Tag: technical

  • How 24/7 Technical Support Drives Student Success and Retention

    How 24/7 Technical Support Drives Student Success and Retention

    From speed-to-lead to 24/7 support: Meeting student needs in the digital age

    In our recent webinar, “The Importance of Speed to Lead in Meeting Your Enrollment Goals,” we highlighted how rapid, personalized responses to prospective students can significantly impact their perception of an institution’s quality and commitment. This principle of timely, relevant communication extends beyond the admissions process and into the heart of the student experience, particularly in online education. In this post, we’ll delve into how this same philosophy applies to technical support, forming a crucial component of student success and retention.

    The critical role of 24/7 technical support in online education

    Building on the speed-to-lead concept, the need for swift and effective technical support in online learning environments has become paramount. As we transition from initial student engagement to ongoing support, responsive assistance becomes even more critical. Let’s explore why timely technical support is essential and how it ties to student retention, institutional credibility, and mission fulfillment.

    The importance of quick response to technical needs

    Just as rapid responses to inquiries can influence a student’s decision to enroll, quick resolution of technical issues can determine a student’s ability to succeed in their coursework. Student satisfaction is closely tied to the quality of the overall experience institutions provide to students, including addressing technical issues and how the institution responds to the students as individuals when they have a concern. When students encounter technical barriers without immediate resolution, their frustration can lead to disengagement and even withdrawal from courses.

    The importance of swift technical support in higher education cannot be overstated, as exemplified by several leading institutions.

    • Penn State University’s IT Service Desk stands out with its comprehensive 24/7 technology support model. Utilizing a blend of 20 students and full-time staff members, they efficiently manage up to 600 daily requests during peak periods. This continuous operation throughout the year, pausing only for university holidays, ensures that the Penn State community receives timely assistance for diverse IT-related issues, from learning management systems to account access and new IT service implementations.
    • Arizona State University (ASU): ASU’s help center provides round-the-clock service for their large student body. They have 81 employees and 22 student representatives who offer 24/7 support for approximately 100,000 students, including both on-campus and online learners. The center serves as a comprehensive “front door” to the university, assisting with various inquiries beyond just technical issues.
    • The University of Central Florida (UCF) has adopted a strategic approach to technical support. By deploying technicians during high-demand hours, UCF effectively minimizes downtime for both students and faculty. This proactive strategy maintains the continuity of the learning process and demonstrates the institution’s commitment to student success.

    In instances where staffing may be limited, universities are increasingly turning to AI-powered solutions to meet the demand for immediate, round-the-clock support. For example, Thompson Rivers University has implemented a 24/7 chatbot support system. This AI-driven tool automates 83% of incoming chats to their Future Student department, providing instant responses outside of regular business hours. Moreover, a number of innovative platforms such as RNL’s Compass digital assistant provide AI-powered chatbots designed for higher education. These AI-powered assistants can seamlessly integrate with various campus systems, including SIS/ERP, ITSM, and LMS, to address a wide range of inquiries related to IT, admissions, financial aid, and more. By leveraging such technologies, institutions can significantly reduce support costs while ensuring students and faculty receive timely, personalized assistance at any hour.

    The case for a 24×7 support model

    A 24/7 support model aligns with the flexibility that online education promises. Students often engage with coursework outside traditional hours, making access to technical assistance at any time a necessity rather than a luxury. Institutions like Faith Christian School emphasize the importance of uninterrupted access to educational resources, which fosters independence and self-directed learning. Similarly, Google Cloud’s Student Success Services leverage virtual assistants to provide instant answers around the clock, freeing up staff for more personalized guidance.

    Moreover, research shows that institutions offering comprehensive support services see higher retention rates. RNL data show how targeted outreach and timely interventions can significantly improve student outcomes and graduation rates. By addressing technical issues promptly, universities not only retain students but also fulfill their mission of guiding them toward successful program completion.

    Perception of a well-equipped university

    The availability of 24/7 technical support is increasingly viewed as a marker of institutional quality. Students now expect seamless access to both academic content and support services when selecting a university. Institutions that fail to meet these expectations risk damaging their reputation and losing prospective students. RNL student satisfaction and priorities data shows that approximately two-thirds of students value institutions addressing their personal needs throughout the recruitment process, which can factor in their decision to enroll at the institution. Offering robust technical support signals that a university is technologically advanced and committed to providing an optimal learning environment.

    Enabling student success and institutional mission

    Timely technical support directly contributes to student success by removing barriers to learning. When students can focus on their studies without being derailed by technical difficulties, they are more likely to persist in their programs. This aligns with the broader mission of most universities: helping students succeed academically and graduate. Demonstrating the lived expression of institutional mission through 24/7 support for student services can enhance retention and overall well-being. By addressing both academic and non-academic challenges in real-time, universities create an ecosystem where students thrive.

    Conclusion: Timely support is critical to the online student experience

    From the initial point of contact through to graduation, the principle of timely, personalized support remains crucial. The importance of responding quickly to students’ technical needs is a natural extension of the speed-to-lead philosophy in enrollment management. A 24/7 support model not only ensures uninterrupted learning but also strengthens institutional credibility and fosters student retention. By prioritizing timely assistance across all aspects of the student journey, universities can live up to their mission of empowering students to succeed academically and graduate with confidence. As these examples illustrate, investing in comprehensive support systems is an investment in both student success and institutional sustainability.

    We’re here to help you navigate the technology you need to engage students and provide them with that 24/7 support. Reach out and we’ll set up a time to talk with an RNL enrollment technology expert.

    How can you leverage technology across the student lifecycle?

    With students expecting personalized attention 24/7, you need to be able to engage them at any point in the student lifecycle. Talk with our experts about how you can use the latest technology to create those connections to strengthen recruitment and retention.

    Ask for a complimentary consultation

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  • EEOC and DOJ Issue Technical Assistance Documents on Unlawful DEI-Related Discrimination

    EEOC and DOJ Issue Technical Assistance Documents on Unlawful DEI-Related Discrimination

    by CUPA-HR | March 20, 2025

    On March 19, the Equal Employment Opportunity Commission (EEOC) and Department of Justice (DOJ) released two technical assistance documents intended to educate “the public about unlawful discrimination related to ‘diversity, equity, and inclusion’ (DEI) in the workplace.” The two documents aim to inform the public about how civil rights rules and laws like Title VII of the Civil Rights Act of 1964 apply to employment policies, programs and practices, including those labeled or framed as “DEI.”

    Title VII prohibits employment discrimination based on protected characteristics, including race, color, religion, sex or national origin. As the agencies note in both documents, DEI is a broad term that is not defined under statute. The technical assistance explains that DEI practices may be unlawful if they involve an employer or other covered entity taking an employment action motivated in whole or in part by an employee’s race, sex, or other protected characteristic. The agencies emphasize that Title VII’s protections apply equally to all racial, ethnic, and national origin groups, as well as both sexes, and that unlawful discrimination may exist no matter which employees are harmed.

    Technical Assistance Document #1: The EEOC describes what DEI-related discrimination looks like.

    The first document, “What To Do If You Experience Discrimination Related to DEI at Work,” explains how DEI-related practices may manifest as discrimination under Title VII.

    • Title VII bars disparate treatment: Any employment action motivated in whole or in part by race, sex, or another protected characteristic that is taken in the context of the terms, conditions, or privileges of employment may be unlawful.*
    • Title VII prohibits limiting, segregating, and classifying: Any action taken that limits, segregates, or classifies employees based on race, sex, or other protected characteristics in a manner affecting their status or depriving them of employment opportunities may be unlawful. Examples of these practices include the establishment of workplace groups (employee resource groups or employee affinity groups) that limit membership to a protected group or groups, as well as the separation of employees into groups based on a protected characteristic when administering trainings or other privileges of employment. The document makes clear that the latter may still violate Title VII even if the separate groups receive the same training or programming content.
    • Title VII prohibits workplace harassment: Workplace harassment is illegal when it results in an adverse change to a term, condition, or privilege of employment, or it is so frequent or severe to reasonably be considered intimidating, hostile, or abusive. The document explains that DEI training may give rise to a hostile work environment claim and that harassment may occur when an employee is subject to unwelcome remarks or conduct based on protected characteristics.
    • Title VII prohibits employer retaliation: The agencies explain that reasonable opposition to a DEI training may constitute protected activity if the employee provides a fact-specific basis for their belief that the training violated Title VII, and that an employer may not retaliate if an employee participates in an EEOC investigation or files an EEOC charge.

    The document reaffirms that Title VII protects employees, potential and actual applicants, interns, and training program participants. It directs individuals who suspect to have experienced DEI-related discrimination to contact the EEOC “promptly” as claimants have 180 to 300 days to file a claim depending on whether a state or local agency enforces a law that prohibits employment discrimination on the same basis.

    Technical Assistance Document #2: The EEOC answers additional questions about DEI-related discrimination in the workplace.

    The second technical assistance document, titled “What You Should Know About DEI-Related Discrimination At Work,” expands upon the information provided in the technical assistance document discussed above and answers a number of additional questions on how Title VII intersects with DEI-related practices in the workplace.

    Notably, the document addresses questions surrounding employers’ DEI-related considerations of race, sex, and other protected characteristics when the protected characteristic wasn’t the “sole or deciding factor” for the employers’ action. The document states that “race or sex (or any other protected characteristic under Title VII) does not have to be the exclusive (sole) reason for an employment action or the ‘but-for’ (deciding) factor for the action” for there to be unlawful discrimination. Additionally, the agencies explain that workers only need to show “some injury” or “some harm” affecting their terms, conditions or privileges of employment to allege a colorable claim of discrimination under Title VII.

    The document also makes clear that an employer may not justify an employment action simply on the basis that they have a business necessity or interest in “diversity” as Title VII prohibits employers from using business necessity as a defense against intentional discrimination claims. Likewise, the agencies explain that “client or customer preference is not a defense to race or color discrimination” and that “basing employment decisions on the racial preferences of clients, customers, or coworkers constitutes intentional race discrimination.”

    CUPA-HR will continue to monitor for updates related to Title VII enforcement from the EEOC.

    *The terms and conditions of employment include: hiring; firing; promotion; demotion; compensation; fringe benefits; exclusion from training; exclusion from mentoring or sponsorship programs; exclusion from fellowships; selection for interviews (including placement on candidate slates).



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  • We need strategic technical leaders

    We need strategic technical leaders

    As a society we’re seeing rapid changes, especially in technology, that impact how we live, work and learn. Higher education institutions have needed to reevaluate their priorities and adapt to this new environment. Strong, diverse and skilled leadership to drive change is more important than ever – and strategic technical leaders can play a key role.

    These relative new positions in the sector bridge the gap between organisational goals and technical capabilities. They champion their teams, drive innovation and collaboration.

    Technicians are critical to teaching, research and innovation and there is an increasing demand for strategic technical leaders in universities to strengthen and develop this vital workforce, helping institutions to thrive in this ever-changing landscape.

    Filling the technical leadership gap

    Historically there has been a leadership gap for technicians in higher education institutions, with their roles often being capped at lower levels, meaning a lack of representation in strategic decision-making.

    In recent years this trend has been reversed, with several institutions appointing strategic technical leaders. At first glance, HESA data indicates that 45 per cent of UK HEIs have a strategic technical leader in position, which – while not ideal – at least illustrates a promising improvement.

    But given this figure is based on those institutions that opt-in to submit data to HESA for their non-academic staff, the number of senior strategic technical leaders is potentially far lower than the statistics suggest. Conversely, the HESA statistics also do not account for strategic technical leaders who are operating at lower levels in institutions.

    Variation across remits and institutions

    Data from existing strategic technical leaders (published in the report Strategic technical leadership: advocacy, empowerment and transformation) revealed variations in these roles between institutions, particularly around responsibilities, remit and seniority.

    As relatively new roles in the HE landscape, they are still evolving. Institutions establishing these roles have often defined the scope with limited reference points, resulting in positions being shaped around individuals or tailored to specific priorities. While some inconsistencies are to be expected, greater consistency in defining the remit and responsibilities of these roles would be beneficial.

    There’s an opportunity to guide the integration of strategic technical leaders into leadership structures. This would not only support their effective implementation but also ensure continuity, which is critical for their long-term impact and sustainability.

    Defining the role

    Previously undefined, our report proposed the following definition of a strategic technical leader:

    An empowered decision-maker who aligns the technical workforce with the institution’s long-term goals by anticipating future needs, advocating for technicians, and shaping policies that impact both technical staff and the broader organisation. They play a pivotal role in strategic planning, particularly in areas such as workforce sustainability, skills development, and investment in technical resources, while ensuring technicians have access to meaningful development opportunities.

    Acknowledging that the definition and roles of strategic technical leaders are still evolving, their benefits are already clear, bringing significant advantages to their institutions, technical staff, and the wider higher education sector.

    Strategic technical leaders are vital for aligning technical operations with university strategy, offering significant benefits to institutions, technical staff, and the wider higher education sector. Their holistic view of technicians’ roles across teaching and research ensures consistency in opportunities, operations, and experiences. By fostering the development and application of technical skills, they drive efficiency across the institution.

    Working as changemakers

    Input into the university’s overall strategy ensures sound investments in equipment and facilities while reducing inefficiencies and duplications of equipment, resulting in cost-savings. Where responsibility for the technical portfolio of activities is integrated into the executive level of the institution, our report indicated wide-reaching benefits internally and externally.

    Strategic technical leaders who are embedded within the higher level of the institutional decision making act as important changemakers for the technical community, advocating for representation in decision-making.

    Improving the visibility of technicians is vital for improving the long-standing lack of recognition and visibility technicians have endured. The results can be far-reaching with evidence suggesting improved results in two often challenging areas associated with technical careers – recruitment and retention.

    Embracing and influencing change

    The focus of the strategic technical leader’s role extends beyond the boundaries of their own organisation – they also have an important externally-facing role. The strategic leaders we spoke to highlighted the importance of their external networks, for developing opportunities for collaboration and sharing of best practice to benefit their home institutions.

    Beyond this, strategic technical leaders are well placed to engage with bodies that advocate for technicians such as the UK Institute for Technical Skills and Strategy and the Technician Commitment.

    Their influence reaches other important networks such as policymakers, professional bodies and sector stakeholders where they can influence sector change, an approach that was recommended in the TALENT Commission report.

    To work at their optimal, universities need innovative and collaborative leadership that represents the entire workforce. It is time that technicians and the vital work that they do is represented in university leadership. Investment in these roles not only supports the development of an institution’s technical teaching, research and operational efficiency but safeguards future excellence.

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