Tag: Student

  • The Student Satisfaction Inventory: Data to Capture the Student Experience

    The Student Satisfaction Inventory: Data to Capture the Student Experience

    Student Satisfaction Inventory: Female college student carrying a notebook
    Satisfaction data provides insights across the student experience.

    The Student Satisfaction Inventory (SSI) is the original instrument in the family of Satisfaction-Priorities Survey instruments.  With versions that are appropriate for four-year public/private institutions and two-year community colleges, the Student Satisfaction Inventory provides institutional insight and external national benchmarks to inform decision-making on more than 600 campuses across North America. 

    With its comprehensive approach, the Student Satisfaction Inventory gathers feedback from current students across all class levels to identify not only how satisfied they are, but also what is most important to them. Highly innovative when it first debuted in the mid-1990’s, the approach has now become the standard in understanding institutional strengths (areas of high importance and high satisfaction) and institutional challenges (areas of high importance and low satisfaction).

    With these indicators, college leaders can celebrate what is working on their campus and target resources in areas that have the opportunity for improvement. By administering one survey, on an annual or every-other-year cycle, campuses can gather student feedback across the student experience, including instructional effectiveness, academic advising, registration, recruitment/financial aid, plus campus climate and support services, and track how satisfaction levels increase based on institutional efforts.

    Along with tracking internal benchmarks, the Student Satisfaction Inventory results provide comparisons with a national external norm group of like-type institutions to identify where students are significantly more or less satisfied than students nationally (the national results are published annually). In addition, the provided institutional reporting offers the ability to slice the data by all of the standard and customizable demographic items to provide a clearer approach for targeted initiatives. 

    Like the Adult Student Priorities Survey and the Priorities Survey for Online Learners (the other survey instruments in the Satisfaction-Priorities Surveys family), the data gathered by the Student Satisfaction Inventory can support multiple initiatives on campus, including to inform student success efforts, to provide the student voice for strategic planning, to document priorities for accreditation purposes and to highlight positive messaging for recruitment activities. Student satisfaction has been positively linked with higher individual student retention and higher institutional graduation rates, getting right to the heart of higher education student success. 

    Sandra Hiebert, director of institutional assessment and academic compliance at McPherson College (KS) shares, “We have leveraged what we found in the SSI data to spark adaptive challenge conversations and to facilitate action decisions to directly address student concerns. The process has engaged key components of campus and is helping the student voice to be considered. The data and our subsequent actions were especially helpful for our accreditation process.”

    See how you can strengthen student success with the Student Satisfaction Inventory

    Learn more about best practices for administering the online Student Satisfaction Inventory at your institution, which can be done any time during the academic year on your institution’s timeline.

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  • How districts can avoid 4 hidden costs of outdated facilities systems

    How districts can avoid 4 hidden costs of outdated facilities systems

    Key points:

    School leaders are under constant pressure to stretch every dollar further, yet many districts are losing money in ways they may not even realize. The culprit? Outdated facilities processes that quietly chip away at resources, frustrate staff, and create ripple effects across learning environments. From scheduling mishaps to maintenance backlogs, these hidden costs can add up fast, and too often it’s students who pay the price. 

    The good news is that with a few strategic shifts, districts can effectively manage their facilities and redirect resources to where they are needed most. Here are four of the most common hidden costs–and how forward-thinking school districts are avoiding them. 

    How outdated facilities processes waste staff time in K–12 districts

    It’s a familiar scene: a sticky note on a desk, a hallway conversation, and a string of emails trying to confirm who’s handling what. These outdated processes don’t just frustrate staff; they silently erode hours that could be spent on higher-value work. Facilities teams are already stretched thin, and every minute lost to chasing approvals or digging through piles of emails is time stolen from managing the day-to-day operations that keep schools running.  

    centralized, intuitive facilities management software platform changes everything. Staff and community members can submit requests in one place, while automated, trackable systems ensure approvals move forward without constant follow-up. Events sync directly with Outlook or Google calendars, reducing conflicts before they happen. Work orders can be submitted, assigned, and tracked digitally, with mobile access that lets staff update tickets on the go. Real-time dashboards offer visibility into labor, inventory, and preventive maintenance, while asset history and performance data enable leaders to plan more effectively for the long term. Reports for leadership, audits, and compliance can be generated instantly, saving hours of manual tracking. 

    The result? Districts have seen a 50-75 percent reduction in scheduling workload, stronger cross-department collaboration, and more time for the work that truly moves schools forward.

    Using preventive maintenance to avoid emergency repairs and extend asset life

    When maintenance is handled reactively, small problems almost always snowball into costly crises. A leaking pipe left unchecked can become a flooded classroom and a ruined ceiling. A skipped HVAC inspection may lead to a midyear system failure, forcing schools to close or scramble for portable units. 

    These emergencies don’t just drain budgets; they disrupt instruction, create safety hazards, and erode trust with families. A more proactive approach changes the narrative. With preventive maintenance embedded into a facilities management software platform, districts can automate recurring schedules, ensure tasks are assigned to the right technicians, and attach critical resources, such as floor plans or safety notes, to each task. Schools can prioritize work orders, monitor labor hours and expenses, and generate reports on upcoming maintenance to plan ahead. 

    Restoring systems before they fail extends asset life and smooths operational continuity. This keeps classrooms open, budgets predictable, and leaders prepared, rather than reactive. 

    Maximizing ROI by streamlining school space rentals

    Gymnasiums, fields, and auditoriums are among a district’s most valuable community resources, yet too often they sit idle simply because scheduling is complicated and chaotic. Paper forms, informal approvals, and scattered communication mean opportunities slip through the cracks.

    When users can submit requests through a single, digital system, scheduling becomes transparent, trackable, and far easier to manage. A unified dashboard prevents conflicts, streamlines approvals, and reduces the back-and-forth that often slows the process. 

    The payoff isn’t just smoother operations; districts can see increased ROI through easier billing, clearer reporting, and more consistent use of unused spaces. 

    Why schools need facilities data to make smarter budget decisions

    Without reliable facilities data, school leaders are forced to make critical budget and operational decisions in the dark. Which schools need additional staffing? Which classrooms, gyms, or labs are underused? Which capital projects should take priority, and which should wait? Operating on guesswork not only risks inefficient spending, but it also limits a district’s ability to demonstrate ROI or justify future investments. 

    A clear, centralized view of facilities usage and costs creates a strong foundation for strategic decision-making. This visibility can provide instant insights into patterns and trends. Districts can allocate resources more strategically, optimize staffing, and prioritize projects based on evidence rather than intuition. This level of insight also strengthens accountability, enabling schools to share transparent reports with boards, staff, and other key stakeholders, thereby building trust while ensuring that every dollar works harder. 

    Facilities may not always be the first thing that comes to mind when people think about student success, but the way schools manage their spaces, systems, and resources has a direct impact on learning. By moving away from outdated, manual processes and embracing smarter, data-driven facilities management, districts can unlock hidden savings, prevent costly breakdowns, and optimize the use of every asset. 

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  • How One Big Beautiful Bill Act Threatens Student Success

    How One Big Beautiful Bill Act Threatens Student Success

    Nearly 60 percent of all college students in the U.S. experience at least one form of basic needs insecurity, lacking stable housing and/or consistent access to food, according to national surveys.

    The One Big Beautiful Bill Act, which Congress passed in July, creates sweeping changes to higher education—including a new tax rate for university endowments and accountability metrics for student income levels after graduation. It also directly impacts college students, threatening their access to food assistance programs and their ability to pay for college, which experts warn could hamper their persistence and completion.

    Policy and higher education leaders convened during an Oct. 28 webinar hosted by the Hope Center for Student Basic Needs at Temple University to discuss how the new legislation threatens student financial wellness and success.

    “We are very, very worried that student basic needs insecurity will be increasing dramatically over the next few years,” said Bryce McKibben, senior director of policy and advocacy at the Hope Center.

    For current students, experts outlined three major shifts in federal financial supports.

    1. Cuts to SNAP Funding

    OBBBA includes $186 billion in cuts to the Supplemental Nutrition Assistance Program, which provides support obtaining food for nearly three million young adults, according to U.S. Census data. The bill places more requirements on SNAP recipients; at present, all funding for SNAP is at risk due to the government shutdown. Some states expect to run out of SNAP dollars as early as Nov. 1.

    “[SNAP] is our first line of defense against hunger. It reduces health care–related issues and it bolsters local economies,” said Gina Plata-Nino, interim director of the SNAP, Food Research & Action Center. “It also provides jobs; it provides federal income taxes. And all of this is going to be threatened.”

    Under the bill, all adults ages 18 to 64 must demonstrate they work at least 20 hours per week to be eligible for SNAP, Plata-Nino said.

    Approximately one in four college students experience food insecurity. SNAP resources are largely underutilized by college students, in part because of complicated enrollment processes. Instead, many rely on campus pantries, which are mostly privately funded by individual donors or campus budgets. Plato-Nino anticipates the changes to SNAP will impact funding and capacity for higher education institutions to provide resources, “because now they have to focus on these issues,” she said.

    The federal cuts could cause further damage to an already fragile system.

    “We have a threadbare social safety net that really hits students when they can least afford to meet what are pretty acute and deep costs as they’re trying to get through their degree program,” said Mark Huelsman, director of policy and advocacy at the Hope Center.

    Many colleges and universities expanded emergency grant funding for students during the COVID-19 pandemic to address sudden expenses that could threaten a student’s ability to remain enrolled. While supplemental funding can help ease this gap, it’s not sufficient, Huelsman said.

    “Campuses don’t often have the resources to help students meet what can be an acute financial emergency,” Huelsman said.

    An August 2025 Student Voice survey by Inside Higher Ed and Generation Lab found that 64 percent of respondents said they didn’t know whether their college provides emergency financial aid, and an additional 4 percent indicated that resource was not available at their institution. Only 12 percent of respondents said they knew how to apply for emergency aid at their college.

    2. Changes to Pell Grants

    The reconciliation bill also includes a variety of changes to student eligibility for the federal Pell Grant program, which provides financial aid to low-income students.

    Over one-third of Student Voice respondents indicated paying for college was a top source of stress while enrolled, second only to balancing family, academic, work and personal responsibilities.

    For the academic year 2026–27, those with a student aid index (SAI) over $14,790, as identified by the FAFSA, are no longer eligible for Pell Grants. Similarly, students who receive scholarships that meet the full cost of attendance (including books, housing, food, tuition and fees) are not eligible for Pell, regardless of their SAI.

    “We anticipate that this will affect a very small number of students,” said Jessica Thompson, senior vice president at the Institute for College Access and Success. “But this remains to be seen how this takes effect and what it looks like on the ground.”

    3. Limits on Graduate and Parent Borrowing

    OBBBA caps loans on professional degree programs (which include medical, law, veterinary and dentistry programs, among others) at $200,000, and other graduate programs at $100,000. It also eliminates Grad PLUS loans, which are unsubsidized federal loans with no borrowing limits. Students currently enrolled can borrow from Grad PLUS for three academic years or the remainder of their credential program, whichever is shorter.

    While these limits can be beneficial for keeping student borrowing down, there may be unintended consequences regarding who can access the programs, Thompson said. For example, students who enroll at historically Black colleges and universities or minority-serving institutions are more likely to utilize Parent PLUS loans to pay for college.

    “This has been a really big lifeline for accessing credit in order to cover college costs for people’s children, and there will be a disproportionate impact on these new caps on those types of institutions,” Thompson said.

    Thompson also noted that a lack of federal loan opportunities for graduate and professional students may cause a rise in private loan borrowing, which often has higher interest rates and fewer protections for borrowers.

    “We want to keep a really close eye on what it means for the availability of programs in general … but also access and looking at increasingly less diverse pipelines in terms of historically marginalized populations being able to access graduate and professional programs,” Thompson said.

    Similar to SNAP cuts, Thompson anticipates the loan caps will add significant financial pressure on colleges and universities due to loss of revenue and enrollment.

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  • College Student Mental Health Remains a Wicked Problem

    College Student Mental Health Remains a Wicked Problem

    Just 27 percent of undergraduates describe their mental health as above average or excellent, according to new data from Inside Higher Ed’s main annual Student Voice survey of more than 5,000 undergraduates at two- and four-year institutions.

    Another 44 percent of students rate their mental health as average on a five-point scale. The remainder, 29 percent, rate it as below average or poor. 

    In last year’s main Student Voice survey, 42 percent of respondents rated their mental health as good or excellent, suggesting a year-over-year decline in students feeling positive about their mental health. This doesn’t translate to more students rating their mental health negatively this year, however, as this share stayed about the same. Rather, more students in this year’s sample rate their mental health as average (2025’s 44 percent versus 29 percent in 2024). 

    About the Survey

    Student Voice is an ongoing survey and reporting series that seeks to elevate the student perspective in institutional student success efforts and in broader conversations about college.

    Look out for future reporting on the main annual survey of our 2025–26 cycle, Student Voice: Amplified. Check out what students have already said about trust, artificial intelligence and academics, cost of attendance, and campus climate.

    Some 5,065 students from 260 two- and four-year institutions, public and private nonprofit, responded to this main annual survey about student success, conducted in August. Explore the data captured by our survey partner Generation Lab here and here. The margin of error is plus or minus one percentage point.

    The story is similar regarding ratings of overall well-being. In 2024, 52 percent of students described their overall well-being as good or excellent. This year, 33 percent say it’s above average or excellent. Yet because last year’s survey included slightly different categories (excellent, good, average, fair and poor, instead of excellent, above average, average, below average and poor), it’s impossible to make direct comparisons. 

    How does this relate to other national data? The 2024-2025 Healthy Minds Study found that students self-reported lower rates of moderate to severe depressive symptoms, anxiety and more for the third year in a row—what one co-investigator described as “a promising counter-narrative to what seems like constant headlines around young people’s struggles with mental health.” However, the same study found that students’ sense of “flourishing,” including self-esteem, purpose and optimism, declined slightly from the previous year. So while fewer students may be experiencing serious mental health problems, others may be moving toward the middle from a space of thriving.

    Inside Higher Ed’s leadership surveys this year—including the forthcoming Survey of College and University Student Success Administrators—also documented a gap between how well leaders think their institutions have responded to what’s been called the student mental health crisis and whether they think undergraduate mental health is actually improving. In Inside Higher Ed’s annual survey of provosts with Hanover Research, for example, 69 percent said their institution has been effective in responding to student mental health concerns, but only 40 percent said undergraduate health on their campus is on the upswing.

    Provosts also ranked mental health as the No. 1 campus threat to student safety and well-being (80 percent said it’s a top risk), followed by personal stress (66 percent), academic stress (51 percent) and food and housing insecurity (42 percent). Those were all far ahead of risks such as physical security threats (2 percent) or alcohol and substance use issues (13 percent).

    Among community college provosts, in particular, food and housing insecurity was the leading concern, with 86 percent naming it a top risk.

    Financial insecurity can impact mental health, and both factors can affect academic success. Among 2025 Student Voice respondents who have ever seriously considered stopping out of college (n=1,204), for instance, 43 percent describe their mental health as below average or poor. Among those who have never considered stopping out (n=3,304), the rate is just 23 percent. And among the smaller group of students who have stopped out for a semester or more but re-enrolled (n=557), 40 percent say their mental health is below average or poor, underscoring that returnees remain an at-risk group for completion.

    Similarly, 43 percent of students who have seriously considered stopping out rate their financial well-being as below average or poor, versus 23 percent among students who’ve never considered stopping out—the same split as the previous finding on mental health.

    The association between students’ confidence in their financial literacy and their risk of dropping out is weaker, supporting the case for tangible basic needs support: Some 25 percent of respondents who have considered stopping out rate their financial literacy as below average or poor, compared to 15 percent of those who have not considered stopping out.

    Angela K. Johnson, vice president for enrollment management at Cuyahoga Community College in Ohio, said her institution continuously seeks feedback from students about how their financial stability and other aspects of well-being intersect.

    “What students are saying by ‘financial’ is very specific around being unhoused, food insecurity,” she said. “And part of the mental health piece is also not having the medical insurance support to cover some of those ongoing services. We do offer some of them in our counseling and psychological services department, but we only offer so many.”

    All this bears on enrollment and persistence, Johnson said, “but it really is a student psychological safety problem, a question of how they’re trying to manage their psychological safety without their basic needs being met.”

    A ‘Top-of-Mind Issue’

    Tri-C, as Johnson’s college is called, takes a multipronged approach to student wellness, including via an app called Help Is Here, resource awareness efforts that target even dual-enrollment students and comprehensive basic needs support: Think food pantries situated near dining services, housing transition coordination, childcare referrals, utility assistance, emergency funds and more.

    Faculty training is another focus. “Sometimes you see a student sleeping in your class, but it’s not because the class is boring. They may have been sleeping in their car last night,” Johnson said. “They may not have had a good meal today.”

    Political uncertainty may also be impacting student wellness. The American Council on Education hosted a webinar earlier this year addressing what leaders should be thinking about with respect to “these uncertain times around student well-being,” said Hollie Chessman, a director and principal program officer at ACE. “We talked about identity, different identity-based groups and how the safe spaces and places are not as prevalent on campuses anymore, based on current legislation. So some of that is going to be impacting the mental health and well-being of our students with traditionally underrepresented backgrounds.”

    Previously released results from this year’s Student Voice survey indicate that most students, 73 percent, still believe that most or nearly all of their peers feel welcomed, valued and supported on campus. That’s up slightly from last year’s 67 percent. But 32 percent of students in 2025 report that recent federal actions to limit diversity, equity and inclusion efforts have negatively impacted their experience at college. This increases to 37 percent among Asian American and Pacific Islander and Hispanic students, 40 percent among Black students and 41 percent among students of other races. It decreases among white students, to 26 percent. Some 65 percent of nonbinary students (n=209) report negative impacts. For international students (n=203), the rate is 34 percent.

    The Student Voice survey doesn’t reveal any key differences among students’ self-ratings of mental health by race. Regarding gender, 63 percent of nonbinary students report below average or poor mental health, more than double the overall rate of 29 percent. In last year’s survey, 59 percent of nonbinary students reported fair or poor mental health.

    In a recent ACE pulse survey of senior campus leaders, two in three reported moderate or extreme concern about student mental health and well-being. (Other top concerns were the value of college, long-term financial viability and generative artificial intelligence.)

    “This is a top-of-mind issue, and it has been a top-of-mind issue for college and university presidents” since even before the pandemic, Chessman said. “And student health and well-being is a systemic issue, right? It’s not just addressed by a singular program or a counseling session. It’s a systemic issue that permeates.”

    In Inside Higher Ed’s provosts’ survey, the top actions these leaders reported taking to promote mental health on their campus in the last year are: emphasizing the importance of social connection and/or creating new opportunities for campus involvement (76 percent) and investing in wellness facilities and/or services to promote overall well-being (59 percent).

    Despite the complexity of the issue, Chessman said, many campuses are making strides in supporting student well-being—including by identifying students who aren’t thriving “and then working in interventions to help those students.” Gatekeeper training, or baseline training for faculty and staff to recognize signs of student distress, is another strategy, as is making sure faculty and staff members can connect students to support resources, groups and peers.

    “One of the big things that we have to emphasize is that it is a campuswide issue,” Chessman reiterated.

    More on Health and Wellness

    Other findings on student health and wellness from this newest round of Student Voice results show:

    1. Mental health is just one area of wellness in which many students are struggling.

    Asked to rate various dimensions of their health and wellness at college, students are most likely to rate their academic fit as above average or excellent, at 38 percent. Sense of social belonging (among other areas) is weaker, with 27 percent of students rating theirs above average or excellent. One clear opportunity area for colleges: promoting healthy sleep habits, since 44 percent of students describe their own as below average or poor. (Another recent study linked poor sleep among students to loneliness.)

    1. Many students report using unhealthy strategies to cope with stress, and students at risk of stopping out may be most vulnerable.

    As for how students deal with stress at college, 56 percent report a mix of healthy strategies (such as exercising, talking to family and friends, and prioritizing sleep) and unhealthy ones (such as substance use, avoidance of responsibilities and social withdrawal). But students who have seriously considered stopping out, and those who have stopped out but re-enrolled, are less likely than those who haven’t considered leaving college to rely on mostly healthy and effective strategies.

    1. Most students approve of their institution’s efforts to make key student services available and accessible.

    Despite the persistent wellness challenge, most students rate as good or excellent their institution’s efforts to make health, financial aid, student life and other services accessible and convenient. In good news for community colleges’ efforts, two-year students are a bit more likely than their four-year peers to rate these efforts as good or excellent, at 68 percent versus 62 percent.

    ‘It’s Easy to Feel Isolated’

    The Jed Foundation, which promotes emotional health and suicide prevention among teens and young adults, advocates a comprehensive approach to well-being based on seven domains:

    • Foster life skills
    • Promote connectedness and positive culture
    • Recognize and respond to distress
    • Reduce barriers to help-seeking
    • Ensure access to effective mental health care
    • Establish systems of crisis management
    • Reduce access to lethal means

    At JED’s annual policy summit in Washington, D.C., this month, advocates focused on sustaining the progress that has been made on mental health, as well as on the growing influence of artificial intelligence and the role of local, state and federal legislation on mental health in the digital age. Rohan Satija, a 17-year-old first-year student at the University of Texas at Austin who spoke at the event, told Inside Higher Ed in an interview that his mental health journey began in elementary school, when his family emigrated from New Zealand to Texas.

    “Just being in a completely new environment and being surrounded by a completely new group of people, I struggled with my mental health, and because of bullying and isolation at school, I struggled with anxiety and panic attacks,” he said.

    Satija found comfort in books and storytelling filled with “characters whom I could relate to. I read about them winning in their stories, and it showed me that I could win in my own story.”

    Satija eventually realized these stories were teaching lessons about resilience, courage and empathy—lessons he put into action when he founded a nonprofit to address book deserts in low-income and otherwise marginalized communities in Texas. Later, he founded the Vibrant Voices Project for incarcerated youth, “helping them convert their mental health struggles into powerful monologues they can perform for each other.”

    Currently a youth advocacy coalition fellow at JED, Satija said that college so far presents a challenge to student mental health in its “constant pressure to perform in all facets, including academically and socially and personally. I’ve seen many of my peers that have entered college with me, and a lot of us expect freedom and growth but get quickly bogged down with how overwhelming it can be to balance coursework, jobs, living away from your family and still achieving.”

    Students speak on a panel and the annual JED policy summit.

    Rohan Satija, center, speaks at JED’s annual policy summit in Washington earlier this month.

    He added, “This competitive environment can make small setbacks feel like failures, and I’d say perfectionism can often become kind of like a silent standard.”

    Another major challenge? Loneliness and disconnection. “Even though campuses are full of people, it’s easy to feel isolated, especially as a new student, and even further, especially as a first-generation student, an immigrant or anyone far from home.”

    While many students are of course excited for the transition to adulthood and “finally being free for the first time,” he explained, “it comes with a lot of invisible losses, including losing the comfort of your family and a stable routine … So I think without intentional efforts to build connection in your new college campus, a lot of students feel that their sense of belonging can erode pretty quickly.”

    In this light, Satija praised UT Austin’s club culture, noting that some of the extracurricular groups he’s joined assign a “big,” or student mentor, to each new student, or “little,” driving connection and institutional knowledge-sharing. Faculty members are also good at sharing information about mental health resources, he said, including through the learning management system.

    And in terms of proactive approaches to overall wellness, the campus’s Longhorn Wellness Center is effective in that it “doesn’t promote itself as this big, like, crisis response space: ‘Oh, we’re here to improve your mental health. We’re here to make your best self,’ or anything like that,” he said. “It literally just promotes itself as a chill space for student wellness. They’re always talking about their massage chairs.”

    “That gets students in the door, yeah?” Satija said.

    This independent editorial project is produced with the Generation Lab and supported by the Gates Foundation.

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  • Student accommodation – a tale of two cities, and 2point4 students

    Student accommodation – a tale of two cities, and 2point4 students

    I think it’s fair for students to assume that if they end up leaving home to go to university, they’ll be able to rent somewhere to live that is demonstrably safe, reasonably suitable for their needs, affordable, and of a reasonable distance from campus.

    I think it’s fair for students to assume that when they are accepted to study away from home at a university, that the university that recruits them will have had at least an eye on whether accommodation that is safe, suitable, affordable and nearby will actually be available.

    I also think it’s fair to say that endless surveys, research studies, polls and stories suggest that as the sector has expanded, the reality of the student experience feels like it’s been getting further and further away from that expectation.

    2011’s “Students at the Heart of the System” and 2016’s “Success as a Knowledge Economy” were both pretty much silent on student accommodation.

    In fact the closest that the last government got to policy on student housing was when 2019’s universities minister Chris Skidmore called a roundtable on the issue, following construction delays that led to hundreds of first year students in temporary accommodation that year:

    Poor accommodation, high living costs and a lack of information can seriously affect student welfare and mental health, so providers must be held to account. With the number of students expected to rise sharply due to demographic changes in the 2020s, now is the time to prepare and think ahead about how we deliver and regulate student accommodation for the future. Accommodation is a central issue of the student experience and it is the duty of accommodation providers, HE institutions and Government to think carefully about what needs to happen in the future.

    Pro-European Skidmore was relieved of his position by the PM after the general election that followed.

    So it was pleasing to find that two of the four factors pick up a mention in the Post-16 Education and Skills white paper:

    Accommodation costs have increased significantly. Average student rents across England are now close to the level of the maximum student loan and in London they are above it. There has also been an acute lack of available accommodation in some places. This is more likely to impact on people from low-income backgrounds, influencing their choice of provider or preventing them accessing or completing higher education all together.

    Of price and availability, only price gets a data source – the 2024 London iteration of Unipol’s Accommodation Costs Survey 2024, which actually found that in the capital, a student in receipt of the average maintenance loan will need to find an extra £2,890 just to cover the average rent for Purpose-Built Student Accommodation (PBSA).

    There’s long been a debate about the extent to which many of the problems are caused by a failure to stimulate supply, or a failure to to control demand – although if Glasgow’s problems in 2022 are anything to go by, it’s tended to be a debate more about buck-passing and blame-pinning than one focussed on generating a solution.

    The white paper’s solution concerns itself with the relationship between the two:

    We will work with the sector and others so that the supply of student accommodation meets demand, including increasing the supply of affordable accommodation where that is needed. We will work with the sector, drafting a statement of expectations on accommodation which will call upon providers to work strategically with their local authorities to ensure there is adequate accommodation for the individuals they recruit.

    Policies requiring work between universities and their “area” don’t have a great history in England – partly because the government and its silos can never make their mind up over who to place duties on, and how to hold them accountable.

    Hence in the Higher Education and Research Act 2017, it was universities, via the Office for Students (OfS), that were told to cooperate with one or more electoral registration officers in England to enable the electoral registration of students – only for a 2021 Cabinet Office evaluation of that condition to show that nearly half of all providers (47 per cent) reported that they had had no communications with any local authorities over the issue at all.

    As such, on this one the government seems to be pinning its hopes on two policy levers. The first looks like it will be a version of guidance already published by Universities UK in 2011 – a set of “reflective questions” and “case studies” to support university leaders in considering their long-term approach to student accommodation.

    The second is the statutory planning framework, which requires that the size, type and tenure of housing needed for different groups in the community should be assessed and reflected in planning policies, with students specifically listed as one of the groups that must be considered.

    It got an update in December 2024, removing student accommodation from exceptions to affordable housing policy requirements – part of the government’s broader push to increase affordable housing delivery and ensure that all types of residential development contribute to meeting housing needs.

    The question is whether those levers will work – and in an attempt to work that out, I’ve been down a dispiriting rabbit hole of departmental silos, shaky data, poor relationships, and a fundamental failure to get close to matching supply with demand.

    Growing demand

    Let’s first look at demand. The closest we get to “official” figures on the type of student housing that students are in is the TTACCOM field in the HESA student record. It is to be collected once a year, and differentiates between “provider maintained property”, “parental/guardian home,” “other.” “not known,” “not in attendance at the provider,” “own residence,” “other rented accommodation” and “private-sector halls.”

    It is a dataset widely believed to be plagued with quality issues. The once-per-year collection of the thing seems to be carried out at different times – although most seem to do it during September enrolment, when housing may still be in flux. There is also widely believed to be significant confusion amongst students as to which of the boxes to tick, and timing issues may miss postgraduate students depending on their start date.

    Nevertheless, other than a census whose data was collected in 2020, and council tax exemption data compiled from Local Authorities, it’s pretty much all we have – and appears in all sorts of reports in the housing sector to justify invitations to invest in “get rich quick” PBSA schemes around the country.

    What we don’t know when the sector is expanding is how many students will need a bedspace rather than remain at home, but we can bet that international students will – and we know that the post-2019 changes to the immigration system saw a sharp increase in international students, with international PGT student enrolments in England rising from 265,755 in 2019/20 to 408,240 in 2023/24.

    We know that that figure rose much faster than Home Office officials ever envisaged in their assessment of the impact of the changes to the graduate route, which itself never considered accommodation. And neither did the International Education “Strategy” of 2019.

    At least for a part of that period, that figure is a major under-estimation, because that circa 150k doesn’t include dependents – most of whom have now been barred from coming. For England it also doesn’t factor in universities in the rest of the UK (mainly Scotland) with campuses in England. And it misses altogether any impacts from the graduate route visa, switching from it to being skilled in the city, or any desire that home students might have to stay in the area and contribute to economic growth.

    It doesn’t tell us how many students couldn’t find somewhere safe, affordable, close or suitable in 2019, it doesn’t factor in any reduction of demand for bedspaces from changes to home student habits, and it doesn’t tell us anything about the distribution or concentration of the net increase in demand.

    But if we use that 150k figure as a rule of thumb, that’s the equivalent of 63,000 extra “homes” that needed to be built to accommodate the increase – a responsibility that the government places on local authorities at a ratio of 2.4 bedspaces = a home.

    2point4 students

    Say what? Local authorities have to free up land approve planning requests to hit central government targets on housebuilding, and it turns out that in the Housing Delivery Test measurement rule book, the number of net homes delivered is the the net additional dwellings over a rolling 3 year period, with an adjustment for PBSA calculated by dividing the total number of students living in student only households by the total number of student only households in England.

    The current ratio is 2.4 – with source data from the Census 2021, prepared by the Office for National Statistics. The problem is that if the ratio is too high, local authorities receive insufficient credit for student accommodation, discouraging PBSA development and potentially forcing students back into the private rental sector, constraining family housing supply.

    Conversely, if the ratio is too low, authorities can meet housing targets by over delivering PBSA relative to general needs housing, creating a loophole that masks underperformance in delivering homes for non-student populations.

    The risks are then compounded by two potential flaws – first, the 2.4 figure derives from Census 2021 data collected during pandemic lockdowns when student living arrangements were highly atypical (although ONS assures us that all is fine), and second, applying a single national average ignores substantial geographic variation – students in high-cost cities like London share accommodation at far higher rates than those in cities with abundant PBSA supply.

    The other problem is how housing needs are calculated in the first place. Until last December, local authorities calculated housing needs using household projections from 2014 demographic data – a figure that served as both the target for their Local Plans and the benchmark against which actual delivery was measured in the Housing Delivery Test.

    The method started with projected household growth over ten years (where students were only implicitly captured as part of demographic trends in household formation, but with no explicit student adjustment), applied an affordability adjustment, and capped increases at 40 per cent for authorities with adopted plans, while adding a controversial 35 per cent “urban uplift” to the 20 largest cities.

    That all created a perverse “doom loop” – areas that had historically underdelivered housing saw suppressed household formation in their projections (people couldn’t form independent households and instead shared or stayed in parental homes), which in turn produced lower calculated need figures, perpetuating the cycle of undersupply – meaning councils were both planning for inadequate housing and being measured against those same inadequate targets.

    To be fair, to get their Local Plan approved, authorities were required to assess student accommodation needs through direct liaison with universities and could set specific student housing policies.

    But when delivery is subsequently measured in the Housing Delivery Test, the denominator is either the adopted plan requirement (which might include explicit student provision) or the minimum standard method figure (where students remained invisible except through household projections) – with the only explicit student adjustment appearing on the delivery side through the 2.4 ratio used to convert completed PBSA bedrooms into dwelling-equivalents. That means councils have to consciously plan for student housing growth but are often measured against targets that fail to capture it.

    If anything, the new method is worse. Post-December 2024, it calculates annual need as 0.8 per cent of existing housing stock, adjusted for affordability based on house prices versus workplace earnings. But that excludes students in PBSA, as these don’t count as dwelling stock, and ignores rental affordability pressures specific to students. Since it focuses on homeownership affordability, student housing crises may go undetected unless they influence broader house price trends. And unlike the previous method, it doesn’t account for changes in household formation or rapid student population growth.

    Supplying new homes

    Nevertheless, whether we’re talking about James Brokenshire or Robert Jenrik’s collective English target of 300,000 new homes a year, or the current government’s revised target of 370,000 homes a year (a target that looks set to be missed), the method for doing so works like this.

    Councils are given targets, and duties to consider in their local plans. If the way that students are factored into both need and delivery is faulty, that has the potential to cause real problems in cities – undersupply pushes rents up, and oversupply of PBSA doesn’t help because families can’t flow into buildings designed for students.

    When they put together their local plans, councils are told that encouraging more dedicated student accommodation “may provide low cost housing” that “takes pressure off the private rented sector” and “increases the overall housing stock”. In other words, the clear steer is that where there is student numbers growth, it should really all be soaked up by PBSA – and where there isn’t, that PBSA will see students move out of HMOs and flats and into halls.

    Is that what has happened? Not quite. Notwithstanding the data quality issues in the HESA stats I reference above, if I just look at those renting (ie those saying they’re in PBSA, university halls or “other rented”) in 2019/20 and 2023/24 (ignoring what we used to call “alternative” providers), we see an increase of 22,915 in private PBSA, a decrease of 5,030 in university halls, and an increase in “other rented” of 93,110.

    But not all local authority areas are equal. Again, the fact that this is a bodge tells its own story, but if we were to map each university simplistically to its local authority area, ignore London because of its complexity and do some more bodging where multiple LAs get a joint housing target, the figures look like this:

     

    [Full screen]

    Here you can use the drop down to toggle between years, as well as see the overall increase over the five years. Note London is excluded, and all students that HESA shows have been allocated to a single local authority area with a housebuilding target that is nearest to that university’s principal address.

    Again that data quality issue and its coverage may be an issue – just because HESA shows a student enrolled with a provider at, say, Teesside University doesn’t mean they’re all living in Middlesbrough given that it has a campus at the Queen Elizabeth Olympic Park in Stratford.

    If anything, the above shows how poor the data is – if 150k more international students were knocking around by 2023/24, but the totals outside London only show 50k, either the rest all poured into London, the rest all poured into alternative providers, 100k home students are now not renting, or the “others” and “not knowns” in the HESA data are hiding where students have actually lived.

    We can also see the above increases by housing type:

     

     

    [Full screen]

    This time you can use the drop down to toggle between increase over the period by type. As before, note London is excluded, and all students that HESA shows have been allocated to a single local authority area with a housebuilding target that is nearest to that university’s principal address.

    Notwithstanding the data issues, the tables make lots of sense. We know about sharp increases in rent in places like Exeter and Bristol, and we’ve heard about oversupply of PBSA issues in places like Coventry and Portsmouth.

    What this then allows us to do is look at the relationship between the targets that local authorities were subject to on housebuilding, and the extent to which student numbers increases ate into those targets.

    First, here’s local authorities and the impact of students in off-street housing (assuming, as per earlier, that every home = 2.4 students):

     

     

    [Full screen]

    This time you can use the drop down to toggle between that areas’s housebuilding target under the last government, the increase that HESA shows in students renting off-street housing expressed as “homes”, and then the proportion of the target that eats into. As before, note London is excluded, and all students that HESA shows have been allocated to a single local authority area with a housebuilding target that is nearest to that university’s principal address.

    Explaining that table becomes a game in itself. Is the Middlesbrough figure something to do with London? Is Hatfield all about students living in Luton or up the M1? But generally we can see where new students in off-street housing have made it even harder for those local authorities to hit their targets.

    Now here’s local authorities and the impact of students in both sorts of PBSA (assuming, as per earlier, that every home = 2.4 students):

     

    [Full screen]

    Finally, you can use the drop down to toggle between that areas’s housebuilding target under the last government, the increase that HESA shows in students renting university or private PBSA expressed as “homes”, and then the proportion of the target that eats into. As before, note London is excluded, and all students that HESA shows have been allocated to a single local authority area with a housebuilding target that is nearest to that university’s principal address.

    In some ways, the LAs above the line represent some good news – PBSA has done some soaking up. The ones to worry about are the ones below the line – because there, the LA will have been counting new beds towards its targets, but once cities right at the bottom tip into over-supply, that stock can’t be redistributed to families.

    Add it all up, and it pretty much guarantees a perpetual mismatch between student housing supply and demand, with universities recruiting students faster than the planning system can recognise the need for accommodation, some local authorities green lighting projects only for demand to collapse, and local authorities generally blamed for failures that are baked into the measurement framework itself.

    And nowhere is the problem more vivid than the city where I was a student in the 1990s – Bristol.

    Time for a cool sharp harp

    Back in 1995 when I became a student, I was lucky enough to find an HMO, operated by a retired couple, literally opposite the St Matthias campus of UWE in Fishponds. It had an actual living room, decent sized desks in each room, and rent that was affordable if I indulged in a little part-time work.

    On graduation, we moved a bit – first to another property in Fishponds, and then to a flat on Park Street, the hill that runs from the city centre up the University of Bristol where I was based as NUS’ regional officer. I thought I knew the city.

    Thirty years on, things are unrecognisable. St Matthias has been closed, most landlords have turned living rooms into extra bedrooms, and a glance at the going rent prices for both PBSA and HMOs suggests I’d have been priced out of university altogether. So acute has the accommodation crisis been in Bristol that, in recent years, both universities have ended up meeting their guarantee of accommodation to new students by housing them in Newport. In Wales.

    That has all contributed to a growing sense of crisis in the city – and an eye-watering 9 per cent increase in already sky-high rents in the city between 2021/22 and 2023/24. But to get a sense of what went wrong, and why it will almost certainly continue to go wrong, we need to know what the city has been doing over planning.

    The last actual Local Plan for the city is a decade old, notwithstanding some policy bits and bobs since – and a major review has been underway. So as part of the contribution to the intel on local housing need – required to get the new plan passed – in April 2024, council officials drafted a document called “Managing the Development of Purpose-Built Student Accommodation topic paper” with the aim of enabling the delivery of sufficient PBSA to match (all) future growth in student numbers.

    It notes that the council’s “Policy H7: Managing the development of purpose-built student accommodation” identified a need for some 8,800 additional student bed spaces city-wide by 2040 – supposedly the total future estimated need for bed spaces over the period 2023 to 2040.

    The paper suggests some stilted relationships. The council had “requested” future student number projections and accommodation needs from UWE and UoB, with UWE responding in March 2023 and UoB in August 2023. UWE indicated flat growth to 2030 and could not provide reliable figures beyond that, rejecting projections of significant growth, leading the council to assume no additional bedspace need for UWE.

    UoB, on the other hand, provided historic and projected student numbers from 2020 to 2039, identifying consistently 85 per cent of its student headcount as needing accommodation. The increase in students needing accommodation from 2023 to 2039 was therefore calculated at 8,834, rounded to 8,800 bed spaces, forming the total projected need.

    Whether there’s a real relationship between UoB’s growth projections and a) its financial projection returns to OfS, b) its access and participation plan, or c) reality is almost moot – but if nothing else it shows the ambition to grow in this particular Russell Group provider.

    Scrutiny on the Thekla

    When they got the draft plan, the planning inspectors were worried about lots of the assumptions – in the main they queried why UWE demand had been excluded. The council said UWE’s expected growth was largely apprenticeships, short courses and online learning centred on Frenchay in South Gloucestershire, so extra Bristol bedspaces were “unlikely to be significant”.

    They also asked about HMOs. The council was using a “sandwiching” rule – the idea that letting a home be boxed in by HMOs on both sides makes local problems worse. Was that the right approach? They asked why “too many HMOs” had been set at ten per cent of nearby homes. And they were confused about where Article 4 Directions – restricting approval for conversation of a house to an HMO – would apply.

    The council’s answer was that “sandwiching” ramps up noise, parking and rubbish even when HMO numbers are low. Ten per cent was the point where those harms jumped above the norm. There are seven Article 4 areas across the city – and its map showed where they were.

    The University of Bristol also wasn’t thrilled. It argued that the 8,800-bed “need” was unsound because it ignored existing undersupply and growth from UWE and others, and it misaligned base dates so permissions since March 2019 reduced area caps without counting as need. Hard caps on expansion were, they said, too low, inflexible and at odds with the policy’s promise to match student growth with PBSA, and the way those caps were derived – applying an average city-centre density to campuses and growth areas – was methodologically wrong.

    It also backed the idea that new-build PBSA beds should be affordable “in principle”, but rejected a blanket affordable-student requirement and the implied role of the university in nominating and managing those beds. The net effect, they warned, was that tighter PBSA supply would push students into the general housing stock, drive rents higher and harm both Bristol’s attractiveness and UoB’s competitiveness.

    The proposed affordability rules deserve scrutiny. For the 2024 paper, the council pulled together two things – what students paid, and the money they had. On rents, it looked at 2021 price lists for UoB and UWE halls, big private PBSA providers, and shared houses via Bristol SU Lettings, plus national surveys showing Bristol near the top for student rents in 2021 and 2023.

    But on incomes, let’s ignore for a minute that the council doesn’t mention international students at all in the paper (!). It ended up using DfE’s 2021/22 student income survey and the government’s maintenance loan levels, assuming the full maintenance loan was a reasonable minimum income most students can rely on. It then defined an “affordable” student rent as no more than half of that full maintenance loan for the year, noting students don’t pay council tax and PBSA rents usually include bills.

    Then to estimate how many would need help, it used Student Loans Company data on the share of students getting the full maintenance loan (household income £25,000 or less) – roughly 23–29 per cent at UoB and 41–51 per cent at UWE in the mid-2010s – and took a punt on a mid-point for Bristol overall – such that Policy H7 would ask for “at least” 35 per cent of beds in new PBSA to be affordable on that definition, with those affordable beds allocated through the relevant university where it runs the building or holds a nominations agreement.

    UoB was uneasy about being required to nominate and manage affordable beds – it risked making the university a “de-facto market gatekeeper” – although how anyone else was supposed to make sure cheaper rooms went to poorer students is anyone’s guess.

    More fundamentally, UoB’s England-undergraduate “full loan” share fell from 28.3 per cent in 2014/15 to 22.5 per cent in 2017/18, and UWE’s from 51.4 per cent to 40.7 per cent over the same years, with the combined “all students” measure dropping from 26.0 to 18.8 per cent – a slide driven by the frozen £25,000 means-test, not by falling need.

    Yet the policy sets no ratchet, no uprating with inflation, no room-type or contract-length nuance, and treats a domestic loan as a universal yardstick. Add that the rent evidence leans on 2021 price lists in a market that has moved quickly, and you end up with a single city-wide floor chosen because it models as “viable,” not because it cleanly maps need. If the proxy undercounts and the benchmark can’t move, that looks less like an affordability regime and more like an administrative comfort zone to get past the inspectors.

    Getting in and getting on

    This all ought to be an access and participation issue. In its Equality of Opportunity Risk Register (EORR), OfS Risk 11 says that increasing student numbers may limit a student’s access to key elements of their expected higher education experience, disproportionately affecting those without the financial resources or wider support to react appropriately.

    Tellingly, even that framing assumes that the “capacity issues” would be caused by more students rather than reduced capacity for a flat number of students – if Bristol hits its targets without commensurate bed space build, UWE would be hit – and both could be hit by Renter’s Rights Act-related HMO reduction. As I’ve noted here before, one of the signature faults of APP regulation is assuming a stable external environment.

    OfS warns that those from a low household income, disabled students, mature students, care experienced students and estranged could all be impacted by capacity issues – and in their approved APPs, both Bristol and UWE have targets for students from low household incomes and for disabled students, Bristol has a mature-student target, and while neither set numeric targets for care-experienced or estranged students, the plans still emphasise support schemes.

    So you’d assume that OfS – whose own staff must know how expensive renting is in Bristol given most of them are based there – has made sure that both universities have robust Risk 11 intervention strategies over accommodation supply in their plans. You’d assume wrong.

    UWE names “suitable accommodation” under OfS Risk 11 but responds via its financial support intervention. And Bristol only mentions Risk 11 in its progression analysis for students declaring a mental health condition, highlighting capacity constraints around access to work experience.

    What a mess

    Taken together, we have a system that appears to be structurally incapable of delivering what students need. In any city, it feels like there’s little coordination between universities expanding their recruitment and local authorities planning for accommodation, little cooperation between the departments counting students and the ones building homes, and no ability to plan when the data is collected once a year, at different times, and when nobody trusts it anyway.

    There’s no ability to forecast when universities won’t (or can’t) share reliable growth projections, when international student numbers can surge by 50 per cent in four years, and when the only response is to assume it away or round it to zero. And there’s no ability to control where demand goes when one institution can decide to grow by 8,800 students while another flatlines, when students can be bussed to Newport to meet a “guarantee,” and when affordability definitions are frozen in time while rents spiral upward.

    The frameworks that exist – the planning consultations, the policy requirements, the emerging statements of expectation – are designed for a world where growth (and contraction) is gradual, relationships are strong, and data is reliable. Fundamentally, they’re designed for a world where immigration policy is stable, and student numbers are rationed. That world does not exist.

    There’s a lot here that I’ve not touched. The Renters’ Rights Bill will reshape the private rented sector – greater security but potentially fewer landlords willing to let to students at all, particularly in HMO-dense areas where profit margins are already squeezed and local authorities are tightening regulation. For PBSA developers, uncertainty is the enemy of investment. Planning policies that cap bed numbers, impose affordability requirements that shift depending on which inspector is reading the plan, and change the rules mid-pipeline make returns unpredictable. When coupled with volatile international student numbers, the surprise isn’t that some cities see construction slow to a crawl, it’s that anyone builds anything at all.

    What does get built increasingly takes the form of gated communities – secure, managed, all-inclusive – that separate students from the cities they study in. The convenience is real, but so is the cost to integration, to understanding how cities work, to building relationships with permanent residents.

    That market is itself becoming a mechanism for delayed wealth transfer. Student accommodation has become an infrastructure asset class, with pension funds and institutional investors lending billions against projected rental income streams. Students borrow from government to pay rent to pension funds, while the equity their parents might once have used to help them onto the property ladder is siphoned into maintaining returns for retirees (quite possibly their own parents and grandparents). It’s a social mobility circuit breaker dressed up as an investment opportunity.

    And all of this breeds resentment. Locals resent undersupply when it prices them out of rental markets in their own cities, when students with loans can outbid working families for the diminishing stock of affordable homes. They resent oversupply when gleaming PBSA towers stand half-empty, monuments to a growth forecast that didn’t materialise, dark windows looming over neighborhoods crying out for family housing.

    Universities that chase international growth find themselves villainised in both scenarios – blamed for swamping local housing markets and for attracting investment that benefits nobody local at all. It shows up in local polling, in council elections, in the fraying of town-gown relationships that were never robust to begin with.

    But fundamentally, strip away the policy complications and the investment structures and the local politics, and we’re back to supply and demand. In its latest Student Accommodation Annual Report, property firm Cushman and Wakefield says the quiet part out loud – investors should be “targeting markets with structural undersupply”, because only markets in equilibrium, or temporary undersupply, can sustain meaningful rental growth – and when new beds flood the market, the pendulum quickly swings in the other direction:

    Conversely, in cities where PBSA development has subsequently slowed or been constrained, the market has demonstrated its ability to recover. Here, previously delivered stock is gradually absorbed – often through rent rebasing – and pricing power shifts back toward operators. As occupancy strengthens and availability tightens, upward pressure on rents re-emerges.

    Another student housing market is possible

    Housing shortages are, of course, a major issue across European economies. But it’s notable that most countries, even if they no longer have housing subsidies for students, now have a proper plan. Their student numbers tend to be more stable too – a product partly of funding, partly of regulation, and partly of a dominance of two-year Master’s provision.

    See also lower construction costs, less restrictive planning policy, better support for university investment from the European Central Bank and more willingness to contemplate viewing student accommodation as social infrastructure rather than an asset class. You think vice chancellors are paid well? Take a look at the bosses of the big PBSA firms.

    The truth is that it simply isn’t possible to switch on and switch off thousands of bedspaces in most UK towns and cities on an annual basis – but without changes to the system, it’s what is somehow expected. Yet more broadly, if that wafer-thin promise in the white paper is to mean anything, it demands a strategy that, like students and their universities, causes the housing they live in to be less expensive. But that feels impossible.

    To achieve it, we would need a fundamentally different model of institutional coordination. Universities would need a statutory duty to provide demand forecasts (they do, after all, already do student number forecasts to the Office for Students) – not vague aspirations but binding three-year rolling projections broken down by level, mode and domicile, with meaningful penalties for institutions that blow past their estimates without warning.

    Planning authorities would need those forecasts embedded in their development plans as live documents, not static snapshots, with the legal powers and resources to respond when forecasts shift. The Department for Education (DfE) would need to talk to the Ministry of Housing, Communities and Local Government, which would need to talk to the Home Office.

    HESA would need to find a way to collect accommodation data that someone actually believes (if the data was used nationally the quality would improve), collected in real-time or at least termly, with standardised definitions and mandatory reporting that can’t be gamed. We’d probably, if we’re honest, need a return of student number controls. At the very least, we’d need a plan more than we need a volatile “market”.

    We would need a system that builds for need rather than return. That means genuinely affordable housing – not 50 per cent of a loan that’s already insufficient, but rents tied to evidence of what students from low-income backgrounds can actually pay, with occupancy guarantees or public subsidy filling the gap where the numbers don’t work commercially. We’d need rent controls – like there are in social housing, and like there are in tuition fees.

    It means planning policy that mandates additionality – that new PBSA doesn’t just displace students from private renting but actually increases the total stock available, and that it’s built where students will study, not where land is cheap. It means transparency on ownership, on rent-setting, on occupancy rates, so that when gleaming towers stand half-empty we can see who made the decision to build them and on what basis. It means taking solutions like shipping containers – increasingly able to respond to demand peaks and throughs across Europe – much more seriously.

    And we would need universities to stop treating accommodation as someone else’s problem. That means ending the guarantees that paper over the cracks by bussing students to Newport or putting them in hotels, and instead treating accommodation availability as a genuine constraint on recruitment – if you can’t house them, you can’t recruit them.

    It means universities working with local authorities not because a white paper suggests they should, but because they’re legally required to, with formal accommodation strategies that are consulted on, scrutinised, and published. It means being honest about growth ambitions and their consequences, rather than announcing expansion plans at the same time as telling the planning inspector that future demand will be “unlikely to be significant.”

    But we’re not going to get any of that. The political economy is all wrong. Departments protect their silos because coordination means accountability. Universities protect their autonomy because regulation means constraint. Developers build where returns are highest because that’s what their investors demand. Immigration policy lurches from liberalisation to restriction with no thought for the infrastructure consequences because housing eighteen-year-olds (or PGTs from abroad) doesn’t win elections.

    Local authorities write policies that look plausible on paper but can’t adapt to reality because the planning system moves at geological pace and nobody wants to be the council that blocked growth or the council that allowed it. And students, who have no vote in the places they study and limited power in the places they’re from, bear the costs of a system that sorts them last.

    The white paper’s “statement of expectations” will arrive in due course. It will doubtless “encourage,” “invite,” and “call upon” as these things always do. And in cities where relationships are already strong and growth is gradual, it might even help at the margins. But it won’t fix Bristol, where the forecasts were challenged and the inspector waved them through anyway. It won’t fix the next city to see international recruitment jump 50 per cent in eighteen months.

    Until we’re willing to make universities genuinely accountable for the accommodation consequences of their recruitment (see this simple proposal here), to fund the infrastructure that expansion requires, to regulate the market so it delivers need not just return, and to plan properly rather than assume the market will sort it out – students will keep finding that the accommodation that’s available isn’t safe enough, suitable enough, affordable enough, or close enough. And the gap between the promise and the reality will keep on widening.

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  • Enrollment Planning: Stop Chasing Student Leads

    Enrollment Planning: Stop Chasing Student Leads

    From Lead-Chasing to Mission-Aligned Enrollment

    I spent 16 years as an enrollment leader and another 10-plus years working with enrollment leaders. As a result, I’ve witnessed firsthand how the standard lead-generation model for building enrollment is failing institutions. 

    The promise is enticing: Your marketing agency delivers a list of thousands of names of prospective students, your enrollment team works the list, and students materialize. But this approach creates a vicious cycle that undermines everything mission-driven institutions stand for. It’s like the effects of taking steroids to enhance your athletic performance — you see short-term gains that appear to be unstoppable, but they ultimately take your money, identity, and health.  

    Here’s what I’ve learned about shifting from a lead-chasing mindset to a long-term perspective focused on building enrollment foundations that actually last.

    Why Lead-Generation Strategies Fail Mission-Driven Institutions

    Finding mission-aligned students requires more than asking your institution’s marketing agency to generate leads. The traditional model — buy bulk leads, work leads, generate students — seems efficient on paper. In practice, however, it produces low conversion rates, disengaged enrollment staff, escalating acquisition costs, and devastating attrition rates.

    The math alone should give you reason to pause. When you generate more leads, you need more enrollment personnel to work them. Now you have two major problems: low-converting prospects and mounting personnel costs. Your enrollment counselors spend their days chasing people who don’t understand your mission, don’t fit your institutional culture, and, if they do enroll, often disappear after a term or two (often because they become a lead for another institution).

    This isn’t just inefficient. It’s likely counterproductive to establishing your institution’s identity. Students recruited through generic lead generation don’t know anything about your institution or what it represents. They can’t articulate why your institution matters, which turns it into a commodity in their eyes. Students can simply ask “How long will it take?” and “How much will it cost?” and not fully realize that the college experience is about so much more than that. 

    Look Inward, Not Outward: The Moneyball Principle for Enrollment

    There’s a powerful scene in the movie “Moneyball” in which Billy Beane, the general manager of the Oakland A’s baseball team, tells his scouts: “If we think like the Yankees in here, we will lose to the Yankees out there.” The same principle applies to your enrollment strategy, particularly for online and adult learners.

    If you think like Grand Canyon University, Western Governors University, or Southern New Hampshire University when designing your enrollment strategies, you likely won’t win the enrollment game, and you’ll waste an extraordinary amount of money and time in the process. 

    Those institutions have built their models based on scale, national reach, and high-volume lead generation. They have the infrastructure, capital, and brand recognition to make that work. Your institution probably doesn’t, and it shouldn’t try to.

    Just as consumers often turn to unique restaurants and up-and-coming artists once the chain establishments and pop stars start to feel too ubiquitous and impersonal, prospective students are increasingly drawn to institutions that offer something distinctive and local. Niche markets can be extraordinarily powerful when you serve them authentically. They generate raving fans. They create word-of-mouth referrals. And they build communities that sustain themselves.

    Your competitive advantage isn’t going to come from outspending the national players. It can only come from your institution being exactly what it is, something that no other institution can be. It’s about attracting students who are attracted to your mission and vision. 

    Understanding the Complete New Student Journey

    Creating a mission-centric marketing strategy begins with understanding every aspect of how prospective students experience your institution: from the design of your logo the first time they see it through the response to their first communication, the cadence of subsequent touches, and the tone of every interaction.

    One of my greatest frustrations in how higher education operates is the request-for-information (RFI) process. We ask students to provide their information and then tell them to wait for someone to contact them. 

    Almost no other industry operates this way anymore. Imagine filling out a form on Amazon and receiving a message that says, “Thank you for your interest. Someone will call you within 48 hours to help you complete your purchase.” It’s absurd. Try it out for yourself. Request information from your institution and see what happens. 

    My advice is to move away from the “Thank you, someone will be in touch” message immediately. Create an instant post-RFI experience that welcomes students and allows them to explore right then and there. Give them immediate access to program information, faculty insights, student stories, and next steps. Let them self-serve while your enrollment team prepares for meaningful, high-value conversations with them.

    When students arrive at those conversations already informed and engaged, conversion rates improve dramatically and the students who enroll actually fit the university’s mission. Let’s also not forget that passionate graduates have historically led to alumni giving down the road. 

    Using Faculty as Your Most Credible Marketers

    Building a mission-centric enrollment strategy requires faculty involvement. In the age of large language models and content generated by artificial intelligence (AI), credible human voices matter more than ever. Prospective students can spot generic marketing copy instantly. What can’t be replicated is the authentic passion of a faculty member explaining why their discipline matters and how your institution approaches it differently.

    Your faculty are your best marketers, especially right now. They bring subject matter expertise, institutional knowledge, and genuine enthusiasm to your messaging. They can articulate your mission in ways that marketing agencies never will. When faculty are engaged in creating content, participating in virtual information sessions, and connecting with prospective students during the exploration phase, the return on investment is extraordinary.

    Embracing Cybernetics: Governance That Learns and Adapts

    If you haven’t read Robert Birnbaum’s “How Colleges Work,” I strongly recommend it. Birnbaum outlines four organizational models in higher education, and I can typically identify which model an institution operates under after just one interaction. I can definitely confirm it if I look at their historical enrollment data.

    For enrollment management specifically, I advocate for what Birnbaum calls the cybernetics model. Cybernetic systems are self-correcting. Teams gather feedback, learn from outcomes, and adjust their strategies accordingly. This stands in stark contrast to the way the political, bureaucratic, and collegial organizational models that often dominate campus decision-making operate.

    A cybernetic approach to enrollment planning means:

    • Creating governance structures in which teams have genuine authority to act
    • Establishing clear feedback loops among marketing, admissions, student success, and academic affairs
    • Using data to inform decisions rather than defend territories
    • Building accountability that’s linked to shared outcomes rather than departmental metrics
    • Adapting strategies based on what actually works, not what teams wish would work

    A cybernetic approach requires institutional leaders, particularly presidents and provosts, to take ownership of the enrollment vision and build governance bodies that align departmental goals with shared institutional goals. Cross-functional committees need decision-making power, not just advisory status. And planning must extend beyond annual cycles to capture multiyear trends and institutional transformation.

    Reallocating Budgets for Mission-Aligned Impact

    Shifting to a mission-driven enrollment strategy requires budget reallocation. You must move dollars away from lead volume activities and toward initiatives that create lasting impact, such as:

    • Faculty-driven enrollment strategies that showcase your distinctive strengths
    • Mission-driven search engine optimization (SEO) and generative engine optimization (GEO) strategies that capitalize on these distinctive strengths 
    • Content creation that tells your institutional story authentically
    • Relationship-building programs that deepen community connections
    • Course scheduling systems that ensure students can access the right courses at the right terms

    These investments usually don’t generate immediate returns in the same way that purchasing 10,000 leads might. But they compound over time. They build an institution’s reputation. They create the conditions for sustainable enrollment growth rather than the enrollment roller coaster that exhausts everyone involved.

    Key Takeaways

    • Lead-chasing produces shallow growth that fades quickly and corrodes an institution’s culture. The alternative isn’t to abandon growth. It’s to anchor growth in the institution’s actual identity and what it genuinely offers.
    • Mission-aligned enrollment requires a commitment to optimizing the entire new student journey, from first awareness through graduation and beyond. It demands faculty involvement, genuine differentiation, and governance structures capable of learning and adapting.
    • Gone are the days when institutions could buy leads, work the leads, and generate students. That approach leads to poor outcomes for everyone: low conversion rates, disengaged employees, escalating costs, and high attrition.
    • The institutions that thrive in the coming decade won’t be those that outspend their competitors on lead generation. They’ll be the ones that know exactly who they are, communicate it with clarity and conviction, and build enrollment systems worthy of their mission.

    Stop thinking like the Yankees. Start building on the foundation you already have.

    Let Archer Help You With Enrollment Planning

    In my years of experience, I’ve helped many institutions establish a strong enrollment strategy. And I’m far from alone in my expertise at Archer Education. Our full-service team partners with colleges and universities of all kinds to help them build and scale their capacities. 

    Is your institution ready to work with a collaborative partner who takes the time to get to know you, then makes custom recommendations based on their decades of experience? Reach out to us today

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  • Teaching Alongside Generative AI for Student Success

    Teaching Alongside Generative AI for Student Success

    A growing share of colleges and universities are embedding artificial intelligence tools and AI literacy into the curriculum with the intent of aiding student success. A 2025 Inside Higher Ed survey of college provosts found that nearly 30 percent of respondents have reviewed curriculum to ensure that it will prepare students for AI in the workplace, and an additional 63 percent say they have plans to review curriculum for this purpose.

    Touro University in New York is one institution that’s incentivizing faculty to engage with AI tools, including embedding simulations into academic programs.

    In the latest episode of Voices of Student Success, host Ashley Mowreader speaks with Shlomo Argamon, associate provost for artificial intelligence at Touro, to discuss the university policy for AI in the classroom, the need for faculty and staff development around AI, and the risks of gamification of education.

    An edited version of the podcast appears below.

    Q: How are you all at Touro thinking about AI? Where is AI integrated into your campus?

    Shlomo Argamon, associate provost for artificial intelligence at Touro University

    A: When we talk about the campus of Touro, we actually have 18 or 19 different campuses around the country and a couple even internationally. So we’re a very large and very diverse organization, which does affect how we think about AI and how we think about issues of the governance and development of our programs.

    That said, we think about AI primarily as a new kind of interactive technology, which is best seen as assistive to human endeavors. We want to teach our students both how to use AI effectively in what they do, how to understand and properly mitigate and deal with the risks of using AI improperly, but above all, to always think about AI in a human context.

    When we think about integrating AI for projects, initiatives, organizations, what have you, we need to first think about the human processes that are going to be supported by AI and then how AI can best support those processes while mitigating the inevitable risks. That’s really our guiding philosophy, and that’s true in all the ways we’re teaching students about AI, whether we’re teaching students specifically, deeply technical [subjects], preparing them for AI-centric careers or preparing them to use AI in whatever other careers they may pursue.

    Q: When it comes to teaching about AI, what is the commitment you all make to students? Is it something you see as a competency that all students need to gain or something that is decided by the faculty?

    A: We are implementing a combination—a top-down and a bottom-up approach.

    One thing that is very clear is that every discipline, and in fact, every course and faculty member, will have different needs and different constraints, as well as competencies around AI that are relevant to that particular field, to that particular topic. We also believe there’s nobody that knows the right way to teach about AI, or to implement AI, or to develop AI competencies in your students.

    We need to encourage and incentivize all our faculty to be as creative as possible in thinking about the right ways to teach their students about AI, how to use it, how not to use it, etc.

    So No. 1 is, we’re encouraging all of our faculty at all levels to be thinking and developing their own ideas about how to do this. That said, we also believe very firmly that all students, all of our graduates, need to have certain fundamental competencies in the area of AI. And the way that we’re doing this is by integrating AI throughout our general education curriculum for undergraduates.

    Ultimately, we believe that most, if not all, of our general education courses will include some sort of module about AI, teaching students specifically about the AI-relevant competencies that are relevant to those particular topics that they’re learning, whether it’s writing, reading skills, presentations, math, science, history, the different kinds of cognition and skills that you learn in different fields. What are the AI competencies that are relevant to that, and to have them learning that.

    So No. 1, they’re learning it not all at once. And also, very importantly, it’s not isolated from the topics, from the disciplines that they’re learning, but it’s integrated within them so that they see it as … part of writing is knowing how to use AI in writing and also knowing how not to. Part of learning history is knowing how to use AI for historical research and reasoning and knowing how not to use it, etc. So we’re integrating that within our general education curriculum.

    Beyond that, we also have specific courses in various AI skills, both at the undergraduate [and] at the graduate level, many of which are designed for nontechnical students to help them learn the skills that they need.

    Q: Because Touro is such a large university and it’s got graduate programs, online programs, undergraduate programs, I was really surprised that there is an institutional AI policy.

    A lot of colleges and universities have really grappled with, how do we institutionalize our approach to AI? And some leaders have kind of opted out of the conversation and said, “We’re going to leave it to the faculty.” I wonder if we could talk about the AI policy development and what role you played in that process, and how that’s the overarching, guiding vision when it comes to thinking about students using and engaging with AI?

    A: That’s a question that we have struggled with, as all academic leaders, as you mentioned, struggle with this very question.

    Our approach is to create policy at the institutional level that provides only the necessary guardrails and guidance that then enables each of our schools, departments and individual faculty members to implement the correct solutions for them in their particular areas, within this guidance and these guardrails so that it’s done safely and so that we know that it’s going, over all, in a positive and also institutionally consistent direction to some extent.

    In addition, one of the main functions of my office is to provide support to the schools, departments and especially the faculty members to make this transition and to develop what they need.

    It’s an enormous burden on faculty members to shift, not just to add AI content to their classes, if they do so, but to shift the way that we teach, the way that we do assessments. The way that we relate to our students, even, has to shift, to change, and it creates a burden on them.

    It’s a process to develop resources, to develop ways of doing this. I and the people that work in our office, we have regular office hours to talk to faculty, to work with them. One of the most important things that we do, and we spend a lot of time and effort on this, is training for our faculty, for our staff on AI, on using AI, on teaching about AI, on the risks of AI, on mitigating those risks, how to think about AI—all of these things. It all comes down to making sure that our faculty and staff, they are the university, and they’re the ones who are going to make all of this a success, and it’s up to us to give them the tools that they need to make this a success.

    I would say that while in many questions, there are no right or wrong answers, there are different perspectives and different opinions. I think that there is one right answer to “What does a university need to do institutionally to ensure success at dealing with the challenge of AI?” It’s to support and train the faculty and staff, who are the ones who are going to make whatever the university does a success or a failure.

    Q: Speaking of faculty, there was a university faculty innovation grant program that sponsored faculty to take on projects using AI in the classroom. Can you talk a little bit about that and how that’s been working on campus?

    A: We have an external donor who donated funds so that we were able to award nearly 100 faculty innovation challenge grants for developing methods of integrating AI into teaching.

    Faculty members applied and did development work over the summer, and they’re now implementing in their fall courses right now. We’re right now going through the initial set of faculty reports on their projects, and we have projects from all over the university in all different disciplines and many different approaches to looking at how to use AI.

    At the beginning of next spring, we’re going to have a conference workshop to bring everybody together so we can share all of the different ways that people try to do this. Some experiments, I’m sure, will not have worked, but that’s also incredibly important information, because what we’re seeking to do [is], we’re seeking to help our students, but we’re also seeking to learn what works, what doesn’t work and how to move forward.

    Again, this goes back to our philosophy that we want to unleash the expertise, intelligence, creativity of our faculty—not top down to say, “We have an AI initiatives. This is what you need to be doing”—but, instead, “Here’s something new. We’ll give you the tools, we’ll give you the support. We’ll give you the funding to make something happen, make interesting things happen, make good things for your students happen, and then let’s talk about it and see how it worked, and keep learning and keep growing.”

    Q: I was looking at the list of faculty innovation grants, and I saw that there were a few other simulations. There was one for educators helping with classroom simulations. There was one with patient interactions for medical training. It seems like there’s a lot of different AI simulations happening in different courses. I wonder if we can talk about the use of AI for experiential learning and why that’s such a benefit to students.

    A: Ever since there’s been education, there’s been this kind of distinction between book learning and real-world learning, experiential learning and so forth. There have always been those who have questioned the value of a college education because you’re just learning what’s in the books and you don’t really know how things really work, and that criticism has some validity.

    But what we’re trying to do and what AI allows us to do [is], it allows us and our students to have more and more varied experiences of the kinds of things they’re trying to learn and to practice what they’re doing, and then to get feedback on a much broader level than we could do before. Certainly, whenever you had a course in say, public speaking, students would get up, do some public speaking, get feedback and proceed. Now with AI, students can practice in their dorm rooms over and over and over again and get direct feedback; that feedback and those experiences can be made available then to the faculty member, who can then give the students more direct and more human or concentrated or expert feedback on their performance based on this, and it just scales.

    In the medical field, this is where it’s hugely, hugely important. There’s a long-standing institution in medical education called the standardized patient. Traditionally it’s a human actor who learns to act as a patient, and they’re given the profile of what disorders they’re supposed to have and how they’re supposed to act, and then students can practice, whether they’re diagnostic skills, whether they’re questions of student care and bedside manner, and then get expert feedback.

    We now have, to a large extent, AI systems that can do this, whether it’s interactive in a text-based simulation, voice-based simulation. We also have robotic mannequins that the students can work with that are AI-powered with AI doing conversation. Then they can be doing physical exams on the mannequins that are simulating different kinds of conditions, and again, this gives the possibility of really just scaling up this kind of experiential learning. Another kind of AI that has been found useful in a number of our programs, particularly in our business program, are AI systems that watch people give presentations and can give you real-time feedback, and that works quite well.

    Q: These are interesting initiatives, because it cuts out the middleman of needing a third party or maybe a peer to help the student practice the experience. But in some ways, does it gamify it too much? Is it too much like video games for students? How have you found that these are realistic enough to prepare students?

    A: That is indeed a risk, and one that we need to watch. As in nearly everything that we’re doing, there are risks that need to be managed and cannot be solved. We need to be constantly alert and watching for these risks and ensuring that we don’t overstep one boundary or another.

    When you talk about the gamification, or the video game nature of this, the artificial nature of it, there are really two pieces to it. One piece is the fact that there is no mannequin that exists, at least today, that can really simulate what it’s like to examine a human being and how the human being might react.

    AI chatbots, as good as they are, will not now and in the near, foreseeable future, at least, be able to simulate human interactions quite accurately. So there’s always going to be a gap. What we need to do, as with other kinds of education, you read a book, the book is not going to be perfect. Your understanding of the book is not going to be perfect. There has to be an iterative process of learning. We have to have more realistic simulations, different kinds of simulations, so the students can, in a sense, mentally triangulate their different experiences to learn to do things better. That’s one piece of it.

    The other piece, when you say gamification, there’s the risk that it turns into “I’m trying to do something to stimulate getting the reward or the response here or there.” And there’s a small but, I think, growing research literature on gamification of education, where if you gamify a little bit too much, it becomes more like a slot machine, and you’re learning to maneuver the machine to give you the dopamine hits or whatever, rather than really learning the content of what you’re doing. The only solution to that is for us to always be aware of what we’re doing and how it’s affecting our students and to adjust what we’re doing to avoid this risk.

    This goes back to one of the key points: Our whole philosophy of this is to always look at the technology and the tools, whether AI or anything else, as embedded within a larger human context. The key here is understanding when we implement some educational experience for students, whether it involves AI or technology or not, it’s always creating incentives for the students to behave in a certain way. What are those incentives, and are those incentives aligned with the educational objectives that we have for the students? That’s the question that we always need to be asking ourselves and also observing, because with AI, we don’t entirely know what those incentives are until we see what happens. So we’re constantly learning and trying to figure this out as we go.

    If I could just comment on that peer-to-peer simulation: Medical students poking each other or social work students interviewing each other for a social work kind of exam has another important learning component, because the student that is being operated upon is learning what it’s like to be in the other shoes, what it’s like to be the patient, what it’s like to be the object of investigation by the professional. And empathy is an incredibly important thing, and understanding what it’s like for them helps the students to learn, if done properly, to do it better and to have the appropriate sort of relationship with their patients.

    Q: You also mentioned these simulations give the faculty insight into how the student is performing. I wonder if we can talk about that; how is that real-time feedback helpful, not only for the student but for the professor?

    A: Now, one thing that needs to be said is that it’s very difficult, often, to understand where all of your students are in the learning process, what specifically they need. We can be deluged by data, if we so choose, that may confuse more than enlighten.

    That said, the data that come out of these systems can definitely be quite useful. One example is there are some writing assistance programs, Grammarly and their ilk, that can provide the exact provenance of writing assignments to the faculty, so it can show the faculty exactly how something was composed. Which parts did they write first? Which parts did they write second? Maybe they outlined it, then they revised this and they changed this, and then they cut and pasted it from somewhere else and then edited.

    All of those kinds of things that gives the faculty member much more detailed information about the student’s process, which can enable the faculty to give the students much more precise and useful feedback on their own learning. What do they perhaps need to be doing differently? What are they doing well? And so forth. Because then you’re not just looking at a final paper or even at a couple of drafts and trying to infer what the student was doing so that you can give them feedback, but you can actually see that more or less in real time.

    That’s the sort of thing where the data can be very useful. And again, I apologize if I sound like a broken record. It all goes back to the human aspect of this, and to use data that helps the faculty member to see the individual student with their own individual ways of thinking, ways of behaving, ways of incorporating knowledge, to be able to relate to them more as an individual.

    Briefly and parenthetically, one of the great hopes that we have for integrating AI into the educational process is that AI can help to take away many of the bureaucratic and other burdens that faculty are burdened with, and free them and enable them in different ways to enhance their human relationship with their students, so that we can get back to the core of education. Which really, I believe, is the transfer of knowledge and understanding through a human relationship between teacher and student.

    It’s not what might be termed the “jug metaphor” for education, where I, the faculty member, have a jug full of knowledge, and I’m going to pour it into your brain, but rather, I’m going to develop a relationship with you, and through this relationship, you are going to be transformed, in some sense.

    Q: This could be a whole other podcast topic, but I want to touch on this briefly. There is a risk sometimes when students are using AI-powered tools and faculty are using AI-powered tools that it is the AI engaging with itself and not necessarily the faculty with the students. When you talk about allowing AI to lift administrative burdens or ensure that faculty can connect with students, how can we make sure that it’s not robot to robot but really person to person?

    A: That’s a huge and a very important topic, and one which I wish that I had a straightforward and direct and simple answer for. This is one of those risks that has to be mitigated and managed actively and continually.

    One of the things that we emphasize in all our trainings for faculty and staff and all our educational modules for students about AI is the importance of the AI assisting you, rather than you assisting the AI. If the AI produces some content for you, it has to be within a process in which you’re not just reviewing it for correctness, but you’re producing the content where it’s helping you to do so in some sense.

    That’s a little bit vague, because it plays out differently in different situations, and that’s the case for faculty members who are producing a syllabus or using AI to produce other content for the courses to make sure that it’s content that they are producing with AI. Same thing for the students using AI.

    For example, our institutional AI policy having to do with academic honesty and integrity, is, I believe, groundbreaking in the sense that our default policy for courses that don’t have a specific policy regarding the use of AI in that course—by next spring, all courses must have a specific policy—is that AI is allowed to be used by students for a very wide variety of tasks on their assignments.

    You can’t use AI to simply do your assignment for you. That is forbidden. The key is the work has to be the work of the student, but AI can be used to assist. Through establishing this as a default policy—which faculty, department chairs, deans have wide latitude to define more or less restrictive policies with specific carve-outs, simply because every field is different and the needs are different—the default and the basic attitude is, AI is a tool. You need to learn to use it well and responsibly, whatever you do.

    Q: I wanted to talk about the future of AI at the university. Are there any new initiatives you should tell our listeners about? How are you all thinking about continuing to develop AI as a teaching and learning tool?

    A: It’s hard for me to talk about specific initiatives, because what we’re doing is we believe that it’s AI within higher education particularly, but I think in general as well, it’s fundamentally a start-up economy in the sense that nobody, and I mean nobody, knows what to do with it, how to deal with it, how does it work? How does it not work?

    Therefore, our attitude is that we want to have it run as many experiments as we can, to try as many different things as we can, different ways of teaching students, different ways of using AI to teach. Whether it’s through simulations, content creation, some sort of AI teaching assistants working with faculty members, whether it’s faculty members coming up with very creative assignments for students that enable them to learn the subject matter more deeply by AI assisting them to do very difficult tasks, perhaps, or tasks that require great creativity, or something like that.

    The sky is the limit, and we want all of our faculty to experiment and develop. We’re seeking to create that within the institution. Touro is a wonderful institution for that, because we already have the basic institutional culture for this, to have an entrepreneurial culture within the university. So the university as a whole is an entrepreneurial ecosystem for experimenting and developing ways of teaching about and with and through AI.

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  • IU Alumni Pull Donations Over Student Newspaper Censorship

    IU Alumni Pull Donations Over Student Newspaper Censorship

    Indiana University’s decision to suspend the print publication of its student newspaper is costing the institution: Alumni are pulling donations in protest. The university ended the Indiana Daily Student’s print edition after firing the paper’s adviser, who refused to comply with administrators’ request to remove news coverage from a homecoming edition of the paper.

    University leaders insist they’re not censoring the student paper but moving it to a digital platform in line with a business plan adopted last year to address the paper’s deficits. But alumni aren’t buying it, IndyStar reported. Some are asking what came of donations they made to a fund dedicated to the student publication after the newspaper reported students faced hurdles to spending the money. Other alumni are pulling their donations altogether.

    Former journalism student Patricia Esgate canceled $1.5 million in bequests she planned to leave to the university. Alum Ryan Gunterman, executive director of the Indiana High School Press Association and the faculty adviser of Franklin College’s student newspaper, posted on Facebook that he and his wife were ceasing all future donations after giving money to the university and newsroom for over two decades. Toby Cole, a fourth-generation alum of the institution, told IndyStar in an email that his family was ending its monthly contributions and a $300,000 planned gift for scholarships.

    “If IU can pay our [football] coach almost $100mm we can fund our IDS,” Cole said in the email. “Problem is ‘they’ don’t want an independent free speaking print newspaper because students actually wield power with it.”

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  • The changing rhythm of international student payments

    The changing rhythm of international student payments

    International education was growing. The United States hosted over 1.1 million international students in 2023/24, an all-time high and up 7% on the previous period. Graduate enrolments and OPT participation also reached record levels.

    However, due to an unpredictable macro-environment, forecasts indicate that the US could expect a decrease of up to 40% in new international student enrolments this year, resulting in a potential loss of USD$7 billion to the US economy.

    At the same time, budgets are tight. The loss of international student revenue can affect institutions in the U.S. Along with these losses, there are cuts in federal grants, with over 4,000 grants reduced to fewer than 600 institutions across the 50 states.

    The result is an education sector that needs reliable revenue and an improved student financial experience.

    Why instalments are becoming the default

    Students are funding their degrees from multiple sources while managing the rising costs of living. In TouchNet’s 2025 Student Financial Experience Report, 55 percent of US students juggle three or more funding sources, 82 percent say financial tasks require moderate to high effort, and half of the international students surveyed stated that positive payment experiences with institutions had a positive effect on them.

    That illustrates the importance of offering students flexible, self-service tools. By streamlining payment processes, offering alternative payment methods, and, most importantly, providing payment flexibility, those financial tasks that cause students stress can be alleviated. In turn, those positive experiences will lead to better-engaged students, who can worry about their financial standings a little bit less.  

    Apart from providing financial security and a positive experience to students, payment plans are crucial to an institution’s survival. International students contributed an estimated USD$43.8bn to the US economy in 2023/24. Protecting that value means eliminating friction from the invoicing, payment, and reconciliation processes across borders and currencies.

    From annual to monthly payments: what institutions gain

    Moving from one or two large value annual due dates to monthly, quarterly, or term-aligned schedules spreads risk for students in a turbulent macroeconomic environment and smooths cash flow for institutions.

    That shift helps students plan around scholarship disbursements, loans, family support, and part-time work, while giving bursar teams earlier visibility of potential issues.

    The outcome is higher on-time payment rates, fewer past-due balances, and a better student experience.

    What to demand from a payments partner

    If you are rethinking fee schedules, the partner you choose matters.

    • Look for providers that offer multiple payment options for annual payments and instalment payments. Whether it’s credit or debit cards, bank transfers, or alternative regional payment methods, ensure that the provider you choose offers a wide range of payment options.

      This way, students who need to pay you can complete the financial transaction in the most convenient way for them. A bonus is when the provider uses local payment rails to complete the transaction, helping you benefit from reduced intermediary fees.

    • Seek partners that can provide complete visibility of payments for both students and institutions. This will help to reduce your admin time. By maintaining a comprehensive record of student payment history, you can easily verify a student’s financial standing without having to search through paperwork.

      On the other hand, students and parents (or anyone paying the tuition) can view the status of their payments, balances, sign up for payment plans, and check their standings without needing to raise support tickets.

    • Make sure a prospective provider can facilitate fast refunds and handle automated reconciliation. Linking in with the full record of payment history, any provider you onboard should be able to initiate refunds promptly and return funds to the originating account. Not only is that required from a regulatory standpoint, but with the rise in education payment-related fraud, it may save you multiple thousands of dollars in the long run.

      Furthermore, if a student drops out of their course six months into their first year and has made seven payments for their tuition, it should be a simple process to refund them any amount they’re due. Choose a provider with capabilities to do so to save your team headaches.    

    How TransferMate helps you make monthly instalments work

    TransferMate’s education solutions were built for the new reality we’re living through. Providing choice across instalments and payment methods is at the forefront of our platform, and is specifically designed to meet institutional control requirements and student expectations.

    Here’s what you can expect from our integration:

    • Multiple instalment options out of the box: Offer students monthly schedules that they can opt into. Plans can be paid for across multiple cards, bank transfers, or local payment methods, with clear due-date reminders.
    • Recurring card payments for student housing: Students can sign up once for automated recurring card payments on their housing fees. This reduces missed payments, lowers the administrative load for teams, and provides students with predictable outgoings throughout the year.
    • API Client Dashboards: Finance and student accounts teams with embedded solutions from TransferMate can see payment histories and statuses per student, country, currency, or programme. This surfaces issues earlier and supports more innovative outreach to at-risk cohorts. As analytics deepen, you can monitor instalment adoption and on-time performance by segment.
    • Virtual Accounts and refunds: With our Global Account solution, you can accept and hold funds in multiple currencies, route payments over local rails, and issue refunds quickly without breaking reconciliation. And as a plus, you can convert currencies and make payments in those local currencies for any inter-campus requirements, scholarship, or guest lecturer fees.
    • Beneficiary Portal: Through our beneficiary portal, users can invite students, agents, and research partners to provide their bank details aligned to your reference fields (such as student ID, program code, etc). Instead of your team collecting sensitive bank details via email or phone, you can invite the beneficiary with a secure portal link, allowing them to complete the form in minutes. This results in fewer data errors, fewer returns, and faster payment processing for scholarship, bursary, commission, or refund payments.
    • Compliance and transparency. TransferMate operates the largest globally licensed fintech payments infrastructure, featuring end-to-end tracking that allows students and institutions to see when funds are sent and received. As we own our infrastructure, we offer preferential foreign exchange rates and zero transaction fees. Clients save real time and money, with one institution having increased the college’s revenue by about 3%, purely on the savings made on bank and credit card charges.

    The strategy that pays back

    The plain facts are simple, even if it is a hard truth to swallow.

    Institutions do not control the macro environment.

    But what you do control is how easy it is for students to enrol and pay. The sector is moving from annual lump sums to monthly and quarterly instalments because it improves affordability, supports retention, and strengthens cash flow.

    Being part of that movement is as easy as reaching out to a payments partner and getting started.

    Want to learn more about how TransferMate configures instalment options for your institution? Get in touch with our team today.

    About the author: Thomas Butler is head of education at TransferMate, driving innovation in payment solutions for the education sector. He leads teams focused on developing seamless, secure systems that simplify how institutions, platforms, and students send and receive international payments. Under his guidance, TransferMate powers collections in over 140 currencies across more than 200 countries, with fully regulated infrastructure and integrations via APIs, white-label platforms, and embedded solutions. Thomas works with both educational institutions and software partners to reduce bank fees, improve FX rates, automate reconciliation, cut administration, and enhance transparency, all to improve the payment experience and financial operations in education globally.

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  • Policy uncertainty emerges as top barrier to student mobility 

    Policy uncertainty emerges as top barrier to student mobility 

    While affordability remains the greatest obstacle for students, IDP Education’s new Emerging Futures survey has revealed the growing impact of sudden and unclear policy changes shaping students’ international study decisions.  

    “Students and families are prepared to make sacrifices to afford their international education dreams. They can adjust budgets, seek scholarships and rely on part-time work. But they cannot plan for uncertainty,” said IDP chief partnerships officer Simon Emmett.  

    “When the rules change, without warning or clarity, trust falls away. Students hesitate, delay, or choose to study elsewhere.” 

    Drawing on the views of nearly 8,000 international students from 134 countries between July and August 2025, the results highlighted the critical importance of study destinations communicating policy changes to sustain trust among students.  

    The US and UK were rated the lowest for providing clear guidance on visas and arrivals processes, while New Zealand was identified as the top communicator in this respect.  

    What’s more, the UK saw the steepest rise in students withdrawing from plans to study there, indicating recent policy changes including plans to shorten the Graduate Route and increase compliance metrics for universities are creating uncertainty among international students. 

    Of the students who said they were pivoting away from major study destinations, over half (51%) indicated tuition fees had become unaffordable and one in five said it was too difficult to obtain a visa.  

    In markets such as Malaysia, the Philippines and the UAE, students reported delaying or redirecting applications almost immediately after unclear announcements by major destinations, the report said. 

    Meanwhile Canada’s share of withdrawals was shown to have eased, indicating messaging is helping to rebuild stability, the authors suggested, though Canadian study permit issuance has fallen dramatically in 2025.

    Without that stability, even the most attractive destinations risk losing trust

    Simon Emmett, IDP

    Despite policy disruptions in Australia over recent years, the country remained the most popular first-choice destination globally, ranked highly for value for money, graduate employment opportunities and post-study work pathways.  

    At the same time, many respondents flagged sensitivities to recent visa and enrolment changes, highlighting the need for consistent and transparent messaging to maintain Australia’s competitiveness, according to IDP.  

    The US saw the largest decline in popularity, dropping to third place behind Australia and the UK. 

    NAFSA CEO Fanta Aw said the findings should serve as a “wake-up call” that policy uncertainty has real human and economic costs, emphasising the need for “clear and consistent” communication from institutions and policymakers.  

    “Students are paying close attention to how the US administration handles student visas and post-study experiential learning opportunities like Optional Practical Training,” said Aw. 

    Visa restrictions and policy hostility have rocked the US under Trump’s second presidency, with global visa appointments suspended for nearly a month this summer, as well as thousands of student visa revocations and travel restrictions on 12 nations.  

    Post-study work opportunities are increasingly fragile in the US with government plans to overhaul the H-1B skilled worker visa to favour better paid jobs and OPT coming under increased scrutiny from policymakers. 

    Emmett highlighted the knock-on effect of these policy shocks, with student journeys being disrupted “not by ambition, but by uncertainty”. 

    “Countries that provide predictability will win the confidence of students and their families. Without that stability, even the most attractive destinations risk losing trust,” he said. 

    Despite financial and political challenges, demand for global study remained strong, with half of all prospective students intending to apply within six months, and a further 29% within a year. 

    South Asia emerged as the main driver of intent, with more than 60% of students surveyed from India, Pakistan and Bangladesh preparing near-term applications, though this region was also the most sensitive to abrupt or confusing policy shifts.  

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