Tag: Systems

  • AI Agents for Colleges: Intelligent Systems Uses

    AI Agents for Colleges: Intelligent Systems Uses

    Reading Time: 13 minutes

    Artificial intelligence has rapidly evolved from experimental pilots into practical tools in higher education. Colleges and universities are now adopting AI agents, intelligent, autonomous systems designed to perform tasks, learn continuously from data, and act proactively to support students and staff throughout the entire enrollment and student journey.

    Unlike traditional chatbots that offer scripted responses, AI agents for colleges can analyze behavior, adapt to changing inputs, and take meaningful actions based on goals or context. They can handle tasks like personalized communication, lead nurturing, application guidance, and even predicting student attrition, all with minimal human intervention.

    For higher ed leaders, enrollment managers, and marketing teams, the question is no longer if AI will play a role in education; it’s how to use it strategically, ethically, and effectively. The potential is significant: smarter outreach, streamlined operations, and stronger support for students.

    In this article, we’ll unpack what AI agents are, how they differ from simpler tools, how institutions are using them today, and what practical steps schools can take to get started or scale up AI-powered initiatives.

    Are you prepared for the next evolution of enrollment and student support?

    What Is an AI Agent?

    An AI agent is a dynamic, intelligent system designed to perform tasks autonomously on behalf of users or institutions. Unlike static tools or rule-based chatbots, AI agents can analyze data, interpret complex intent, and act independently in pursuit of defined goals. They are capable of:

    • Understanding and responding to user intent across multiple interactions
    • Taking proactive actions based on predefined goals, real-time context, or behavioral triggers
    • Continuously learning and improving from user inputs and outcomes
    • Integrating with core institutional platforms such as CRMs, student information systems (SIS), learning management systems (LMS), and communication tools

    In a higher education context, AI agents are not simply answering questions; they’re helping institutions solve problems. These agents can assist with lead nurturing, application guidance, appointment scheduling, academic advising, and more. Their ultimate purpose is to support institutional goals such as improving enrollment conversion, enhancing student engagement, and reducing the manual workload on admissions, marketing, and student services teams.

    Key Characteristics of AI Agents in Higher Education

    AI agents for colleges are defined by several core capabilities that set them apart from traditional tools or scripted chatbots:

    • Autonomy: They operate independently, completing tasks or initiating interactions without requiring constant human oversight.
    • Context Awareness: AI agents can recognize a student’s position within the enrollment or academic lifecycle and adjust their responses accordingly.
    • Goal-Oriented Behavior: They are built with specific institutional outcomes in mind, such as increasing conversion rates, reducing summer melt, or improving retention.
    • Continuous Learning: These systems improve over time by analyzing data patterns and learning from past interactions.

    Together, these characteristics enable AI agents to act as proactive, adaptive partners in student engagement, going well beyond static digital assistants to drive meaningful institutional impact.

    AI Agent vs. Chatbot: What’s the Difference?

    A common source of confusion in higher education is the distinction between traditional chatbots and AI agents. While the terms are sometimes used interchangeably, the capabilities and strategic impact of each are vastly different.

    Traditional Chatbots

    Chatbots are typically rule-based or scripted tools that respond to user prompts. They are reactive rather than proactive, meaning they wait for a user to initiate contact. Most chatbots are limited in scope: they may answer FAQs or provide links to resources, but they cannot understand context or evolve. Their utility is often confined to narrow use cases like answering admissions deadlines or sharing campus event information.

    AI Agents

    AI agents, by contrast, are intelligent, goal-driven systems that can operate autonomously across platforms. They are capable of interpreting complex intent, initiating actions, and retaining memory across sessions and channels. These agents integrate with CRMs, SIS, and learning platforms to deliver personalized experiences. More importantly, AI agents can adapt their strategies based on behavioral data and outcomes. For example, an AI agent might detect that an admitted student has not opened key onboarding emails and proactively reach out with a nudge or alternative format.

    The Key Distinction

    What makes an AI agent different from a chatbot? AI agents are autonomous, goal-driven systems that understand context, learn over time, and take proactive actions. Unlike chatbots, which respond to scripted prompts, AI agents can guide users through processes and initiate engagement across multiple platforms. 

    In essence, chatbots answer questions, but AI agents help move students through a process. They not only provide information but also drive outcomes like enrollment completion, financial aid submission, and course registration. As institutions seek to improve service quality and efficiency at scale, AI agents offer a more strategic, integrated approach than chatbots alone.

    Why AI Agents Matter for Colleges Today

    Higher education is undergoing a seismic shift. Institutions are under mounting pressure from multiple directions: growing competition for a shrinking pool of prospective students, fluctuating domestic enrollment in many regions, rising expectations for personalized and digital-first engagement, and increasingly limited internal resources. In this environment, colleges and universities need tools that enable them to do more with less without sacrificing student experience.

    AI agents offer a powerful solution. These intelligent systems enable colleges to shift from reactive service models to proactive, anticipatory engagement across the student lifecycle. Whether guiding prospective applicants through the admissions process or supporting enrolled students with course selection and financial aid navigation, AI agents help scale operations while preserving a sense of personal touch.

    Core Education AI Use Cases for Colleges

    1. AI in Enrollment Management

    One of the most transformative applications of AI agents is in enrollment management. Traditional outreach methods often rely on bulk communications and static timelines. AI agents, by contrast, enable real-time, tailored engagement based on where each student is in the funnel.

    Key functions include:

    • Sending automated, personalized nudges to incomplete applicants
    • Identifying prospects who show signs of disengagement or drop-off
    • Providing 24/7 responses to common admissions questions
    • Supporting post-admit engagement and reducing summer melt

    Rather than replacing admissions professionals, these agents act as digital extensions of the team, helping manage volume while maintaining quality interactions.

    2. Intelligent Assistants in Higher Education Recruitment

    On websites, landing pages, and student portals, intelligent AI assistants for higher ed help convert interest into action. These systems can dynamically guide users to the most relevant content or next steps based on browsing behavior, geography, or persona.

    Use cases include:

    • Directing students to matching academic programs
    • Surfacing key dates and requirements based on applicant type
    • Offering localized content or multilingual support for international visitors
    • Capturing high-intent inquiries for CRM integration and follow-up

    When embedded at strategic touchpoints, these tools improve the prospective student experience and boost lead conversion rates.

    3. Student Services and Academic Support

    Beyond recruitment, AI agents are increasingly being used to reduce administrative burden and expand access to essential student services. This is especially valuable for institutions serving diverse populations, including adult learners, international students, and part-time students who may need help outside of regular office hours.

    Key areas of support:

    • Assisting with course registration logistics and policies
    • Answering financial aid questions and helping students navigate fees
    • Referring students to on-campus services based on need (e.g., mental health, tutoring, IT help)
    • Acting as a triage point for academic advising requests

    By handling routine inquiries, AI agents free up staff to focus on more complex or sensitive cases.

    4. Retention and Student Success

    Student success teams often lack real-time visibility into which students are disengaging. AI agents can analyze signals such as missed logins, dropped classes, or overdue assignments to flag early risk indicators.

    Once identified, agents can:

    • Trigger automated check-ins or reminders
    • Recommend helpful resources (e.g., peer tutoring)
    • Notify academic advisors or success coaches
    • Encourage re-engagement through timely, personalized outreach

    These interventions help prevent attrition by reaching students before they fully disengage.

    5. Marketing and Communications Automation

    AI agents also bring efficiency to enrollment marketing operations. They can support:

    • Real-time content personalization on websites
    • Automated follow-up workflows based on behavior (e.g., abandoned form fill)
    • Cross-channel engagement across email, SMS, and chat
    • Handling campaign-related inquiries or call-to-action responses instantly

    For marketing teams, this means campaigns can scale without losing relevance. AI ensures that prospective students receive the right message, at the right time, via the right channel, improving conversion rates and ROI.

    In short, AI agents are not a future-facing concept. They’re a current strategic advantage. By embedding intelligence and automation into student engagement, colleges can improve outcomes, reduce strain on staff, and create experiences that meet the expectations of today’s digital-native learners.

    How Are Colleges Using AI Agents Today?

    Across Canada, the United States, and internationally, colleges and universities are already deploying AI agents to support critical areas like enrollment, student services, academic advising, and marketing. These are no longer just experimental tools or isolated pilot projects. Instead, many institutions are integrating AI agents into their core strategies, using them to improve responsiveness, personalize outreach, and ease the burden on staff.

    From automating admissions follow-ups to guiding students through financial aid, real-world use cases are multiplying. The focus has shifted from “if” to “how best” to implement these tools.

    (See the curated examples at the end of this article.)

    Do AI Agents Replace College Staff?

    This is a common concern, and the answer is no. AI agents are not designed to replace college staff, but to support them.

    These intelligent tools handle routine, high-volume, and time-sensitive tasks that can overwhelm busy teams. They can respond instantly to frequently asked questions, guide users to resources, and even operate around the clock, especially useful during evenings, weekends, or high-traffic application periods.

    By managing first-line support, AI agents free up staff to concentrate on what matters most: personalized advising, meaningful relationship-building, and strategic planning. They also surface real-time data and student behavior insights that staff can use to make more informed decisions.

    Importantly, human expertise remains essential for nuanced conversations, equity-based support, and complex decision-making. Rather than replacing staff, AI agents extend their capacity, allowing institutions to offer more consistent, timely, and personalized service without adding headcount. When implemented thoughtfully, AI agents strengthen, not diminish, the human touch in education.

    Ethical and Practical Considerations

    As colleges adopt AI agents, ethical implementation is paramount. Institutions must ensure these tools align with institutional values and uphold trust.

    Data Privacy and Security:
    AI agents must comply with relevant privacy laws such as PIPEDA or GDPR. Clear, transparent data usage policies help reassure users and safeguard institutional integrity.

    Bias and Fairness:
    To prevent unintended bias, especially in areas like admissions or advising, institutions should conduct regular audits, use diverse training data, and maintain human oversight in high-stakes decisions.

    Governance and Oversight:
    Successful AI initiatives require clear accountability. Define who owns the AI agent, how it’s monitored, and when human staff should step in.

    Ultimately, AI agents should enhance equitable access, not compromise it. Thoughtful design and oversight are essential.

    How Can Colleges Get Started with AI Agents?

    For colleges and universities exploring AI agents for the first time, a phased and strategic approach ensures alignment with institutional goals while minimizing risks.

    Step 1: Identify High-Impact Use Cases
    Start by targeting clear, high-volume needs where automation delivers immediate value. Common entry points include admissions inquiries, application follow-ups, and frequently asked questions in student services. These areas typically require timely, consistent responses and are ideal for early pilots.

    Step 2: Align with Enrollment and Marketing Strategy
    AI agents should reinforce your institution’s enrollment goals, not operate in a silo. Ensure that the use cases support broader priorities such as inquiry-to-application conversion, yield improvement, or retention. Collaboration between admissions, marketing, and IT is key.

    Step 3: Integrate with Existing Systems
    To be effective, AI agents must connect with your existing technology stack. Integrate them with CRM platforms, student portals, and marketing automation tools to ensure seamless data flow and actionable insights.

    Step 4: Pilot, Measure, Optimize
    Launch a limited-scope pilot with clear objectives. Track metrics like reduced response times, increased application completion, or staff time saved. Use feedback and data to refine both the agent’s responses and its integration with team workflows.

    Step 5: Scale Thoughtfully
    Once the agent has proven value, consider expanding to new functions (e.g., academic support or financial aid). Establish governance policies, ensure ongoing training and monitoring, and communicate transparently with users.

    With the right foundation, AI agents can scale intelligently, becoming a long-term asset for your institution.

    Examples of Higher Education Institutions Demonstrating AI Agent Use

    Georgia State University (USA): Georgia State pioneered an AI chatbot named “Pounce” to assist incoming students with admissions queries, financial aid forms, and other enrollment steps. By answering thousands of questions 24/7 via text messages, Pounce helped reduce “summer melt” (admitted students failing to enroll) by 22% in its first year, meaning hundreds more freshmen made it to campus. This AI assistant continues to guide students through registration and financial processes, improving support for new Panthers.

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    Source: Georgia State University

    University of Toronto (Canada): U of T is actively exploring AI-driven tools to enhance student advising and services. A university-wide AI task force has recommended integrating AI into student support and administration. Initiatives include pilot projects for AI chatbots and data analytics to assist academic advisors, streamline routine administrative queries, and personalize student services. By embracing these technologies with a human-centric approach, U of T aims to improve how students receive guidance and navigate campus resources.

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    Source: University of Toronto

    Arizona State University (USA): ASU has implemented AI-enabled digital assistants (including voice-activated tools) to guide prospective and current students. Notably, ASU partnered with Amazon to create a voice-based campus chatbot via Alexa, allowing users to ask the “ASU” skill about campus events, library hours, dining menus, and more. In residence halls, students received Echo Dot devices as part of a smart campus initiative, making it easy to get instant answers about enrollment or campus life. These AI assistants augment student engagement by conversationally providing on-demand information and support.

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    Source: Arizona State University

    University of British Columbia (Canada): UBC leverages AI in both research and practical applications to improve student experiences. The university deploys AI chatbots and advising assistants to help answer student questions and streamline services. For example, UBC’s “AskCali” project is an AI-driven advising tool that uses generative AI to answer academic planning questions and direct students to resources. UBC Okanagan’s campus also introduced an AI chatbot across departments like IT support and Student Services, automating routine inquiries and reducing wait times by handling ~99% of chats, which frees up staff for complex issues. Through these efforts, UBC enhances student support while improving operational efficiency.

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    Source: UBC

    Harvard University (USA): Harvard is applying AI systems to enhance academic advising, streamline administrative tasks, and bolster student engagement. The university’s digital strategy encourages responsible use of AI in advising and student services. For example, Harvard has explored AI chatbots for answering routine student questions and experimented with AI tutors to augment academic advising. These AI initiatives are aimed at improving the efficiency of advising processes and enriching how students interact with academic support, all while maintaining a human-centered approach (Harvard’s advisors and faculty guide AI use to ensure it aligns with educational values).

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    Source: Harvard University

    University of Michigan (USA): U-M has rolled out AI-powered tools to support student services, including conversational assistants for advising and campus information. The College of LSA launched “Maizey,” a 24/7 AI academic advising chatbot that answers questions on course requirements, policies, and study tips, providing a “smart sidekick” for students seeking guidance after hours. Additionally, U-M developed “MiMaizey,” a personalized AI campus assistant that helps students find information on dining, events, organizations, and more in a chat interface. By deploying these AI-supported services, Michigan offers instant help and tailored support to students while complementing its human advisors.

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    Source: University of Michigan

    University of Alberta (Canada): UAlberta is integrating AI into student services and campus operations to improve efficiency and support. The university’s AI committees explicitly guide the use of AI to “improve university operations, services, resource management, and administrative tasks.” This means deploying AI tools in areas like student advising, where chatbots or predictive analytics can assist with inquiries, and in back-office processes, where automation can streamline workflows. By embracing these technologies, the U of A seeks to enhance the student service experience (faster responses, 24/7 support) and optimize institutional decision-making and resource use.

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    Source: University of Alberta

    Stanford University (USA): Stanford has been a leader in leveraging AI agents for student support, learning analytics, and administrative innovation. Researchers at Stanford have developed AI systems that detect when students are struggling in digital courses and then recommend interventions to instructors, effectively acting as an AI tutor/assistant to keep students on track. In student services, Stanford has experimented with chatbots and AI-driven data analysis to personalize learning and improve advising. These efforts—from AI “teaching assistants” that answer student questions to predictive models that inform advisors—illustrate Stanford’s use of AI to enhance learning outcomes and streamline academic administration.

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    Source: Stanford University

    The Strategic Opportunity Ahead

    AI agents represent a transformative opportunity for colleges and universities that approach them with purpose and alignment. When embedded within broader strategies for enrollment management, student success, and marketing, these tools can significantly enhance institutional impact.

    By automating high-volume tasks and providing real-time, personalized support, AI agents help institutions engage students earlier in their journey, offer more relevant touchpoints, and deliver a seamless digital experience that today’s learners expect. At the same time, they free up staff to focus on strategic, human-centered work, creating a more agile and efficient institution.

    The real value lies not in simply deploying AI tools, but in how they’re integrated across departments and designed to serve long-term goals. For higher education leaders, this means shifting the conversation from technology for its own sake to technology as an enabler of student-centric transformation. With thoughtful implementation, AI agents can become a cornerstone of modern, resilient, and responsive institutions.

    Are you prepared for the next evolution of enrollment and student support?

    Frequently Asked Questions

    Question: What makes an AI agent different from a chatbot?
    Answer: AI agents are autonomous, goal-driven systems that understand context, learn over time, and take proactive actions. Unlike chatbots, which respond to scripted prompts, AI agents can guide users through processes and initiate engagement across multiple platforms.

    Question: How are colleges using AI agents today?
    Answer: Across Canada, the United States, and internationally, colleges and universities are already deploying AI agents to support critical areas like enrollment, student services, academic advising, and marketing. 

    Question: Do AI agents replace college staff?
    Answer: This is a common concern, and the answer is no. AI agents are not designed to replace college staff, but to support them. These intelligent tools handle routine, high-volume, and time-sensitive tasks that can overwhelm busy teams.

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  • Why Your Study Systems Don’t Work Anymore

    Why Your Study Systems Don’t Work Anymore

    By Katie Azevedo, M.Ed.

    You spent all of sophomore year perfecting your study system. Organized, color-coded flashcard, easy to review: it worked beautifully. Then junior year hit, and suddenly those same study methods feel completely useless when you’re preparing for exams.

    What happened? Well, here’s what didn’t happen: You didn’t suddenly forget how to study. And you didn’t suddenly get ignorant.

    What did happen is that something leveled up, but your system didn’t level up with it.

    As a study skills expert with 20 years of teaching experience, I see this all the time. Students come to me frustrated because a method that used to work has stopped working. They assume they’re doing something wrong, or that they just need to “try harder.” 

    But the reality is usually much simpler: their system stopped working for a very specific, identifiable reason.

    An important note before we go further: This post assumes you’re starting with a legitimate study system, meaning you’re already using active recall and spaced repetition as your foundation.

    If you’re re-reading notes, highlighting textbooks, or cramming the night before, those aren’t study systems that “stopped working”: they’re passive methods that never worked in the first place. Active recall (testing yourself) and spaced repetition (spreading study sessions over time) are non-negotiables at every level. This post is about what happens when you’re using those evidence-based methods correctly, but they still feel less effective than they used to be.

    In this post, I’m breaking down the five main reasons legitimate study systems fail, and what each signal means. Understanding why your system stopped working is the first step to figuring out what to do next.

    Why Your Study Systems Don’t Work Anymore

    Below are the five primary reasons why your “good” study systems stopped working. You may find that one, two, or all apply to your situation.

    1. Developmental Transitions: You’ve Leveled Up, But Your System Hasn’t

    Academic demands don’t just get “harder” as you progress through school: they fundamentally change. What worked in high school might be perfectly executed active recall, but if you’re still using high school-level active recall in college, you’re bringing the right tool at the wrong intensity.

    As you move to harder courses or higher levels (from high school to college, for example), the following three changes happen:

    1. The cognitive demand increases.

    High school tests often reward memorization and recall. College exams (and especially graduate-level work) require synthesis, application, and critical analysis. 

    In other words, your flashcards might have been perfect for memorizing vocabulary or formulas, but now you need to apply those concepts to novel situations or synthesize information across multiple sources.

    2. The external structure disappears.

    In high school, teachers often build review into class time, tell you exactly what to study, and remind you about deadlines. 

    But in college, professors expect you to figure out what’s important, create your own review schedule, and manage longer-term projects without check-ins. Your study system (and you!) now has to do the work your teacher used to do.

    3. The pace accelerates.

    You might have had a week to prepare for a high school test covering two chapters. In college, you might have three days to prepare for an exam covering six weeks of material across lectures, readings, and discussions.

    What This Signal Means and What to Do:

    Your active recall methods aren’t wrong; they’re just not scaled to match your current demands. Here’s how to level up your study methods:

    1. Extend your spaced repetition timeline.

    If you used to start studying three days before a test, you now need to start a week or two out. If you used to start a week out, now start two weeks out. Spread your active recall sessions over more days to account for the increased volume of material.

    2. Add more complex practice problems.

    Don’t just test yourself on definitions — test yourself on application. Look for practice problems at the end of textbook chapters, old exams from your professor (just ask; they may say no, but it’s worth asking), or create your own “what if” scenarios that force you to apply concepts in new ways.

    3. Create study materials that force higher-order thinking.

    Instead of flashcards that ask “What is X?”, create questions like “How does X relate to Y?” or “What would happen if X changed?” Write practice essay prompts for yourself. Teach the concept out loud as if explaining it to someone who’s never taken the class. Make Venn diagrams.

    2. The Invisible Skill Gap: Your Classes Require Skills You Don’t Have Yet

    Many teachers assume you have certain skills that you were never actually taught, especially executive function skills like planning, prioritizing, and self-monitoring. Or metacognitive skills like knowing how to study effectively or recognizing when you actually understand something versus when you just think you do.

    These invisible skills weren’t required at earlier academic levels, so your study system didn’t need to account for them. But now they’re essential, and their absence is why it feels like your system is failing. (Again, it’s not that your system is failing…it’s just that it needs to scale up.)

    Examples of invisible skill gaps:

    1. Backwards planning (aka reverse engineering). 

    In high school, most assignments were short-term: read chapter 3, answer the questions, done. In college, you have research papers due in six weeks, and you need to break that down into smaller tasks and deadlines yourself. Your planner worked before because you just wrote down what the teacher told you to do. Now you need a system that helps you create your own deadlines.

    2. Managing competing priorities.

    When you had five classes with predictable homework each night, a simple to-do list was often enough. Now you have fewer classes but longer-term projects, exams on completely different schedules, and activities outside of school. You need a system that helps you see the big picture and make strategic decisions about where to focus your time.

    3. Critical reading vs. just reading.

    You could sometimes get away with passive reading in high school because teachers reviewed everything in class. Now you’re expected to extract key concepts, identify arguments, and connect ideas across readings on your own. Your old annotation system captured facts, but didn’t require you to truly think analytically about the material.

    What This Signal Means and What to Do About It:

    You’re simply discovering skills you haven’t developed yet. Here are what skills to focus on:

    1. Build in backwards planning. 

    For any assignment longer than a week, break it into smaller milestones with self-imposed deadlines. Put those milestones in your planner or calendar just like you would “real” deadlines.

    2. Use a priority system, not just a task list. 

    Add a way to mark tasks as high/medium/low priority, or use a system that helps you see what’s due soon versus what’s due later. This helps you make decisions when everything feels urgent.

    3. Add metacognitive check-ins to your study sessions. 

    After each study session, ask yourself: “Could I teach this to someone else right now?” or “What am I still confused about?” This self-awareness helps you catch gaps before the exam does.

    3. Capacity vs. Method: Sometimes It’s More About What You Can Handle, Not How You Handle It

    Sometimes a study system stops “working” not because there’s anything wrong with the method, but because you’re operating beyond your capacity. Maybe you’re maxed out and overloaded and don’t even know it. (Or maybe you do know, but you just know what to do about it.)

    When you’re at capacity, even the most effective active recall methods will feel impossible to execute. You’ll cut corners, skip steps, or give up on the whole thing simply because you don’t have the bandwidth to figure things out.

    Signs you’re at capacity:

    • Everything feels hard, even methods you know should work or that used to work
    • You’re consistently sacrificing sleep to keep up
    • You’re skipping meals or exercise because there’s “no time”
    • You feel anxious or overwhelmed most days
    • You’re behind in multiple classes, not just one
    • Helpful Resource: Are You Doing Too Much? Link

    When you’re in this state of maxed-out capacity, the problem isn’t your study technique. It’s that you can’t execute because you’re exhausted.

    What This Signal Means and What to Do About It:

    Before you overhaul your entire study system, honestly evaluate whether you need to reduce your load or increase your support. Here’s what to consider:

    1. Audit your commitments. 

    List everything you’re doing: classes, work hours, extracurriculars, family obligations. Is anything optional that you could step back from, even temporarily? Sometimes “doing less, better” is the answer. (Inside SchoolHabits University, I have students complete an Activity Inventory, a self-assessment that provides concrete, measurable evidence about whether they’re overcommitted or undercommitted. This kind of objective data can help you see the reality of your schedule instead of just feeling overwhelmed.)

    Look at your course load specifically. Are you taking too many credits? Are you taking multiple high-demand classes in the same semester? Sometimes the best study system is strategic course selection.

    2. Increase support, not just effort. 

    This might mean going to office hours, hiring a tutor, joining a study group, or talking to a counselor about time management or stress. It might also mean having honest conversations with family about what you can realistically handle.

    No study system, no matter how evidence-based, can compensate for chronic overload. If you’re consistently operating at 110% capacity, something has to give.

    4. You Cling to What You Know Because You’re Nervous to Try Something New

    This one is more psychological than practical, but it’s just as important to consider: sometimes students keep using a system they know isn’t working because changing it feels even scarier than failing with it.

    Familiar failure has a strange comfort to it. At least you know what to expect. At least you know it’s the system’s fault and not yours. At least you don’t have to risk trying something new and discovering it doesn’t work either. These are all super uncomfortable realities to accept.

    Below are some mental traps that you might be falling into. Read them with an open mind.

    1. “At least I know what to expect.”

    Even if your current system produces mediocre results, those results are predictable. Changing your system means uncertainty, and uncertainty feels risky when grades are on the line.

    2. The sunk cost fallacy.

    “I spent so much time building this planner system / making these flashcards / organizing my notes this way. I can’t just abandon it now.” Yes, you can. Time already spent is gone, whether you continue or not.

    3. Perfectionism paralysis.

    “If I can’t find the perfect system that will work forever, I might as well stick with what I have.” This is all-or-nothing thinking. Better is better, even if it’s not perfect.

    4. Fear that the problem is you.

    This is the deepest trap. If you change your system and it still doesn’t work, then you have to confront the possibility that maybe you’re the problem. So you don’t change anything, because at least then you can blame the method.

    What This Signal Means and What to Do About It:

    Resistance to changing a system is often emotional, not logical, and that’s completely normal. But here’s how to work through it:

    1. Name the fear.

    Ask yourself honestly: “What am I afraid will happen if I change this?” Sometimes just identifying the fear reduces its power.

    2. Start small.

    You don’t have to overhaul everything at once. Pick one element to modify and try it for a week. Low stakes, low risk.

    3. Separate your worth from your system.

    Your study methods are tools, not reflections of your intelligence or character. If a tool isn’t working, you get a different tool. That’s it.

    5. Signal vs. Noise: Bad Day or Bad System?

    Not every struggle means your system is awful. Sometimes you just have a bad week. Sometimes the material is genuinely harder. Sometimes life gets in the way.

    The challenge is distinguishing between temporary friction (noise) and systematic failure (signal). 

    Students often abandon perfectly good systems after one rough experience, or they stick with failing systems because they blame external circumstances instead of recognizing a pattern.

    It’s important to know the difference. Here’s how:

    1. One bad week doesn’t mean your whole system is bad.

    If your active recall study method worked great all semester and then you bombed one quiz during a particularly stressful week, that’s noise. Don’t overreact.

    2. Consistent friction over 2-3 weeks means something needs attention.

    If you’ve been struggling to execute your system, feeling frustrated with the results, or dreading your study sessions for multiple weeks in a row, that’s a signal. Pay attention to it.

    3. The “good days/bad days” test.

    Does your system work on your good days? If yes, the system is probably fine. You might just need to work on consistency or capacity (see Section 3). If your system doesn’t work even when you have time, energy, and focus, then your study system itself needs adjustment.

    4. Consider seasonal and cyclical patterns.

    Midterms and finals weeks are brutal for everyone. The week before spring break when you have three papers due is not the time to evaluate whether your planning system works. So look at patterns across normal weeks, not crisis weeks.

    What This Signal Means and What to Do About It:

    Trust patterns over individual instances. Some strategies:

    1. Track your system for at least two weeks before making changes.

    Keep a simple log: Did I follow my system today? How did it feel? What were the results? Patterns will emerge.

    2. Distinguish between execution problems and design problems.

    If you keep forgetting to use your planner, that’s an execution problem (maybe you need reminders or a different location for it). If you’re using your planner consistently but it’s not helping you manage your time, that’s a design problem (the system itself needs work).

    3. Give new systems a fair trial.

    When you do make changes, commit to trying them for at least two weeks before judging whether they work. New systems always feel awkward at first.

    Final Notes: What To Do With This Information

    If your study system stopped working, it’s normal and understandable. It’s just a sign that one or more of the following might be happening.

    1. Your academic demands leveled up, but your system didn’t
    2. You’re missing key skills your classes assume you have
    3. You’re operating beyond capacity
    4. You’re clinging to familiar failure out of fear
    5. You’re reacting to noise instead of recognizing real signals

    Recognizing which of these is happening is the critical first step. Once you know why your system stopped working, you can make informed decisions about what to do next.

    Sometimes you need to tweak your existing system to work better for you. (If that’s where you are, read “How to Personalize Your Study Skills” for a step-by-step process.) Sometimes you need to reduce your commitments or increase support. And sometimes you need to acknowledge that a system that served you well has run its course, and it’s time to build something new.

    Here’s what I want you to remember: no study system lasts forever. As you grow, as your classes change, as your life circumstances shift, your systems need to evolve too. That’s called evolution and adaptation, and it’s not only part of life but it literally is life.

    The students who succeed aren’t the ones who find the perfect system and never change it; they’re the ones who notice when something stops working and have the courage to do something about it.


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  • No Frogs Were Actually Harmed in Describing Systems Thinking – Teaching in Higher Ed

    No Frogs Were Actually Harmed in Describing Systems Thinking – Teaching in Higher Ed

    This post is one of many, related to my participation in  Harold Jarche’s Personal Knowledge Mastery workshop.

    As we round down our time in the PKMastery workshop, I’m now presented with a topic that is both familiar, yet still incredibly challenging for me: systems thinking. One of the best books I read in my MA was The Fifth Discipline: The Art & Practice of the Learning Organization. I discovered that I didn’t have a digital copy (where I like to keep highlights) and was fortunate to find it on sale for $1.99, plus a digital credit that made it “free”.

    The key dimensions of the disciplines of the learning organization are listed by Senge in the introduction:

    • Systems thinking: He describes here how rain happens, with a bunch of different events that happen across distance, time, and space, yet: “… they are all connected within the same pattern. Each has an influence on the rest, an influence that is usually hidden from view. You can only understand the system of a rainstorm by contemplating the whole, not any individual part of the pattern.” We use systems thinking to be more effective at seeing the full picture and associated patterns, as well as to find ways to facilitate change.
    • Personal mastery: Senge distinguishes the multiple meanings of the word mastery. Yes, it can mean dominance over another, yet can also have to do with proficiency. He defines personal mastery as, “…the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively.”
    • Mental models: These baked in assumptions, over-generalized beliefs impact how we understand and explain what happens and the actions we take as a result of those paradigms.
    • Building shared vision: Organizations that achieve great things do so through leadership capacity at developing a shared perspective on where the organization is headed. Senge describes: “When there is a genuine vision (as opposed to the all-too-familiar “vision statement”), people excel and learn, not because they are told to, but because they want to.”
    • Team learning: Senge encourages us to look to the Greeks’ practice of dialog vs discussion. When we are in dialog, our ideas are free-flowing and we can build a capacity to suspend our assumptions and actually think together. In contrast, the word discussion has ties with word like “percussion” and “concussion” and the idea of competitive ideation can take place.

    Senge describes how the fifth discipline is systems thinking, because it weaves together the other disciplines toward intentional transformation. When we can visualize something better, we can understand it more effectively, as Jarche illustrates in a story about when NASA first released a picture of the earth, taken from space. He writes how:

    There are many ways to use visualization to understand data better. The real value of big data is using it to ask better questions. Visualization can be a conversation accelerator.

    Taking existing systems and using visualization to surface the ways the various parts of the system shape the other parts is vital in increasing our individual and collective abilities to learn.

    What Holds Us Back From Being a Learning Organization

    In chapter two, Senge writes about what he calls organizational learning disabilities. I’m not sure he communicates in such a way to support more of an asset-based framework for disability that many of us have become familiar with today. But I still want to list and describe them here, as this was my biggest takeaway from the book, reading it more than twenty years ago.

    1. “I am my position”

    “When asked what they do for a living, most people describe the tasks they perform every day, not the purpose of the greater enterprise in which they take part. Most see themselves within a system over which they have little or no influence. They do their job, put in their time, and try to cope with the forces outside of their control. Consequently, they tend to see their responsibilities as limited to the boundaries of their position.”

    1. “The enemy is out there”

    “When we focus only on our position, we do not see how our own actions extend beyond the boundary of that position. When those actions have consequences that come back to hurt us, we misperceive these new problems as externally caused. Like the person being chased by his own shadow, we cannot seem to shake them.”

    1. The illusion of taking charge

    “All too often, proactiveness is reactiveness in disguise… True proactiveness comes from seeing how we contribute to our own problems. It is a. product of our way of thinking, not our emotional state.”

    1. The fixation on events

    Senge describes how we evolved out of societies where people had to be focused on events to survive, like watching for the saber-toothed tiger to show up and be able to respond immediately.

    “Generative learning cannot be sustained in an organization if people’s thinking is dominated by short-term events. If we focus on events, the best we can ever do is predict an event before it happens so that we can react optimally. But we cannot learn to create.”

    1. The parable of the boiled frog

    “Learning to see slow, gradual processes requires slowing down our frenetic pace and paying attention to the subtle as well as the dramatic… The problem is our minds are so locked in one frequency, it’s as if we can only see at 78 rpm; we can’t see anything at 33-1/3. We will not avoid the fate of the frog until we learn to slow down and see the gradual processes that often pose the greatest threats.”

    Remember that this is meant to be a metaphor to help us explain this phenomenon. No frogs were harmed in sharing this boiling frog apologue.

    1. The delusion of learning from experience

    “Herein lies the core learning dilemma that confronts organizations: we learn best from experience but we never directly experience the consequences of many of our most important decisions. The most critical decisions made in organizations have systemwide consequences that stretch over years or decades.”

    1. The myth of the management team

    “All too often, teams in business tend to spend their time fighting for turf, avoiding anything that will make them look bad personally, and pretending that everyone is behind the team’s collective strategy—maintaining the appearance of a cohesive team. To keep up the image, they seek to squelch disagreement; people with serious reservations avoid stating them publicly, and joint decisions are watered-down compromises reflecting what everyone can live with, or else reflecting one person’s view foisted on the group. If there is disagreement, it’s usually expressed in a manner that lays blame, polarizes opinion, and fails to reveal the underlying differences in assumptions and experience in a way that the team as a whole could learn from.”

    Senge goes on to describe what Chris Argyris from Harvard calls “skilled incompetence” (gift, non-paywalled article from HBR)- groups of individuals who get super good at making sure to prevent themselves from actually learning. Since we’re talking frogs a lot in this series of PKM posts, I can’t help but bring up another illustrative story having to do with skilled incompetence.

    The cartoon character Michigan J Frog would only dance and sing when the man who found him was alone. Any time that someone else entered the picture, the frog just sat there, making normal frog noises. Here’s a look at his antics:

    Looks to me like skilled incompetence and also some seriously skilled frog theatrics (but only when no one is looking).

    What Comes Next

    The next part of The Fifth Discipline is something Senge calls “the beer game.” It is a memorable look at what happens when we are unable to see the entire system, but only one part of it. Let’s just say there’s a supposed shortage of beer, and then lots and lots of beer. But you should read it, as I’m nowhere capturing the marvelous metaphor that is the beer game.

    Readers are also instructed how to map systems in this book, though it is a practice that I never mastered. Jarche links to Tools for Systems Thinkers: Systems Mapping, by Leyia Acaroglu. which gives a great introduction and series of maps to use to explore complex ideas. Acaroglu illustrates their value by describing:

    As a practicing creative change-maker, I use systems mapping tools like this all the time when I want to identify the divergent parts of the problem set and find unique areas in which to develop interventions. I also use them to gain clarity in complexity, and find it especially useful when working in teams or collaborating because it puts everyone on the same page.

    I pretty much want to take every class that Levia and her team have available on the Unschool of Disruptive Design site. I’m also thinking I had better settle myself down a bit and wrap up this PKMastery course before biting off anything more. That, plus a couple of big conferences coming up I still need to prepare for…

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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.  

    A 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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  • Texas Systems Review Course Descriptions, Syllabi

    Texas Systems Review Course Descriptions, Syllabi

    As conservative Texas politicians identify and target faculty who teach about gender identity, officials at six Texas public university systems have ordered reviews of curriculum, syllabi and course descriptions.

    The impetus is clear: Texas A&M University fired a professor, demoted two administrators and pushed out its president after conservative politicians lambasted the institution for a lesson on gender identity in a children’s literature class. Their criticism hinged on the fact that the topic was not reflected in the brief course catalog description for the class. Before he resigned, Texas A&M president Mark Welsh ordered an audit of all courses at the flagship campus, which the system Board of Regents quickly extended to all Texas A&M institutions.

    “The Board has called for immediate and decisive steps to ensure that what happened this week will not be repeated,” the regents wrote in a statement posted on X. “To that end, the Regents have asked the Chancellor to audit every course and ensure full compliance with applicable laws.”

    Other systems soon followed. On Sept. 29, University of North Texas system chancellor Michael Williams instructed the president of each institution to “conduct an expedited review of their academic courses and programs—including a complete syllabus review to ensure compliance with all current applicable state and federal laws, executive orders, and court orders,” he wrote in a letter. The review is due Jan. 1.

    The University of Texas system is reviewing all courses on gender identity to “ensure compliance and alignment with applicable law and state and federal guidance, and to make sure any courses that are taught on a U.T. campus are aligned with the direction and priorities of the Board of Regents,” according to a statement from the system. The review will be discussed at the Board of Regents meeting in November.

    System leaders at several public institutions have cited Texas House Bill 229, President Donald Trump’s Jan. 20 executive order and a Jan. 30 letter from Gov. Greg Abbott that said, “All Texas agencies must ensure that agency rules, internal policies, employment practices, and other actions comply with the law and the biological reality that there are only two sexes—male and female.” Yet no current federal or state laws prohibit public university professors from teaching about transgender identity.

    A University of Houston system spokesperson told The Texas Tribune that it is completing a review of general education courses in compliance with Texas Senate Bill 37, which took effect this fall. The law requires public universities to complete a curriculum review every five years, but the first reviews aren’t due until 2027. Texas Woman’s University is also conducting a review of all academic courses and programs, the Tribune reported.

    Texas Tech University ordered its faculty to ensure that course content complies with Texas and U.S. law, as well as the federal and gubernatorial executive orders that declare the existence of only two genders—male and female. The resulting oral policies—which officials are purposely not writing down—severely limit what faculty can teach about gender identity and effectively erase transgender people and topics from the curriculum.

    It’s unclear how each of the six university systems will respond after their reviews are complete, and whether courses will be censored or entirely removed from the catalog.

    “Faculty are highly trained experts in their fields of study. It harms education for faculty to be told what to teach by politicians,” Brian Evans, President of the Texas Conference of the American Association of University Professors, told Inside Higher Ed by email. “For example, it is impossible to teach about gender without recognizing that there are countless gender identities and gender expressions across the world, the ideology that there are only two genders being only one of those.”

    The conservative politicians who have gone after institutions and faculty for teaching about gender identity have found professors through syllabi and course information posted online. As the risk of doxing grows, faculty are working to keep their information private, but new technology and Texas law are adding complications.

    Hundreds of American colleges and universities are now requiring their faculty to upload syllabi to Simple Syllabus, a third-party platform that offers uniform syllabus templates and easy editing; it also allows faculty to embed syllabi into campus learning management systems. According to the company’s website, more than 500 colleges and universities currently use the platform. Institutions may limit who can view the syllabi—for example, Clemson University requires users to log in with university credentials.

    But other institutions—including the University of Houston, Texas A&M University and the University of Texas at Austin—allow the general public to view their Simple Syllabus pages. This may be in part due to Texas House Bill 2504, a 15-year-old law that requires public institutions to provide publicly accessible syllabi that include major assignments and exams, required or recommended readings, and a general description of lecture or discussion topics.

    Andrew Joseph Pegoda, a lecturer in the Women’s, Gender and Sexuality Studies Department at the University of Houston, experienced the risks of this public access firsthand. In August, a conservative news site published a piece targeting Pegoda for teaching two courses that include queer theory in the curriculum and that, according to the news site, exemplify “indoctrination in women’s and gender studies departments.”

    “I realized that they got their information from Simple Syllabus,” Pegoda said. The platform allows users to search posted syllabi at an institution using keywords—for example, searching the word “queer” on the Simple Syllabus page for one Texas university returned four different syllabi that included the term.

    The spotlight on Pegoda came and passed quickly, largely because his name wasn’t included in the article’s headline. “I’m glad it wasn’t worse than it was. It could have been more direct or more vicious,” he said.

    Simple Syllabus spokesperson Matthew Compton-Clark said the company has not received any reports of targeting via the platform. “We take data privacy extremely seriously, and are a faculty-first organization,” he wrote in a statement to Inside Higher Ed. “We provide multiple privacy features, giving faculty the ability to set not just their entire syllabus private, but individual components as well. This same feature also exists for the institution, allowing the school to set the visibility of the entire syllabus, or individual parts of the document based on their state-specific legislation.”

    The Texas law does not require the public syllabi to include class meeting times or locations, though many professors don’t amend the public versions of their materials to exclude that information. Pegoda said he’s been advised to “put minimum detail in the public Simple Syllabus and then to provide a more regular syllabus to students,” he said.

    But, in the wake of the incident at Texas A&M, that may not work, he said. “Now professors are being encouraged to very specifically detail everything in the syllabus so as to not potentially get fired or have student complaints.”

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  • Joining The Dots: Skills, regeneration, funding systems and Barrow-in-Furness. 

    Joining The Dots: Skills, regeneration, funding systems and Barrow-in-Furness. 

    This HEPI blog was kindly authored by Professor Julie Mennell, Vice-Chancellor of the University of Cumbria, and Martin Williams, Chair of the University of Cumbria. 

    Barrow-in-Furness, now in the county of Westmorland and Furness, exemplifies the Government’s approach to stimulating regeneration and growth. Considerable public money is being committed, and the University of Cumbria, as the local university, is deeply involved. We are proud of what we and others are trying to do and confidently expect that many benefits will result. But our involvement also reminds us how national systems, such as student financial support, cannot currently flex to support a nationally-mandated priority – and makes us wonder whether it is time for a little experimentation.   

    The Government’s reasons for focusing on Barrow are clear. Undoubtedly the town is in need of regeneration; its current health and education outcomes make depressing reading. However, Barrow is also the only place in the country where BAE Systems manufactures the nuclear-powered submarines, which are crucial to Britain’s national and global defence strategy. With a volatile international situation, these craft are in demand, and the order books at the Barrow shipyard are full for decades to come. Constructing nuclear submarines is a highly technical, labour-intensive business, and the company and its suppliers urgently need to grow and upskill their workforces. However, the local Furness population is ageing, and for decades, employers there have struggled to attract and retain skilled workers. To grow, Barrow has to improve its ‘liveability’ – in other words, a big regeneration effort.   

    Because the submarine programme is a national priority, Government has been prepared to intervene directly to support this goal. It has invested £220 million, coordinated by a Board chaired by a former Cabinet Secretary. Their recently published 10 Year Plan recognises the interconnectedness of what needs to happen, covering health, transport, education, skills, housing, environment and leisure. It is ambitious, but not unrealistic, given the underpinning demand from a large, profitable company and its associated supply chains. The Government’s recent Defence Industrial Strategy document quotes Team Barrow as a model on which to build.   

    The University of Cumbria has been deeply involved in the development of this Plan. We sit on the Team Barrow Delivery Board and will contribute to everything the Plan seeks to achieve. We are already BAE Systems’ main supplier of project managers, via degree apprenticeships. We train the nurses and healthcare workers that the town will need, and from this year, our new Medical School means we can provide a wider range of practitioners. We can produce the teachers to improve the schools, and the artists and environmental scientists to enhance Furness’s natural and cultural landscapes.    

    We can and will do more. This month the University opens a new campus, supported by Town Deal money, right next to the shipyard on Barrow Island. With BAE Systems, we are now creating new courses based there in mechanical engineering and computer science. There will be a new Doctoral Training Centre and Innovation Hub to develop and test potentially viable new products and processes and to attract more PhD-level skills into Furness. There is potential for even closer working with the local FE Colleges. We are investing, and we want to invest, and the public purse is supporting that investment. 

    But this is the supply side. Will it be enough to attract students and researchers at the speed and in the numbers that are wanted?        

    In a demand-led higher education system, this is primarily a matter for universities. We have to convince students to enrol. If they don’t come, our income will be directly affected. The onus is on us to sell our offerings, and on potential employers to give extra support to students if they think that is worthwhile.    

    Fair enough, but should that be the whole story in this case? The courses are being created in response to a Government goal. The faster the recruitment to these courses, the quicker the effect on the supply of local skills. We know there are barriers to overcome. It isn’t accidental that Barrow is currently a higher education cold spot. A lot of Barrovians come from families that believe university courses are not for them. BAE Systems are offering generous scholarships and paid placements for local students, but mindsets don’t change quickly. And how many people from outside the region will instinctively encourage their children or friends to consider a course in Barrow in Furness, offered by the University of Cumbria? Barrow is a remote and superficially not very attractive town. The University of Cumbria isn’t in ‘the Russell Group’. A new course, by definition, won’t appear in the Times league tables and won’t yet have employment outcomes (although as a university, we rank top in Northwest England on this measure). We believe they will be good quality courses, offering excellent prospects in the jobs market, but it will take time to establish their reputation.  

    The whole rationale behind the Barrow Rising programme is that Government intervention is needed if Barrow is to become what the country needs it to be. However, the Government’s Higher Education funding system offers no incentives for students to overcome their possible preconceptions. There is a ‘level playing field’ of student choice; any course, anywhere, attracts the same support. 12 years of this model has demonstrated its results. Students tend to play safe and favour longer-established, higher-prestige institutions. A perfectly sensible approach for them to take. But might the public interest right now be better served by a playing field that could be tilted slightly in favour of, for example, engineering courses in Barrow?   

    Fiddling with funding systems is tricky and prone to unintended consequences. Nevertheless, Barrow is a small place, of particular interest to Government and facing some particular challenges. It would surely be useful to the Government to know whether targeted financial incentives, nudging students towards strategically important courses in particular places, made a difference to behaviours. If successful, the approach could be applied to a few other selected priority areas or courses.   

    This would be a new step, but this Government has signalled it wants to think imaginatively in support of growth. With a higher education policy document expected in the autumn, is there space to experiment with a more strategic use of a tiny piece of the huge student finance budget? 

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  • Florida university system’s board to vote on creation of accrediting agency

    Florida university system’s board to vote on creation of accrediting agency

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

    Dive Brief: 

    • The State University System of Florida’s governing board plans to vote Friday to approve the creation of the Commission for Public Higher Education, a new accreditor formed by the state university system and five other Southern public higher education networks. 
    • The state’s Legislature has devoted $4 million to the Florida governing board to help with startup costs for the new accreditor, according to CPHE’s business plan. The accreditor expects the other five university systems to devote a similar level of resources to the effort. 
    • CPHE hopes to begin accrediting six institutions by June 2026 and to become recognized by the U.S. Department of Education by June 2028. Accreditors must operate for two years before the Education Department will recognize them. 

    Dive Insight: 

    Florida Gov. Ron DeSantis announced the formation of the new accreditor for public colleges in late June, criticizing diversity, equity and inclusion standards at existing agencies and framing the effort as a way to focus more on student outcomes. 

    The new accreditor’s business plan echoes those aims. 

    “CPHE will laser-focus on student outcomes, streamline accreditation standards, focus on emerging educational models, modernize the accreditation process, maximize efficiency without sacrificing quality, and ensure no imposition of divisive ideological content on institutions,” it states. 

    Still, the new agency is a long way off from getting the Education Department’s recognition, which is required before its accreditation can grant colleges access to federal financial aid. The business plan notes that the Education Department usually takes at least two years to recognize a new accreditor after it submits its application, which it plans to submit in 2026. 

    The Education Department currently recognizes about two dozen institutional accreditors, according to a federal database. 

    Colleges that want to be accredited by CPHE will be able to retain their current agency while the new accreditor seeks the Education Department’s recognition, according to the business plan. Once it becomes federally recognized, colleges can make CPHE their primary accreditor and shed their other agency, if they wish.

    The founding members of the new accreditor are the State University System of Florida, the Texas A&M University System, the University System of Georgia, the University of North Carolina System, the University of South Carolina system and the University of Tennessee System. 

    Each system will appoint someone to sit on CPHE’s board of directors, which will establish accreditation standards and policies. 

    The new accreditor will also create a paid Interim Review Committee, which will conduct peer reviews of colleges and make recommendations to the board of directors about accreditation actions. The committee will report to CPHE’s board of directors and include academic experts, auditors and compliance officers. 

    The business plan credits recent federal policy changes for making it easier for colleges to jump to new accrediting agencies. 

    That includes a regulatory change during President Donald Trump’s first term that removed regional restrictions on the nation’s seven major accreditors, meaning they each can now represent colleges nationwide instead of only those located in their traditional geographic territories. 

    The business plan also points to May guidance from the Education Department to make it easier for colleges to switch accreditors and revoked more rigorous Biden-era policies on changing agencies. It also mentions a recent executive order from Trump that in part aims to streamline the process for recognizing new accrediting agencies. 

    The Education Department said it will decide on accreditation change requests within 30 days. If the agency doesn’t respond by that deadline, colleges will receive automatic approval unless they don’t meet the eligibility requirements. 

    One higher education expert has described the deadline as a “30-day rubber stamp,” arguing that it takes time and expertise to conduct such reviews. Yet the procedural changes are coming even as the Education Department attempts to shed roughly half of its staff. 

    Colleges will not be eligible to switch if they’ve faced accreditor sanctions within the last two years. However, they will be able to switch for a litany of other reasons, including objecting to their current accreditors’ standards. 

    Both Florida and North Carolina legislators have passed laws in recent years requiring public colleges to switch accreditors each cycle, which usually run between six to 10 years. The changes came after each state’s public university systems publicly spat with their accreditor, the Southern Association of Colleges and Schools Commission on Colleges. 

    SACSCOC accredits each college within the six founding members’ university systems. However, some institutions in Florida and Texas have begun the process of switching to new agencies, according to CPHE’s business plan.

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  • Integrating Systems Thinking to Enhance Liberal Arts Curriculum through Learner-Centered Teaching – Faculty Focus

    Integrating Systems Thinking to Enhance Liberal Arts Curriculum through Learner-Centered Teaching – Faculty Focus

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  • Improving State Longitudinal Data Systems

    Improving State Longitudinal Data Systems

    Title: Powering Potential: Using Data to Support Postsecondary Access, Completion, and Return on Investment
    Source: The Data Quality Campaign

    To make decisions about when and where to pursue their next educational credential, students and their families need to be able to understand the full picture of pursuing further education. They need access to real-time program information, which includes data on enrollment and completion, program performance, financial aid availability, employment, and return on investment.

    A new publication from the Data Quality Campaign highlights the current landscape and challenges of state data systems for postsecondary education and offers recommendations to align state and institutional data systems.

    Key findings include:

    How the existing postsecondary and workforce data landscape varies

    According to the report, nearly all states have agencies that oversee postsecondary institutions and collect some student or programmatic data within postsecondary student unit record systems (PSURSs). However, the authors note that agency-specific data are often disconnected from other sectors’ data. As a result, student information cannot connect with postgraduation outcomes, as is possible with statewide longitudinal data systems.

    Education and workforce data systems differ greatly across states. Sixty-eight percent of PSURSs connect to workforce data, but only 11 percent identify the industry and general occupation that individuals are employed in.

    States collect a variety of postsecondary data from institutions through a variety of methods, but the report emphasizes that states identify many common uses of the data, such as in supporting workforce alignment.

    Data challenges that states are facing

    The report observes that federal funding for states to develop data systems has been increasingly siloed, with different grant programs focusing on the development of data systems that each have a narrow focus (e.g., workforce and K–12 data).

    Education and workforce data systems identify students using different methods, making connecting individuals’ data and tracking their pathways difficult. However, the authors note that some states are making changes to improve matching accuracy.

    Recommendations for states to proactively use data in cooperation with postsecondary institutions

    The report recommends that states ensure data are used in collaboration with postsecondary institutions to inform policy and practice. This includes creating guided pathways and aligning institutions’ educational offerings with their states’ workforce needs. By evaluating trends in postsecondary completion, employment outcomes, and employment needs, policymakers can refine programs that guide students into pathways with high completion and high-paying careers.

    Institutions collect a variety of information about students, including enrollment demographics and course grades. According to the report, given many institutions’ limitations to do robust analysis, this information should be integrated with statewide data systems.

    States can use data to make the admissions and financial aid application processes easier for students and to streamline the process of enrolling in high-demand educational offerings. States and institutions can also leverage their shared data to identify students at higher risk of not completing their postsecondary program and tailor financial support, emergency aid, and academic supports to provide on-time interventions to these students.

    To read the full report from the Data Quality Campaign, click here.

    —Austin Freeman

    If you have any questions or comments about this blog post, please contact us.

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  • What Do Universities Use CRM Systems For?

    What Do Universities Use CRM Systems For?

    Reading Time: 7 minutes

    Customer Relationship Management (CRM) systems have become essential tools in higher education, transforming how universities interact with prospective students, current students, alumni, and other stakeholders. Whether you’re trying to track your enrollment funnel, streamline your recruitment process, or boost retention, CRM systems offer many unique marketing benefits for your institution. 

    You may have already encountered discussions about CRM platforms, but understanding their full potential in an educational context is key to optimizing your institution’s outreach, recruitment, and engagement efforts. Keep reading to learn more about higher education CRM systems, the unique marketing benefits they offer, and how you can get started.

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    Understanding Higher Education CRM

    What is a CRM in higher education? It’s a powerful software solution that helps universities manage relationships at every stage of the student lifecycle. Traditionally associated with sales and customer service in corporate settings, CRM technology has evolved to meet the specific needs of educational institutions. In higher education, a CRM can track interactions with prospective students, automate communication, and analyze data to improve engagement and conversion rates.

    Unlike a standard student information system (SIS), which focuses on administrative tasks like enrollment and grades, a CRM is designed for relationship-building. It allows universities to personalize outreach, streamline marketing efforts, and nurture students from the moment they express interest until they become engaged alumni. By integrating CRM technology into your institution’s marketing strategy, you can enhance recruitment efforts, improve retention rates, and foster long-term alumni engagement.

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    Source: HEM

    Are you wondering how your university can unlock the benefits of a CRM? Reach out to learn about our tailored digital marketing solutions.

    The Benefits of CRM Systems for Universities

    What are universities using CRM for? Well, to be successful as an educational institution, building and maintaining positive relationships with prospective students is necessary. CRMs help schools manage those relationships at various stages of the enrollment funnel and offer valuable marketing benefits. 

    One of the most significant advantages of implementing a CRM in higher education marketing is the ability to centralize and manage vast amounts of student data efficiently. Rather than relying on disparate spreadsheets, email threads, and manual tracking, a CRM consolidates all interactions into a single platform, ensuring every team member has up-to-date information.

    A well-implemented CRM system helps streamline the recruitment process by automating lead nurturing. When prospective students submit inquiries through your website, attend a virtual event, or download a brochure, a CRM can trigger personalized email sequences, follow-up reminders, and targeted content recommendations based on their interests. This level of automation ensures that no lead is left unattended, allowing admissions teams to focus on high-value interactions.

    Beyond recruitment, CRM systems are crucial in improving student engagement and retention particularly when data from a Student Information System is integrated. Universities can use CRM and SIS analytics to monitor student behaviour, such as class attendance, engagement with academic advisors, or extracurricular activities. If a student begins to disengage, automated alerts can prompt intervention from faculty or student services, helping to improve retention rates and overall student satisfaction.

    Another key area where CRMs add value is in alumni relations and fundraising. By tracking alumni career paths, donation history, and event participation, universities can segment their alumni base and tailor communications accordingly. For instance, an alumni relations team can identify graduates likely to contribute to fundraising campaigns based on past engagement, ensuring that outreach efforts are strategic and effective.

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    Source: HEM

    Implementing a CRM System in Your University

    Integrating a CRM into your university’s operations requires careful planning and execution. The first step is selecting a CRM that aligns with your institution’s needs. Some CRMs, like Salesforce Education Cloud, HubSpot, or Slate, are specifically designed for higher education, offering features tailored to student recruitment, engagement, and alumni relations.

    Prioritize Data Integration 

    Data integration is another challenge that universities must address. Many institutions already have multiple systems for student records, financial aid, and course management. Ensuring that the CRM integrates seamlessly with these existing platforms prevents data silos and a smooth flow of information across departments. This might require working closely with IT teams or investing in middleware solutions to facilitate integration.

    Measure Results and Plan Accordingly 

    Once a CRM is chosen, establishing clear goals and key performance indicators (KPIs) is crucial. Universities should determine what they want to achieve with their CRM, whether it’s increasing application rates, improving response times for inquiries, or boosting alumni donations. Setting measurable objectives ensures that the CRM is used strategically.

    Example: A great way to measure the success of your marketing efforts using a CRM is to track the outcomes of your communications as pictured below. This data is extremely valuable as now, you know how many prospects you were able to reach, how they responded to your communications, and whether you need to obtain more accurate contact information. This is just one of the metrics you can track using our Mautic CRM system.

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    Source: HEM | Mautic

    Get Your Whole Team Involved 

    Staff training is another essential component of successful CRM implementation. A CRM is only as effective as the people using it, so ensuring that admissions teams, marketing departments, and student services personnel are comfortable navigating the system is paramount. Conducting regular training sessions, creating user guides, and designating CRM champions within each department can help drive adoption and maximize efficiency.

    Focus on Personalization

    To fully leverage the potential of a CRM, universities should also focus on personalization. With the data collected through a CRM, institutions can tailor communications to different student segments. For instance, a prospective student interested in business programs should receive targeted content about faculty research, alumni success stories, and upcoming application deadlines for the business school rather than generic university-wide messaging. Personalized engagement fosters stronger connections and increases the likelihood of conversion.

    Example: How do you personalize your university marketing efforts? A great place to start if you’re still learning about your ideal prospect is tailoring marketing communications for the stage of the enrollment funnel they’re in. Through segmentation, a CRM system like Mautic can divide your contacts into groups based on their current relationship with your institution. This approach ensures you reach each lead at the right time with the right message.

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    Source: HEM | Mautic

    Automate for Efficiency

    Another best practice for CRM implementation is utilizing automation for efficiency. Many CRM platforms offer workflow automation features that simplify tasks such as sending event reminders, scheduling advisor meetings, and managing follow-ups. Automating repetitive processes reduces the administrative burden on staff, allowing them to focus on more strategic initiatives.

    Example: A CRM system will enable you to craft automated email and SMMs to increase efficiency and ensure timely, carefully worded responses every time. Here, you can see how Mautic allows you to personalize your messages, time them, and tailor them to the purpose of your communication – to promote your university or to collect specific admission information.

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    Source: HEM | Mautic

    The Future of CRMs in Higher Education

    As technology continues to evolve, the role of CRMs in higher education will only expand. The rise of artificial intelligence and predictive analytics is already enhancing CRM capabilities, allowing universities to forecast enrollment trends, identify at-risk students before they drop out, and personalize outreach on a deeper level. Chatbots and AI-driven communication tools integrated into CRMs improve response times, ensuring prospective students receive instant answers to their inquiries.

    Moreover, the shift towards hybrid and online education models has made digital engagement more critical. Universities that effectively utilize their CRM systems can provide seamless virtual experiences, track online learning engagement, and maintain meaningful connections with students regardless of physical location.

    Choose a CRM Built for Higher Education

    Unique needs call for unique solutions. A CRM for universities offers specialized features such as student lifecycle tracking, automated admissions workflows, alumni engagement tools, and seamless integration with existing student information systems, ensuring a more efficient and personalized approach to student recruitment, retention, and engagement.

    One example of a CRM tailored specifically for higher education is Mautic by HEM. Developed from the Mautic open-source platform, Mautic by HEM offers a powerful combination of CRM and marketing automation designed to help universities streamline their lead management, supercharge their marketing efforts, and improve follow-up processes. 

    With tools for segmentation, automated workflows, email marketing, and analytics, Mautic by HEM enables institutions to track prospective students throughout the enrollment journey while optimizing team productivity. By leveraging this CRM, universities can enhance engagement, improve efficiency, and gain deep insights into recruitment and admissions efforts.

    For university marketers and administrators looking to stay competitive, embracing CRM is an absolute must. With the right approach, a CRM can transform how your institution engages with students, streamline processes, and ultimately achieve enrollment and retention goals.

    Example: For a complete view of how our CRM system can help you to reinvent your marketing strategy. In one of our previous webinars, we explored how Mautic can help you boost enrollment through effective relationship management.

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    Source: HEM | YouTube

    Struggling with enrollment?

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    Frequently Asked Questions

    Question: What is a CRM in higher education?

    Answer: It’s a powerful software solution that helps universities manage relationships at every stage of the student lifecycle.

    Question: What are universities using CRM for?

    Answer: Well, to be successful as an educational institution, building and maintaining positive relationships with prospective students is necessary. CRMs help schools manage those relationships at various stages of the enrollment funnel and offer valuable marketing benefits.

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