way, let’s follow Sarah, a prospective student, through her application journey:

    Day 1: Sarah discovers your school’s portal and completes a quick inquiry form. Within minutes, she receives a personalized email with virtual tour links and program information tailored to her interests.

    Week 1: Using the Virtual Admission Assistant (AAA), she explores different programs and campuses. The system notices she’s particularly interested in paralegal training and automatically sends her information.

    Week 2: Sarah uses the Quote Builder to calculate her costs, including housing and tuition plans. The transparency helps her and her parents make informed decisions about financing her education.

    Week 3: Ready to apply, Sarah finds much of her application pre-filled with the information she’s already provided. She uploads her documents and can track every step of the process until acceptance and admission.

    Throughout: The system sends friendly reminders about deadlines and missing documents, keeping her on track without feeling pressured. By the time she arrives on campus, she will have experienced a streamlined, personalized admissions process that sets a positive tone for her educational journey. 

    This is what a good student portal aims to achieve. With tools like a Student Information System (SIS), a Virtual Admission Assistant (VAA), and a Quote Builder integrated into your school’s student portal, you can expect excellent results that’ll leave everyone satisfied. It will make a difference in the student’s journey, helping them make a seamless transition from inquiry to enrollment. 

    For the school involved, it’ll help reduce your workload and create enhanced tracking reporting results for better decision-making. This will ultimately increase student enrollment. 

    Example: A good SIS incorporates elements and records all aspects of a student’s journey, from recruitment to graduation. It is usually integrated into your student portal, as this example shows.

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    Source: HEM

    Tracking Success and Making Improvements

    A good portal doesn’t just make life easier for the schools that use it–it facilitates streamlined workflows for these schools, which is useful for helping them finetune and improve their admissions process. As a school looking to increase its prospects, it’ll help you know what’s working and what’s not so you can adjust as appropriate. With the right analytics tool, schools can easily track:

    • Which programs are getting the most interest
    • Where students might be getting stuck in the application process
    • How quickly staff are responding to applications
    • Which recruitment efforts are most effective
    • How international student applications compare to domestic ones

    This data provides valuable insights that schools can process to produce better outcomes. It’s a wealth of actionable information that helps schools make better decisions about where to allocate resources and refine their processes. The ultimate goal is to serve prospective students better and help them achieve their enrollment goals first.

    The Long-Term Impact of a Student Application Portal

    The benefits of a well-designed student portal extend far beyond the admissions process. Some of these benefits include:

    • Increased student satisfaction and connection with the institution upon arrival on campus
    • Increased staff efficiency, allowing them to spend less time on paperwork and more time assisting students
    • Improved institutional reputation
    • Significant cost savings due to reduced paperwork and manual processing
    • Higher enrollment rates

    Key Takeaways

    A modern student portal can make a big difference in the student journey from inquiry to enrollment. It helps schools to: 

    • Streamline Workflows: Simplify the application process for students and administrators.
    • Automate for Efficiency: Save time and reduce errors with automated tasks that produce consistent and more efficient results. 
    • Personalize the Journey: Engage students with tailored tools like VAA and Quote Builder to consistently engage and help them make well-informed decisions. 
    • Centralize Data Management: Keep all application-related information in one system to aid easy access and retrieval.
    • Proactively Engage Prospects: Use timely communication to meet students at their points of need and to increase application completion rates.
    • Optimize for Success: Leverage data insights to improve processes and track ROI for better planning now and in the future. 

    Conclusion 

    As technology continues to evolve, student portals will only become more important. A robust student portal is no longer a luxury—it’s a necessity for institutions aiming to meet the demands of today’s tech-savvy learners. The schools that succeed will be those that embrace these changes while keeping the student experience at the heart of everything they do. 

    By adopting a student portal, these schools can enhance the student experience, improve administrative efficiency, and ultimately boost enrollment rates. From the first click to the first day on campus, the journey becomes seamless, personalized, and rewarding for both students and staff.

    Looking for an all-in-one student information and CRM solution tailored to the education sector?

    Try the HEM Student Portal!

    Frequently Asked Questions

    Question: What is the purpose of a student portal? 

    Answer: A student portal is an online resource that guides students and helps them access helpful resources throughout the journey from exploring to application, enrollment and beyond.

    Question: What is the student login system? 

    Answer: A student login system allows students to access everything from application progress to status, academic records, courses, schedules, and campus services through their institution’s online portal, using a username and password.

    Question: What is the student journey? 

    Answer: The student journey begins with exploration and moves to application, admission, and enrollment. Beyond that, it involves academic learning, campus involvement, career preparation, and other experiences that shape their overall education and personal growth.

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  • DOGE temporarily blocked from accessing Education Department student aid data

    DOGE temporarily blocked from accessing Education Department student aid data

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    UPDATE: Feb. 12, 2025: The U.S. Department of Education on Tuesday agreed to temporarily block staffers of the Department of Government Efficiency, or DOGE, from accessing student aid information and other data systems until at least Feb. 17. 

    On that date, a federal judge overseeing the case is expected to rule on a student group’s request for a temporary restraining order to block the agency from sharing sensitive data with DOGE. 

    Dive Brief: 

    •  A group representing University of California students filed a lawsuit Friday to block the Elon Musk-led Department of Government Efficiency from accessing federal financial aid data.  
    • The University of California Student Association cited reports that DOGE members gained access to federal student loan data, which includes information such as Social Security numbers, birth dates, account information and driver’s license numbers. 
    • The complaint accuses the U.S. Department of Education of violating federal privacy laws and regulations by granting DOGE staffers access to the data. “The scale of intrusion into individuals’ privacy is enormous and unprecedented,” the lawsuit says. 

    Dive Insight: 

    President Donald Trump created DOGE through executive order on the first day of his second term, tasking the team, led by Tesla co-founder and Trump adviser Musk, with rooting out what the new administration deems as government waste. 

    DOGE has since accessed the data of several government agencies, sparking concerns that its staffers are violating privacy laws and overstepping the executive branch’s power. With the new lawsuit, the University of California Student Association joins the growing chorus of groups that say DOGE is flouting federal statutes. 

    One of those groups — 19 state attorneys general — scored a victory over the weekend. On Saturday, a federal judge temporarily blocked DOGE from accessing the Treasury Department’s payments and data system, which disburses Social Security benefits, tax returns and federal employee salaries. 

    The University of California Student Association has likewise asked the judge to temporarily block the Education Department from sharing sensitive data with DOGE staffers and to retrieve any information that has already been transferred to them. 

    The group argues that the Education Department is violating the Privacy Act of 1974, which says that government agencies may not disclose an individual’s data “to any person, or to another agency,” without their consent, except in limited circumstances. The Internal Revenue Code has similar protections for personal information. 

    “None of the targeted exceptions in these laws allows individuals associated with DOGE, or anyone else, to obtain or access students’ personal information, except for specific purposes — purposes not implicated here,” the lawsuit says. 

    The Washington Post reported on Feb. 3 that some DOGE team members had in fact gained access to “multiple sensitive internal systems,” including federal financial aid data, as part of larger plans to carry out Trump’s goal to eventually eliminate the Education Department. 

    “ED did not publicly announce this new policy — what is known is based on media reporting — or attempt to justify it,” Friday’s lawsuit says. “Rather, ED secretly decided to allow individuals with no role in the federal student aid program to root around millions of students’ sensitive records.”

    In response to the Post’s Feb. 3 reporting, Musk on the same day posted on X that Trump “will succeed” in dismantling the agency. 

    Later that week, the Post reported that DOGE staffers were feeding sensitive Education Departmentdata into artificial intelligence software to analyze the agency’s spending. 

    The moves have also attracted lawmakers’ attention. Virginia Rep. Bobby Scott, the top-ranking Democrat on the House’s education committee, asked the Government Accountability Office on Friday to probe the security of information technology systems at the Education Department’s and several other agencies. 

    An Education Department spokesperson said Monday that the agency does not comment on pending litigation. 

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  • The Student Assistant Supports Learning and Teaching

    The Student Assistant Supports Learning and Teaching

    Reading Time: 3 minutes

    AI is becoming a bigger part of our daily lives, and students are already using it to support their learning. In fact, from our studies, 90% of faculty feel GenAI is going to play an increasingly important role in higher ed.

    Embracing AI responsibly, with thoughtful innovation, can help students take charge of their educational journey. So, we turn to the insights and expertise of you and your students — to develop AI tools that support and empower learners, while maintaining ethical practices, accuracy and a focus on the human side of education.

    Training the Student Assistant together

    Since we introduced the Student Assistant in August 2024, we continue to ensure that faculty, alongside students, play a central role in helping to train it.

    Students work directly with the tool, having conversations. Instructors review these exchanges to ensure the Student Assistant is guiding students through a collaborative, critical thinking process —helping them find answers on their own, rather than directly providing them.

    “I was extremely impressed with the training and evaluation process. The onboarding process was great, and the efforts taken by Cengage to ensure parity in the evaluation process was a good-faith sign of the quality and accuracy of the Student Assistant.” — Dr. Loretta S. Smith, Professor of Management, Arkansas Tech University

    Supporting students through our trusted sources

    The Student Assistant uses only Cengage-authored course materials — it does not search the web.

    By leveraging content aligned directly with instructor’s chosen textbook , the Student Assistant provides reliable, real-time guidance that helps students bridge knowledge gaps — without ever relying on external sources that may lack credibility.

    Unlike tools that rely on potentially unreliable web sources, the Student Assistant ensures that every piece of guidance aligns with course objectives and instructor expectations.

    Here’s how:

    • It uses assigned Cengage textbooks, eBooks and resources, ensuring accuracy and relevance for every interaction
    • The Student Assistant avoids pulling content from the web, eliminating the risks of misinformation or content misalignment
    • It does not store or share student responses, keeping information private and secure

    By staying within our ecosystem, the Student Assistant fosters academic integrity and ensures students are empowered to learn with autonomy and confidence.

    “The Student Assistant is user friendly and adaptive. The bot responded appropriately and in ways that prompt students to deepen their understanding without giving away the answer.” – Lois Mcwhorter, Department Chair for the Hutton School of Business at the University of Cumberlands

    Personalizing the learning journey

    56% of faculty cited personalization as a top use case for GenAI to help enhance the learning experience.

    The Student Assistant enhances student outcomes by offering a personalized educational experience. It provides students with tailored resources that meet their unique learning needs right when they need them. With personalized, encouraging feedback and opportunities to connect with key concepts in new ways, students gain a deeper understanding of their coursework. This helps them close learning gaps independently and find the answers on their own, empowering them to take ownership of their education.

    “What surprised me most about using the Student Assistant was how quickly it adapted and adjusted to feedback. While the Student Assistant helped support students with their specific questions or tasks, it did so in a way that allowed for a connection. It was not simply a bot that pointed you to the correct answer in the textbook; it assisted students similar to how a professor or instructor would help a student.” — Dr. Stephanie Thacker, Associate Professor of Business for the Hutton School of Business at the University of the Cumberlands

    Helping students work through the challenges

    The Student Assistant is available 24/7 to help students practice concepts without the need to wait for feedback, enabling independent learning before seeking instructor support.

    With just-in-time feedback, students can receive guidance tailored to their course, helping them work through challenges on their own schedule. By guiding students to discover answers on their own, rather than providing them outright, the Student Assistant encourages critical thinking and deeper engagement.

    “Often students will come to me because they are confused, but they don’t necessarily know what they are confused about. I have been incredibly impressed with the Student Assistants’ ability to help guide students to better understand where they are struggling. This will not only benefit the student but has the potential to help me be a better teacher, enable more critical thinking and foster more engaging classroom discussion.” — Professor Noreen Templin, Department Chair and Professor of Economics at Butler Community College

    Want to start using the Student Assistant for your courses?

    The Student Assistant, embedded in MindTap, is available in beta with select titles , such as “Management,” “Human Psychology” and “Principles of Economics” — with even more coming this fall. Find the full list of titles that currently feature the Student Assistant, plus learn more about the tool and AI at Cengage right here.

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  • A legislative solution to student suicide prevention: advocating for opt-out consent in response to student welfare concerns

    A legislative solution to student suicide prevention: advocating for opt-out consent in response to student welfare concerns

    Authored by Dr Emma Roberts, Head of Law at the University of Salford.

    The loss of a student to suicide is a profound and heartbreaking tragedy, leaving families and loved ones devastated, while exposing critical gaps in the support systems within higher education. Each death is not only a personal tragedy but also a systemic failure, underscoring the urgent need for higher education institutions to strengthen their safeguarding frameworks.

    Recent government data revealed that 5.7% of home students disclosed a mental health condition to their university in 2021/22, a significant rise from under 1% in 2010/11. Despite this growing awareness of mental health challenges, the higher education sector is grappling with the alarming persistence of student suicides.

    The Office for National Statistics (ONS) reported a rate of 3.0 deaths per 100,000 students in England and Wales in the academic year ending 2020, equating to 64 lives lost. Behind each statistic lies a grieving family, unanswered questions and the haunting possibility that more could have been done. These statistics force universities to confront uncomfortable truths about their ability to support vulnerable students.

    The time for piecemeal solutions has passed. To confront this crisis, bold and systemic reforms are required. One such reform – the introduction of an opt-out consent system for welfare contact – has the potential to transform how universities respond to students in crisis.

    An opt-out consent model

    At present, universities typically rely on opt-in systems, where students are asked to nominate a contact to be informed in emergencies. This has come to be known as the Bristol consent model. Where this system exists, they are not always invoked when students face severe mental health challenges. The reluctance often stems from concerns about breaching confidentiality laws and the fear of legal repercussions. This hesitancy can result in critical delays in involving a student’s support network at the time when their wellbeing may be most at risk, leaving universities unable to provide timely, life-saving interventions. Moreover, evidence suggests that many students, particularly those experiencing mental health challenges, fail to engage with these systems, leaving institutions unable to notify loved ones when serious concerns arise.

    Not all universities have such a system in place. And some universities, while they may have a ‘nominated person’ process, lack the infrastructure to appropriately engage the mechanism of connecting with the emergency contact when most needed.

    An opt-out consent model would reverse this default, automatically enrolling students into a system where a trusted individual – such as a parent, guardian or chosen contact – can be notified if their wellbeing raises grave concerns. Inspired by England and Wales’ opt-out system for organ donation, this approach would prioritise safeguarding without undermining student autonomy.

    Confidentiality must be balanced with the need to protect life. An opt-out model offers precisely this balance, creating a proactive safety net that supports students while respecting their independence.

    Legislative provision

    For such a system to succeed, it must be underpinned by robust legislation and practical safeguards. Key measures would include:

    1. Comprehensive communication: universities must clearly explain the purpose and operation of the opt-out system during student onboarding, ensuring that individuals are fully informed of their rights and options.
    2. Defined triggers: criteria for invoking welfare contact must be transparent and consistently applied. This might include extended absences, concerning behavioural patterns or explicit threats of harm.
    3. Regular reviews: students should have opportunities to update or withdraw their consent throughout their studies, ensuring the system remains flexible and respectful of changing personal circumstances.
    4. Privacy protections: institutions must share only essential information with the nominated contact, ensuring the student’s broader confidentiality is preserved.
    5. Staff training: university staff, including academic and professional services personnel, must receive regular training on recognising signs of mental health crises, navigating confidentiality boundaries and ensuring compliance with the opt-out system’s requirements. This training would help ensure interventions are timely, appropriate and aligned with legal and institutional standards.
    6. Reporting and auditing: universities should implement robust reporting and auditing mechanisms to assess the effectiveness of the opt-out system. This should include maintaining records of instances where welfare contact was invoked, monitoring outcomes and conducting periodic audits to identify gaps or areas for improvement. Transparent reporting would not only enhance accountability but also foster trust among stakeholders.

    Lessons from the organ donation model

    The opt-out system for organ donation introduced in both Wales and England demonstrates the effectiveness of reframing consent to drive societal benefit. Following its implementation, public trust was maintained and the number of registered organ donors increased. A similar approach in higher education could establish a proactive baseline for safeguarding without coercing students into participation.

    Addressing legal and cultural barriers

    A common barrier to implementing such reforms is the fear of overstepping legal boundaries. Currently, universities are hesitant to breach confidentiality, even in critical situations, for fear of breaching trust and privacy and prompting litigation. Enshrining the opt-out system in law to include the key measures listed above would provide institutions with the clarity and confidence to act decisively, ensuring consistency across the sector. Culturally, universities must address potential scepticism by engaging students, staff and families in dialogue about the system’s goals and safeguards.

    The need for legislative action

    To ensure the successful implementation of an opt-out consent system, decisive actions are required from both the government and higher education institutions. The government must take the lead by legislating the introduction of this system, creating a consistent, sector-wide approach to safeguarding student wellbeing. Without legislative action, universities will remain hesitant, lacking the legal clarity and confidence needed to adopt such a bold model.

    Legislation is the only way to ensure every student, regardless of where they study, receives the same high standard of protection, ending the current postcode lottery in safeguarding practices across the sector.

    A call for collective action

    Universities, however, must not wait idly for legislation to take shape. They have a moral obligation to begin addressing the gaps in their welfare notification systems now. By expanding or introducing opt-in systems as an interim measure, institutions can begin closing these gaps, gathering critical data and refining their practices in readiness for a sector-wide transition.

    Universities should unite under sector bodies to lobby the government for legislative reform, demonstrating their collective commitment to safeguarding students. Furthermore, institutions must engage their communities – students, staff and families – in a transparent dialogue about the benefits and safeguards of the opt-out model, ensuring a broad base of understanding and support for its eventual implementation.

    This dual approach of immediate institutional action paired with long-term legislative reform represents a pragmatic and proactive path forward. Universities can begin saving lives today while laying the groundwork for a robust, consistent and legally supported safeguarding framework for the future.

    Setting a New Standard for Student Safeguarding

    The rising mental health crisis among students demands more than institutional goodwill – it requires systemic change. While the suicide rate among higher education students is lower than in the general population, this should not be a cause for complacency. Each loss is a profound tragedy and a clear signal that systemic improvements are urgently needed to save lives. Higher education institutions have a duty to prioritise student wellbeing and must ensure that their environments offer the highest standards of safety and support. An opt-out consent system for welfare contact is not a panacea, but it represents a critical step towards creating safer and more supportive university environments.

    The higher education sector has long recognised the importance of student wellbeing, yet its current frameworks remain fragmented and reactive. This proposal is both bold and achievable. It aligns with societal trends towards proactive safeguarding, reflects a compassionate approach to student welfare and offers a legally sound mechanism to prevent future tragedies.

    The loss of 64 students to suicide in a single academic year is a stark reminder that the status quo is failing. By adopting an opt-out consent system, universities can create a culture of care that saves lives, supports grieving families and fulfils their duty to protect students.

    The time to act is now. With legislative backing and sector-wide commitment, this reform could become a cornerstone of a more compassionate and effective national response to student suicide prevention.

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  • HEDx Podcast: Student ombudsman Sarah Bendall – Episode 153

    HEDx Podcast: Student ombudsman Sarah Bendall – Episode 153

    The new First Assistant Ombudsman in the Office of the National Student Ombudsman, Sarah Bendall, has a plan to hold universities to account.

    Six days into this new role, she sat down with Martin Betts to outline the background to the office and role, and how she plans to provide a route for students to ensure they have a safe, fair and secure experience.

    Coordinator of Welcoming Universities Cate Gilpin joined the conversation to ask Sarah what her short and long term priorities are and how she expects to action key reform areas outlined in the Universities Accord.

    Do you have an idea for a story?
    Email [email protected]

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  • US Congress urged to crack down on student overstays

    US Congress urged to crack down on student overstays

    Over 7,000 of these student and exchange visitors that overstayed their visas came from India, house representatives heard in a committee hearing on immigration enforcement in the US on January 22.  

    “Thirty-two countries have student/exchange visitor overstay rates of higher than 20%,” Jessica Vaughan, director of policy studies at the anti-immigration think-tank, the Center for Immigration Studies, told the committee.  

    However, sector leaders have argued that Vaughan’s testimony contained “some serious and inaccurate generalisations” and relied on “faulty statistics for her claim about the student visa overstay rate,” according to NAFSA‘s director of immigration policy, Heather Stewart.  

    “International students are the most tracked non-immigrants in the US and a clear and comprehensive understanding of student visa misuse is needed if the field is to arrive at effective and appropriate solutions,” said Stewart.  

    After India, Vaughan highlighted China, Colombia and Brazil as each having more than 2,000 of their citizens overstay student/exchange visas in 2023, urging Congress to eliminate OPT and impose penalties for institutional sponsors, among a host of regulations.  

    “The F and M visa categories have [the] highest overstay rates of any of the broad categories of temporary admission,” Vaughan told committee members, with F visas used for academic study and M visas for vocational study.  

    According to recent DHS figures, the total overstay rate for student and exchange visitors in 2023 was 3.67% with a suspected in-country overstay rate of 2.86%, dropping slightly to 2.69% solely for F-1 students, with all metrics excluding Mexico and Canada.  

    Countries with highest student/exchange overstay rates by numbers (2023): 

    Country  Suspected in-country overstays  Total overstays  Total overstay rate 
    India   5,818 7,081 4.67%
    China 3,012 5,255 2.1%
    Colombia 2,792 3,223 8.29%
    Brazil 1,692 2,198 4.6%
    Source: US Homeland Security Entry/Exit Overstay Report FY 2023 

    While India, China, Colombia and Brazil recorded the largest numbers of student overstays in 2023, their overstay rate as a percentage of overall student populations in the US were relatively low.  

    It is perhaps unsurprising that India and China, whose combined student populations made up 54% of total international enrolments at US institutions in 2023/24, also saw the highest levels of visa overstays. 

    Country Total overstay rate
    Equatorial Guinea  70.18% 
    Chad   55.64%
    Eritrea  55.43% 
    Congo (Kinshasa)  50.06%
    Djibouti 43.75% 
    Burma 42.17% 
    Yemen  40.92% 
    Sierra Leone 35.83%
    Congo (Brazzaville)  35.14% 
    Togo  35.05% 
    Global (excl. Mexico + Canada) 3.67% 
    Source: US Homeland Security Entry/Exit Overstay Report FY 2023 

    Notably, the ‘in-country overstay rate’ refers to the percentage of individuals suspected to still be physically present in the US after their visa expired, while the ‘total overstay rate’ includes both those still in the country and those who may have eventually left after overstaying their visa, but were not recorded as departing. 

    Sector members have raised concerns about the “troubling” scale of the problem uncovered by the report, ranging from benign violations of legitimate students to “cases of wilful fraud”, said Eddie West and Anna Esaki-Smith, two leading US educators.  

    NAFSA, however, has disputed the figures as “unreliable”, claiming that the report “overstates” the issue and urged stakeholders to take caution when taking the figures out of context.  

    Indeed, DHS concedes that “infrastructural, operational and logistical challenges” in the exit environment make it difficult to identify students who do not depart via air or who transition from F-1 status to H-1B, legal permanent residency and other statuses.  

    What’s more, DHS data revealed a 42% decline in the suspected overstay rate for student and exchange visitors across a 15-month period ending in January 2024, indicating a lag time for the system to register students’ changing situations. 

    “Not only do visa issuance policies need to be adjusted and interior enforcement boosted, in addition Congress should amend the law in several important ways,” Vaughan told the hearing.  

    In a statement raising some concern about Vaughan’s testimony, she recommended that “the concept of dual intent should not apply to student visa applicants”. 

    Under current law, it does not.  

    While the Optional Practical Training (OPT) program has been widely proven to benefit American workers as well as international graduates, Vaughan blamed the initiative for spawning “an industry of diploma mills and fake schools”, calling for it to be eliminated or “much, much more closely regulated”.  

    Vaughan also recommended stricter regulations on H1-B specialty occupation visas, a move which Stewart warned would “immediately” make the US look less attractive to international students who “strongly consider” post-study employment opportunities when deciding where to study abroad.  

    During Donald Trump’s presidential campaign, he surprised some of the sector.

    The second-time US president spoke out in support of the H1-B visa during his presidential campaign amid a row about the work pathway among prominent Republicans.

    The US is the only one out of the ‘Big Four’ study destinations – US, UK, Australia and Canada – to publish data on international student overstay rates.

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  • ‘It’s different when they’re in their office’: the disconnect in student perceptions of academic meetings

    ‘It’s different when they’re in their office’: the disconnect in student perceptions of academic meetings

    by Stacey Mottershaw and Anna Viragos

    As we approach the five-year anniversary of the closure of UK university campuses for the Covid-19 pandemic, we thought it might be interesting and timely to reflect on the way that the sector adapted to educational delivery, and which innovations remain as part of our new normal.

    One key aspect of educational delivery which has remained to varying extents across the sector is the move to online student meetings. This includes meetings for academic personal tutorials, dissertation supervisions and other one-to-one meetings between students and staff. The Covid-19 lockdowns necessitated the use of online meetings as the only available option during this time. However, even post-lockdown, students and staff have continued to request online meetings, for reasons such as flexibility, privacy and sustainability.

    To explore this further, we conducted a small mixed-methods study with students from Leeds University Business School to consider their preferences for online or in-person meetings, utilising a faculty-wide survey for breadth and short semi-structured interviews for depth.

    We designed a questionnaire including questions on demographic (eg gender, home/international, whether they have caring responsibilities) and situational questions regarding their preference for face-to-face only, hybrid, or online meetings. We also included some questions around the ‘Big Five’ personality traits, to better understand factors that influence preferences.  We then distributed this online questionnaire, using the Qualtrics questionnaire software.

    Based on our findings, 15% of respondents preferred face-to-face only, 31% online only, with the remaining 54% preferring to have the option of either face-to-face or online.

    We also found that international students had a stronger preference for online meetings compared to non-international students. Whilst we had a relatively small sample of students on the Plus Programme (our institutional programme targeted to under-represented students); they had a stronger preference for in-person meetings. In terms of the Big Five traits, this student sample was highest on agreeableness and conscientiousness, and lowest on extroversion.

    In addition to the questionnaire, we ran seven one-to-one interviews with students from a mix of second year, the year in industry and final year, who had all experienced a mix of both online and face-to-face meetings throughout their studies.

    In reviewing the data, we identified five core themes of student preferences around meeting modes:

    • Connection and communication: Participants felt that the type of meeting affected connection and communication, with in-person meetings feeling more authentic.
    • Privacy/space: Participants felt that the type of meeting was influenced by factors including their access to private space, either at home or on campus.
    • Confidence: Some participants felt that the type of meeting could affect how confident they would feel in interactions with staff, with online meetings in their own environment feeling more comfortable than in spaces on campus.
    • Time: Participants discussed the amount of time that they had for each type of meeting, with online meetings deemed to be more efficient, due to the absence of travel time.
    • Flexibility: Participants demonstrated a strong preference for flexibility, in that they value having a choice over how to meet, rather than a meeting mode being imposed upon them.

    Through cross-examination of the core themes, we also identified something akin to a meta-theme, that is a ‘theme which acquire[s] meaning through the systematic co-occurrence of two or more other themes’ (Armborst, 2017 p1). We termed this meta-theme ‘The Disconnect’, as across each of the core themes there seemed to be a disconnect between student expectations of APT and what is typically provided, which ties in with existing literature (Calabrese et al, 2022).

    For example, one participant suggested that:

    It’s different when they’re in their office like popping there and asking a question for the lecture or even like the tutorials rather than having to e-mail or like go on a call [which] feels more formal.

    Whilst this comment seems to lean more towards other types of academic teaching (eg module leadership, lecture delivery or seminar facilitation), it can also translate to availability of staff more broadly. The comment suggests that students might expect staff to be available to them, on site, as and when they are needed. Yet in reality, it is unlikely that outside of set office hours academic staff will be available to answer ad hoc questions given their other commitments and particularly given the increased proportion of staff regularly working from home since the pandemic. This perspective also seems to contradict the perception that staff are much more available now than ever before, due to the prevalence of communications administered via email and online chat and meeting tools such as MS Teams. Staff may feel that they are more available as online communication methods increase in availability and use, but if students do not want ‘formal’ online options or prefer ad hoc on-site provision, then there may be a disconnect between student expectations and delivery, with all stakeholders feeling short-changed by the reality.

    Another disconnect between expectations and reality became apparent when another participant commented:

    […] online it was more rushed because you have the 30 minutes and you see the time going down and in the Zoom you will see like you have 4 minutes left to talk and then you’re rushing it over to finish it.

    Whilst this clearly relates to the core theme of time, it also seemed to be correlated with participant understanding of staff roles. It is difficult to understand how the time limitation for online and in-person meetings is different when the meetings are of the same duration, except that in the case of in-person meetings the student may be less aware of timings, due to not having the time physically visible on the screen in front of them. This might be reflected in the student-staff dynamic, where managing online meetings might be seen to be a joint and equal endeavour, with the responsibility for managing in-person meetings being skewed towards the staff member. Whilst it can be argued that staff should take responsibility for managing the meeting, in a time of increased narratives around student-led tutoring, it may be worth exploring the possible knock-on effects of students passively allowing the meeting to happen, rather than actively owning the meeting.

    Final thoughts

    A limitation of this study was the low response rate. At the point of dissemination, there were approximately 2,000 students in our faculty. However, we received just 198 survey responses (9.9%), and only seven people took part in the interviews, despite repeated calls for participants and generous incentives. Although this was a smaller sample than we had hoped for, we are confident that our study makes a timely and relevant contribution to discussions around delivery of APT, both within our faculty and beyond.

    As a starting point, future research could seek to generate responses from a broader pool of participants, through both a quantitative survey and qualitative methods. Based on our findings, there may also be scope for further research exploring student expectations of staff roles, and how these match to institutional offerings across the sector. Ultimately, universities need to do more to investigate and understand student preferences for educational delivery, balancing this alongside pedagogical justifications and staff circumstances.

    Stacey Mottershaw is an Associate Professor (Teaching and Scholarship) at Leeds University Business School and an EdD candidate at the University of Sheffield. Her research predominantly seeks to understand the needs of marginalised groups in higher education, with a particular focus on equitable and socially just career development. 

    Dr Anna Viragos is an Associate Professor in Organizational Psychology at Leeds University Business School, and a Chartered Psychologist of the BPS. Her research focuses on a variety of topics such as stress and wellbeing, creativity, and job design.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Revolutionizing storytelling with AI: Empowering ELLs

    Revolutionizing storytelling with AI: Empowering ELLs

    Key points:

    Imagine this: You assign your students a writing prompt, and while some eagerly begin crafting their stories, others stare at the blank page, muttering, “I have nothing to write,” or “I can’t think of a story.” For English Language Learners (ELLs), this scenario is even more daunting due to limited vocabulary or fear of making mistakes. In fact, studies show that a lack of confidence and linguistic resources often prevents ELLs from fully engaging in creative writing, despite their rich cultural and personal experiences.

    As educators, we constantly seek ways to help students overcome these barriers. Enter artificial intelligence (AI)–a powerful tool that transforms storytelling into an accessible and engaging experience for every student. By integrating AI into storytelling, we can empower students to generate ideas, build confidence, and create compelling narratives, all while developing their language skills.

    Getting started: Using AI to spark creativity

    A simple and engaging way to introduce AI in storytelling is by using a writing prompt and generating an example story opening with ChatGPT. For instance, you might ask: “Write the opening to a mysterious story about an abandoned lighthouse.”

    ChatGPT could respond: “The wind howled through the cracks of the abandoned lighthouse, carrying whispers of secrets long forgotten. The light, extinguished for decades, seemed to flicker faintly as if trying to tell a story no one had yet heard.”

    Students can take this opening and continue the story in their own words, expanding the scene, introducing new characters, or creating a plot twist. This method not only sparks creativity but also provides ELLs with a scaffold, building their confidence to dive into storytelling.

    To bring their stories to life, students can use AI image generators like DALL-E or tools like Canva to create visuals matching their narratives. For example, they could create an eerie image of the abandoned lighthouse with flickering light and stormy skies. This connection between words and visuals reinforces comprehension and engages students in the storytelling process.

    The final step is sharing stories and visuals with the class. Presenting their work allows students to practice speaking, gain confidence, and showcase their creativity.

    How AI enhances storytelling

    AI tools offer unique opportunities to support ELLs in their storytelling journey. When
    students struggle to come up with ideas, tools like ChatGPT can provide engaging prompts and vivid descriptions to spark creativity. For example, a student might request a description of a magical forest and receive a response like: “A forest bathed in golden sunlight, where trees tower like ancient guardians and the air shimmers with tiny, glowing orbs.” Such detailed imagery can inspire students to dive into their stories with greater confidence.

    In addition to idea generation, AI tools help expand students’ vocabulary. ELLs can use AI to explore synonyms or alternative ways to describe scenes, enriching their language repertoire.

    For instance, if a student wants to avoid repeating the word “beautiful,” the AI might suggest options like “stunning,” “captivating,” or “breathtaking,” enabling more nuanced and expressive writing.

    Visual storytelling is another area where AI shines. Tools like DALL-E or Adobe Express allow students to create images that align with their narratives, making their stories come to life. For example, a student writing about a mysterious glowing orb could generate a corresponding image, blending creative thinking with visual artistry.

    Once students have drafted their stories, AI-based writing assistants like Grammarly can help refine their grammar, spelling, and sentence structure. This process encourages independence and self-correction, teaching students to identify and address their mistakes while improving the overall clarity and polish of their work.

    Interactive platforms like Twine take storytelling to a new level by enabling students to create “choose your own adventure” narratives. For example, students might create a mystery where readers decide whether to follow a shadowy figure or stay hidden, leading to different outcomes. This fosters critical thinking and collaboration as students craft branching storylines and engage in problem-solving to connect various plot points.

    Classroom example: AI in action

    In a Grade 8 ESL classroom, students were given the prompt: “Write about a strange object you find buried in your backyard.” After brainstorming ideas with ChatGPT, one student created a story about a glowing orb that transported them to another dimension. They used DALL-E to generate an image of the orb, and Twine to develop a branching narrative where the reader decides whether to touch the orb or call for help. The result was an immersive storytelling experience that combined creativity with critical thinking.

    By incorporating AI tools, students not only created more engaging stories but also developed their language skills in a meaningful and enjoyable way.

    Making storytelling accessible and engaging

    Using AI in storytelling doesn’t just overcome barriers; it transforms the experience for students. Visual elements and interactivity keep learners engaged, while tools for grammar and vocabulary improvement build confidence. For ELLs, AI provides scaffolding and encouragement to take creative risks and express themselves authentically.

    Guiding responsible AI use

    While AI opens doors to creativity, teaching students to use these tools responsibly is
    essential.

    Students need to understand the concept of AI “hallucinations,” where AI generates
    inaccurate or entirely fabricated information. For instance, an AI might describe a historical event inaccurately or create a fictional fact that seems plausible. Educators should teach students to verify AI-generated information with reliable sources.

    Equally important is teaching students how to craft clear and specific prompts. For example, instead of asking, “What happens in a story?” they might ask, “Can you suggest a story idea about a character who solves a mystery in a small town?”

    Modeling this process helps students see how precise wording yields better results.
    Encouraging critical thinking is also crucial. Teachers can create opportunities for students to analyze AI-generated content by asking: “Does this make sense? Is it accurate? Can I verify it elsewhere?” Such discussions help students see AI as a helpful tool, but not an infallible one.

    Students should also learn that AI is a partner in creativity, not a replacement for their
    original thinking. They must guide the AI, evaluate its outputs, and make creative decisions to ensure their work remains authentically theirs. Additionally, students should be encouraged to credit AI-generated content appropriately to foster ethical use.

    Conclusion

    Storytelling is a cornerstone of language learning, offering ELLs opportunities to build
    vocabulary, practice grammar, and express their ideas. With AI, the storytelling process becomes more accessible, engaging, and impactful. From generating prompts to creating visuals and refining drafts, AI supports students in overcoming challenges and discovering the joy of storytelling.

    By integrating AI tools responsibly, educators empower every student to find their voice and share their unique stories with confidence. In the intersection of creativity and technology, AI has the potential to revolutionize the way we teach and learn storytelling

    Latest posts by eSchool Media Contributors (see all)

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  • Alumni-in-residence programs aid student development

    Alumni-in-residence programs aid student development

    Alumni-in-residence programs provide career insight and professional skill-building to students.

    SDI Productions/E+/Getty Images

    A May 2024 Student Voice survey found 29 percent of students believe their college or university should prioritize or focus more on connecting students to alumni and other potential mentors.

    Colleges and universities often have connections to a wide range of successful graduates who can provide insight and support to current students, but creating organic relationships between the two groups can be a challenge.

    One initiative institutions have undertaken is establishing alumni-in-residence programs to offer career development opportunities for current students.

    How it works: Similar to a formal mentoring program, alumni in residence hold one-on-one conversations with learners to address the student’s career goals and answer questions related to work or life after college.

    The alumni-in-residence program, however, asks alums to serve in a variety of functions, including panel presentations, etiquette dinners and a networking reception, as needed.

    What’s the value: Alumni can offer specific insights into career pathways from their alma mater into their current role, helping highlight the student journey in a unique way. Involving former students in career services can also increase funding and support for the institution. A 2024 survey by Gravyty found alumni who have participated in a mentoring program say they are 200 percent more likely to donate in the future.

    Effective career services can also impact a student’s perception of their institution after graduation; 19 percent of alumni reported receiving strong career support from their institution, and those alumni are 2.8 times more likely to say their degree is worth the tuition, according to the 2023 National Alumni Career Mobility Annual Report.

    A 2025 analysis by Gravyty also found 46 percent of alumni rank career support and networking as the most valuable services their alma mater can provide, yet only 40 percent of engagement programs at universities include mentoring opportunities.

    Who’s doing it: Some of the institutions hosting an alumni-in-residence program include:

    Do you have a career prep tip that might help others encourage student success? Tell us about it.

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  • West Point disbands student groups for women and minorities

    West Point disbands student groups for women and minorities

    The United States Military Academy in West Point, N.Y., has shut down a dozen student affinity clubs to comply with President Donald Trump’s executive orders to eliminate federal funding for diversity, equity and inclusion initiatives and ensure that no member of the military “be preferred or disadvantaged on the basis of sex, race, ethnicity, color, or creed,” The Washington Post reported.

    The Asian-Pacific Forum Club, the National Society of Black Engineers Club and the Latin Cultural Club are among the campus groups ordered to shut down, according to a memo sent Tuesday from Chad Foster, deputy commandant at West Point, to the Directorate of Cadet Activities.

    The memo orders all the identified clubs to “permanently cease all activities” and “unpublish, deactivate, archive or otherwise remove all public facing content.” It also orders the dozens of other clubs at West Point to “cease all activity” until they have been reviewed to ensure compliance with Trump’s executive orders and guidance from the Army and the Department of Defense. 

    Below is the full list of disbanded clubs, including some with decades-long histories at West Point, according to the Post:

    • The Asian-Pacific Forum Club
    • The Contemporary Cultural Affairs Seminar Club
    • The Corbin Forum
    • The Japanese Forum Club
    • The Korean-American Relations Seminar
    • The Latin Cultural Club
    • The Native American Heritage Forum
    • The National Society of Black Engineers (West Point chapter)
    • The Society for Hispanic Professional Engineers (West Point chapter)
    • The Society of Women Engineers (West Point chapter)
    • Spectrum
    • The Vietnamese-American Cadet Association

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