Tag: Supporting

Supporting commuter students with the right information

Commuter student support takes different forms, from student lounges to travel bursaries.

However, when it comes to something as simple as the information that universities provide to prospective students and current students, it remains stubbornly focused on traditional, residential students.

As a result, commuters make untenable choices at the applicant stage, find student life difficult to navigate and feel a profound lack of belonging, throughout their student experience.

Getting it right at the start is as important as throughout.

What information is out there

In our research, which we are currently preparing for publication, we talked to commuter students and uncovered the practical impacts of a lack of information. Students suggested that their choice of institution, choice of course and the choice either to commute or relocate may have been different, if they had known about the personal, financial and educational impacts of commuting.

They didn’t just talk about travel information – bus routes, train times, car parking – which is still important and largely missing from university webpages and prospectuses. They focused more on their need for information to help them to navigate life as a student who commutes.

Commuter students told us that this absence of information suggested to them that universities don’t see commuters, leading them to feel that they don’t belong and they don’t matter.

The hidden curriculum

Our findings suggest that commuters need information in two areas, “rules of the game” and “sense of belonging.”

These are the terms developed by Dr Katharine Hubbard and colleagues to describe the two domains of the “hidden curriculum” that universities must make explicit, if non-traditional students are to succeed at university.

Our research sought to address this hidden curriculum for commuter students by developing best practice guidance for information that universities should provide to support commuters in their choices, transition and day-to-day university experience.

We randomly selected 30 universities from the 147 institutions currently registered in the UK. We entered their website and searched “commuter students.”

We downloaded and assessed the content and utility of the first four search results and then used Google search to find “university name commuter students” and followed the same method.

We found that the hidden curriculum for commuters is very real. Very few institutions have information for commuter students. Very few have information available to students pre-application, to enable an informed decision and very few have information specifically to support commuters.

Those that do, tend to focus on commuters in the negative, discouraging travel to university, in a sustainability context and framing commuting as a challenge and encouraging relocation to halls of residence.

Getting it right

But there are universities that are getting it right. Our research identified some best practices.

Some institutions provide information about being a commuter at every stage of the student lifecycle and for every student touchpoint. Ideally, including a commuter student equivalent for all information, advice and guidance that is provided.

This is especially important whenever students are making a choice – of institution, course, module, accommodation – and whenever you are providing a service – extra-curricular activities, support and other resources. Not only will this enable informed choice, it will increase the visibility of commuters, which will enhance their sense of belonging.

It’s also important to be clear about learning and teaching, to enable commuter students to make informed decisions about how possible it is to succeed as a commuter. For example, is attendance mandatory for all taught sessions? How many days a week will students be timetabled to attend and when will they know? Do students have to be able to physically access the library? Do you provide on-commute learning options?

Institutions should also ensure that information for commuters is easy to find and take a joined-up approach. We found that the best information for students was content like blogs written by commuters chronicling a day in their life, presenting “life hacks” or linking students to a commuter community. These were available via student societies, or the students’ union, which often aren’t linked to from the institution’s webpages.

Information should be “student first.” For example, ensure that travel information is available to support commuters to access their learning, rather than information about sustainability, or to discourage driving. Most of the travel information that we reviewed was abrasive in its tone, highlighting the inaccessibility of campus to car drivers and focusing on promoting modes that commuters shouldn’t use – this is noble, but it isn’t useful and it adds to the feeling that commuters are not welcome.

Another example is, rather than linking to your Access and Participation Plan as evidence that you consider the needs of commuters, interpret this and talk directly to them.

Finally, most of the information that we reviewed highlighted the problematic nature of commuting – but it can be a positive choice. Information provided by students, for students, was especially effective in promoting the benefits of commuting, supporting students to navigate life as a commuter, from a practical and emotional perspective.

Providing commuters with more honest information about the multiple costs and benefits of being a commuter student, at every stage of the student lifecycle, alongside practical support to help them to overcome these, will support students to succeed. It demonstrates, through information alone, that students are welcome and that they belong.

This blog is part of our series on commuter students, click here to read more.

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March 5, 2025
Supporting higher education’s emerging leaders

In the ever evolving world of higher education, effective leaders are required at all levels of our organisations.

Emerging leaders lead in the middle of an organisation, with responsibility for delivering aspects of an institution’s mission, vision and strategy. Their roles are wide-ranging, they work with colleagues at all levels, striving to deliver an enhanced student experience, assuring academic quality and contributing (sometimes delivering) key aspects of their provider’s strategic plan.

Emerging leaders find themselves sitting on committees, representing others, and championing particular topics, having listened to the views of their teams. For some these are new experiences, requiring support and encouragement from peers and senior leaders to embrace the opportunities and challenges.

These colleagues are often leaders of a team or group, responsible for delivering not only their personal objectives, but that of the collective group. Emerging in their leadership journey they are often new to people management, navigating the concept of developing others. Their skillset requirement is vast, their teams need them to listen to many voices and views, and synthesise this into priority areas for campaign.

Learning as leaders

Attention must be paid to those embracing leadership roles, ensuring they are supported to develop. There will inevitably be contextualised opportunities and challenges, requiring understanding of the provider, location, and/or disciplinary focus. Leaders must swiftly understand the context in which they operate, previous developments in topical matters, and the drivers of various stakeholders. We must make space for leaders to learn, providing opportunity to develop.

Emerging leaders learn through observation of senior or more established leaders, modelling behaviours and approaches, through peer networking, and crucially through experience. At different times, in different circumstances, the most beneficial learning opportunities will vary. Emerging leaders will be adaptable, recognising their own developmental need, seeking support and input based on their growing networks, and reflect on their own experiences as part of the learning journey.

Space and encouragement are needed to explore and experience leadership qualities, styles and approaches. Important qualities for all leaders in HE are highlighted here by Shân Wareing: curiosity, confidence, team work, clarity in complexity, and fearlessness.

Not as easy as it sounds

While they are learning to lead, their university requires understanding, interpretation and application of activity to ensure delivery of strategic priorities – which, as we know, aren’t always aligned to the voices and views they are being asked to represent.

Representing the views of others can be challenging, especially when a range of views need collating and presenting back to university management or the team from which they came. Colleague feedback provides leaders with the thoughts and opinions of those around them, through listening to what is being shared – and what isn’t.

Emerging leaders have to synthesise great volumes of information, pulling out the very core of an issue, articulating this back to others, making strategy understandable. Collating and considering the voices of others is important, but critically, as we know from experiences with students, we must keep those who have contributed informed about what may happen next as a result of their engagement. This can empower communities to recognise input, and demonstrates an appreciation of the value of shared views.

The views of colleagues do not always align to strategy or intended direction. In this space leaders develop heightened negotiation and articulation skills, an ability to represent strategic drivers as the mechanism for change, whilst recognising an interconnected web of views and opinions. Often responsible for the support and welfare of colleagues, they are mindful of the impact of decisions and actions on others.

Developed with experience is the ability to identify where and when swift intervention is required, or when a longer-term more measured approach is needed. Uncertainties, questions and challenges surround daily life. There are times when action is required without full knowledge of a situation, confidence and the support of your surrounding team are critical when the occasion arises.

Significant transformation

It’s widely recognised that higher education has experienced significant transformation in recent years. Emerging leaders in our sector must recognise what has gone before and seek to make the most of the opportunities and challenges to come. Transformation can be invigorating, but it also brings uncertainty, and if poorly managed can cause greater uncertainty, leading to more challenges, and so the cycle continues.

To avoid this, Catherine Moran summarises the skills required in three key principles for academic leadership. Leaders must be aware of what they are aiming for, and recognise it when achieved. Emerging leaders will develop the ability to be “present” in relationships with others, drawing on authentic skills of listening and inclusivity. And once a decision is reached, emerging leaders need to be accountable.

Emerging leaders play a vital role in HE, and must be supported to develop appropriate skills, attributes and behaviours. They are delivering strategic impact, leading teams, and enhancing the student and staff experience – let’s take a moment to ensure all those in leadership roles have the opportunity to develop and grow.

The author has written this piece as an emerging leader who has participated in Minerva’s Emerging Leadership Programme, and wishes to acknowledge the support and guidance received from Mary Stuart, Kerry Shepherd, Ben Tucker, and fellow programme participants, in shaping their emerging leadership journey.

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February 28, 2025
6 steps to a future-focused blueprint: Supporting students in making career decisions

The OECD’s (Organization for Economic Co-operation and Development) study on teenage career uncertainty underscores a growing concern: 40% of 15-year-olds lack clear career plans, a figure that has risen by over 50% since 2018. This uncertainty is linked to poorer employment outcomes in adulthood, particularly for students with lower academic performance. The study emphasizes career development programs can significantly reduce this uncertainty by helping students explore interests and align education with potential career paths. However, data from PISA 2022 shows that too few students participate in such initiatives, suggesting a need for broader access and promotion of these programs.

The issue that frequently comes to the forefront is the potential disconnect between and among CTE programs, counseling, and academic standards-based classrooms. In conversations, all appear to believe in the interconnectedness of these three areas, yet they are often separate and distinct for a variety of reasons. Helping students prepare for their lives after school and for potential careers needs to be an integral part of all school’s educational vision. This is often demonstrated in graphics and words through a school’s mission, vision, and Portrait of a Graduate.

How can educators bring CTE, counseling, and standards-based classrooms together? Let’s look at six strategies through the lens of a curricular-focused learning environment:

Facilitating Career Exploration, Awareness, & Application

Counselors play a vital role in the success of all students, helping students identify their strengths, interests, and values through a variety of tools including interest assessments and career inventories. They provide one-on-one or group sessions to help students explore specific careers tied to their interests. These activities can guide students toward careers featured in classrooms, courses, and programs.

Interdisciplinary Career Units

Career exploration and application opportunities can be easily woven into all subjects. What students are learning in the classroom and the passions they are discovering can be connected to potential careers they may want to consider. For example, math classes could include performance tasks around topics such as financial literacy or architecture, requiring teamwork and communication to solve problems. Language Arts related careers could include a grant writer, social media marketer, public relations specialist, or a journalist with projects and lessons easily connected with essential content related to reading, writing, speaking, and listening.

Partnerships between CTE programs and general education teachers can help align these activities with broader learning goals and within and across career clusters and pathways.

Project-Based Learning (PBL)

Incorporating an instructional strategy such as PBL is something that is common for CTE teachers. Using this pedagogy and incorporating future-ready skills can involve students working on complex, real-world problems over an extended period, requiring them to think critically, collaborate, and communicate effectively. Defined utilizes career-themed projects that can be integrated across subjects, such as developing a marketing plan in business classes or designing solutions for community issues in science. These experiences make skills relevant to future careers while aligning with academic standards.

Embedded Communication Training

Incorporating oral presentations, team discussions, research, and report writing into assignments across all subjects ensures consistent practice. Weaving active communication strategies into learning activities helps students practice collaboration and interpersonal skills. Projects that require students to do presentations and/or build communication documents that are informative or persuasive promote formative and summative assessments of communication skills.

Assessment & Reflection

Self-reflections and teacher feedback through the lens of reflecting on the real-world connected processes and content applications to careers through their learning can be powerful “a-ha” moments for students. The use of rubrics for evaluating skills such as problem-solving can help teachers guide students as they practice skills throughout their learning experience. Evidence of practice and growth over time can also be part of an evidenced-based portfolio for the student. Bringing these ideas together can help students understand the interconnectedness between careers, content, skills, and projects.

Collaboration with Employers & Community Partners

Schools can establish partnerships with local businesses to provide interactive career days, mentorship programs, and soft skills training. Exposing students to the workplace through job shadowing, internships, or part-time work enables them to understand real-world career dynamics. When possible, incorporating on-site visits through field trips can help introduce students to different work environments and let them see first-hand the connections between school-based learning and future opportunities.

Bringing professionals into classrooms for workshops or mentorship allows students to practice skills in real-world contexts. Additionally, business and industry experts can work collaboratively with a curriculum team to create performance tasks, projects, and virtual internships to help students bridge the world of work, academic standards, and skill development and practice.

To learn more about how you can support and engage your students in career-connected deeper learning, please click here.

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February 24, 2025
Supporting CUNY Students Demanding Divestment at CUNY Public Hearing (Rabbi Dovid Feldman)

On February 10, 2025, students and activists gathered at the CUNY College Board of Trustees Public Hearing to demand divestment. Rabbi Dovid Feldman stood in solidarity with the students, supporting their call for justice and urging them not to be intimidated by false Zionist accusations.

This powerful moment highlights the growing movement for divestment and the unwavering courage of those standing up for what is right. The rallying cry was clear: “Divest! We will not stop; we will not rest!”

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February 13, 2025
Supporting the careers of researchers means innovation, not isolation

The phrase attributed to Sir Isaac Newton, “if I have seen further, it is because I have stood on the shoulders of giants,” is often used as a metaphor for research and innovation: how each great thinker builds on the thoughts and research of others, the unending column of prize winners and esteemed fellows pursuing academic endeavour.

However, the environment I sought as a researcher and aim to enable as a university leader is more of a supportive collective, certainly one with a much less precarious base.

Perhaps the most important lessons learnt during my own research career was that the giants of research, innovation and knowledge exchange whose shoulders we are more often standing on are not the senior staff but rather the PhD students, early career researchers, postdoctoral fellows and technicians, who turn challenging questions posed into the most exciting innovative answers. And often without the bias of doing things the way we have in the past.

Untangling

Achieving the UK’s priority of innovation and the growth it drives requires a long-range vision to set direction matched with agility to rapidly pivot as new opportunities arise. This agility needs a skilled research workforce and the attraction of the brightest minds into roles at all stages of a research and innovation career.

However, these giants, whose shoulders we balance UK innovation on, need long-term confidence to initiate a career which currently has precarity baked in. Growing investment to support research and innovation is needed, but investment in equipment, facilities and consumables will not succeed without engaged and enabling expertise.

Alongside this, regional disparity of funding, low research cost recovery, and increasing regulatory demands are posing the question of how much research can any university afford to undertake. The simple answer may appear to be to do less, or divert funding to specialist institutes without dual responsibility for teaching – however, this would undermine the agility that is underpinned by broad expertise, civic and industrial partnerships and infrastructure which resides across our higher education institutions.

Fixing this knotty problem needs a systematic approach, balancing external and internal funding alongside improved recovery of the true cost of research. With restrictions in the sector and reduced internal funding impacting decisions, it is imperative to not forget the essential role of the precarious base on which our research activity in the UK is built – and to support it accordingly.

Concordat priorities

My commitment to career development and recognition of researchers is why I am excited to be continuing the great work led by Julia Buckingham as the incoming chair of the Researcher Development Concordat Strategy Group, which oversees the Researcher Development Concordat.

The concordat was first published in 2019, building on agreements of funding bodies and universities over a decade earlier. The current signatories are over 100 higher education and research institutes, who commit to the principles of environment and culture, employment, and career development for researchers in our institutions and 17 funding agencies who set grant holder requirements relating to the concordat commitments.

The concordat has recently undergone a review which identified future areas of focus to achieve continued effectiveness. Three priorities were identified:

First, agreeing a set of shared principles to define the characteristics of a positive environment for research culture, and second, working to a shared set of research culture values with measurable indicators of progress. We seek to align a set of shared broad principles to define the characteristics of a positive environment for research culture. While these must link to the REF people, culture and environment measures, they need to be high-level shared principles and ensure that they define measurable indicators of progress to avoid confusion across multiple agendas. These also need to be high enough level to ensure a collective agreement to deliver whilst also accommodating the diversity and breadth of higher education institutions and research organisations.

The third priority is simplifying the bureaucracy. This is essential in a sector with ever-growing demands of attention and associated costs to deliver. While we must maintain accountability, we need to simplify the bureaucracy to work in service of our principles and values, not dictate them. In short, we must simplify for our communities how the different national concordats can complement rather than compete for attention. To achieve this, we are reviewing and reforming reporting requirements to achieve better alignment and to incorporate them into existing reporting where possible. We are working with other bodies to align data and reporting requirements.

I am also keen to work with industry body representatives to understand and reduce barriers to the movement of careers from academia to industry and vice versa. This porosity of career is needed for both innovation and rapid business adoption of innovative ideas. For this porosity to support innovation and growth we also need to enhance engagement from the industry to support researchers throughout a changing career.

While this work is delivered by the concordat strategy group, the concordat is collectively owned by the sector and continued engagement is needed to ensure the concordat is fit for purpose. Given this, we are looking for engagement in future work, more details about which can be found on the concordat webpage. I look forward to working with higher education institutions, industry, funders, the Researcher Development Concordat Strategy Group, and individuals to deliver our collective commitments.

The Researcher Development Concordat Strategy Group secretariat is jointly funded through funding bodies from the four nations: Research England, the Scottish Funding Council, Medr (previously HEFCW), and the Department for the Economy in Northern Ireland. I thank them for their continued support.

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February 11, 2025
The Power of Tailored Advising in Supporting Student Success
This post was co-written with Natalie McVay.

As a college graduate, RNL’s Natalie McVay has direct experience and helpful insights on the impact of advising on student success outcomes. After attending two separate institutions with differing levels of advising support, Natalie identified specific elements of “transactional” advising that nurtured her success, guiding her on her path to degree completion. For more information on Natalie’s perspective—including advising methods that impacted her ability to retain at her first institution, resulting in her decision to transfer—see RNL’s on-demand webinar The Student’s Perspective: Retention and Motivation.

A proactive approach to student success

In an era where student engagement and retention are top priorities, institutions are seeking innovative ways to support students at risk of leaving. Tailored transactional advising is a proactive approach to advising, relevant for all advising philosophies. This approach identifies students in need and provides opportunities to intervene with targeted resources to improve their experience. This strategy not only demonstrates the institution’s commitment to student success but also provides a clear return on investment (ROI) for the student.

Identifying students’ needs and intervening with resources

Using analytics and data-driven insights, institutions can identify students who are at risk of leaving due to various factors such as low academic performance, lack of engagement, or other challenges. By intervening early, advisors can offer support, connecting students with resources that match their specific needs.

However, it’s not about overwhelming students with a laundry list of available resources. Instead, advisors must show students how the institution is committed to their success, highlighting the specific benefits and value of the resources being offered within an appropriate timeframe. And they need to provide the specific resources that each student is looking for.

Identifying students’ needs and offering support to address those needs at key points in their academic journeys can be the critical influence needed to retain at-risk populations and to ultimately improve student success outcomes.

One way to gather relevant data about students is through RNL’s Retention Management System (RMS) which measures non-cognitive motivational indicators that pinpoint each student’s (and cohort’s) strengths, risk factors, and receptivity for support at three pivotal transitions in their academic journey. (Learn more about the RMS.)

The power of written proof

When students are struggling, they may feel disconnected from their institution. One way to engage them is by incorporating communications that reflect students’ specific concerns along with relevant campus resources to address those concerns. Tailored, timely and data-informed communications can be a key source of guidance in helping students successfully meet their goals. This approach acknowledges students’ individual concerns and shows that the institution is invested in their well-being.

The impact of words in transactional advising

In a transactional advising scenario, words have the power to make a significant difference. A well-crafted email or in-person message can convey empathy, understanding, and a genuine interest in your student’s success. The tone and language used can either make or break the student’s perception of the institution’s commitment to their success.

Let’s consider two email examples in response to a student who is struggling with study habits and sense of belonging, and who is also receptive to career guidance:

Option 1: A basic transactional approach

“Have you taken advantage of these student resources?
- Study groups
- Peer group chat
- Meet with an alumni
We want to ensure you have the support you need to succeed.”

Option 2: A more personal and supportive transactional approach

“Natalie, my goal is to connect you to the right resources here on campus!

If the study group doesn’t feel like the right fit, make sure to check out the peer group chat. I know there are other students like you waiting to take the first step. I also have a contact list of alumni who would love to connect with you about various career paths they chose after completing their degree here at [institution].

I’m in your corner!”

The second option not only acknowledges Natalie’s struggles but also employs empathy and a genuine interest in her well-being while offering options to address her specific concerns. By using words that convey a sense of support and connection, advisors can build trust and help students feel more invested in their own success.

Utilizing mail merge and word play

Institutional data, such as student success initiatives and predictive analytics, can be used to populate emails like these. Mail merge capabilities can help advisors send personalized messages to students, making them feel seen and valued. Word play, such as using phrases like “I’m in your corner,” can make a significant impact, creating a sense of connection and community.

By leveraging tailored transactional advising, institutions can demonstrate their commitment to student success and provide a more personal and supportive experience for students. By using data-driven insights and targeted resources, advisors can make a meaningful difference in a student’s life, helping them stay enrolled and achieve their goals.

According to Natalie, tailored transactional advising influenced her desire to consistently re-enroll and, ultimately, graduate as an adult student from the institution that helped deliver her 2^nd student experience: “My commitment to them was higher because I felt their commitment to me.”

Watch the webinar

To learn more about this approach, listen to the on-demand webinar on the topic.

You can also connect with RNL professionals to learn how the Retention Management System can work at your institution, providing you with data you need to make personal connections with students to keep them enrolled.
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December 17, 2024
Supporting Students Formerly in Foster Care
Title: Addressing Challenges and Support for Youth Formerly in Foster Care

Author: Ellie Taylor

Source: Trellis Strategies

Youth formerly in foster care (YFFC) face complex and heightened demands with regard to postsecondary education. In a new brief from Trellis Strategies, the author discusses the distinct needs of YFFC who pursue higher education.

Trellis Strategies’ 2023 Student Financial Wellness Survey found that YFFC have considerably lower levels of food security compared to their peers, while the share of housing insecure YFFC students is 28 percentage points higher than that of non-YFFC students. Additionally, more than seven in 10 YFFC students did not know if their institutions had aid programs for them.

Most institutions do not have a means of identifying YFFC if they do not first identify themselves, complicating their ability to help students. However, less than 40 percent of students who indicated their YFFC status on their FAFSA reported receiving more funding. While 18 percent of students knew about institutional aid opportunities and 25 percent knew about state aid opportunities, 63 and 54 percent of students who were aware of these programs, respectively, participated in them.

The report highlights four key policy recommendations:
- Fund and appoint liaisons for YFFC. Institutions should have a full-time staff member dedicated to supporting YFFC students.
- Cultivate more awareness of support for students. Develop and sustain communication between higher education institutions and foster programs in order to build a robust awareness of resources for YFFC students and identify YFFC students.
- Develop accessible programs for YFFC. Make programs, including trauma-informed counseling and academic support, convenient and free for YFFC.
- Offer food and housing assistance. Designate specific housing for YFFC and provide aid to ease the financial burden of housing and food.
Read the full report here.

—Kara Seidel

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November 23, 2024