Tag: transformed

  • Opening doors: how the University of Nottingham transformed access for care leavers

    Opening doors: how the University of Nottingham transformed access for care leavers

    This blog was kindly authored by Vikki Welch, Associate Director Student Living, University of Nottingham.

    It is the second blog in HEPI’s series with The Unite Foundation on how to best support care experienced and estranged students. You can find the first blog here.

    When the University of Nottingham (UoN) launched its Care Leaver and Estranged Student support package in 2022, the ambition was clear: to remove financial barriers and create a genuine sense of belonging for students who often arrive without the safety net of family support. Today, it provides a comprehensive wraparound system, anchored by a one-year accommodation bursary that has changed lives.

    Why accommodation matters

    For care-experienced and estranged students, the cost of living on campus can be a major obstacle. UoN’s analysis revealed that these students were disproportionately opting for cheaper, off-campus housing – often in poorer conditions and far from academic spaces. This not only isolated them from student life but also correlated with lower degree outcomes compared to peers who lived on campus.

    The solution was bold: cover 365 days of accommodation costs for the first year of study, whether in catered halls or self-catered options. By partnering with third-party providers and embedding strong support mechanisms, we were able to develop a comprehensive package of support for care experienced and estranged students. Critical to this was ensuring that the bursary was non-competitive and universally available to eligible students – we wanted to create the opportunity to welcome all care experienced and estranged students who met our eligibility criteria and wanted to study at the University of Nottingham. The goal was not just financial relief but a holistic transition into university life – setting our students up for success.

    Beyond the bursary

    The scheme goes far beyond paying rent. From pre-entry needs assessments and liaising with local authorities to welcome events and starter packs, we designed a programme that recognises the emotional and practical challenges care experienced and estranged students face. Initiatives like “NottingHome for the Holidays” during winter vacation and solidarity events during Estranged Student Week foster community and belonging.

    Support continues throughout the year: exam preparation, wellbeing interventions, and help with second-year housing – including covering costs for guarantor services. The summer BBQ for care experienced and estranged students is a joyful and emotionally rewarding event to see a cohort come together to celebrate their first year.

    This is underpinned by staff who really care and want the best for these students. None of this would be possible without such incredible people. The UoN models puts our people in theposition to make a difference.

    Impact on recruitment and retention

    The results speak volumes. Applications from care-experienced students have risen since the bursary’s introduction, and enrolment rates have improved significantly. Living on campus has been shown, through regression analysis by UoN’s Digital Research Service, to increase the likelihood of degree completion among bursary recipients. With a 92% increase in care experienced and estranged students choosing on campus accommodation we are confident in the success outcomes of these students once they graduate.  This mirrors findings from the Unite Foundation scholarship programme, reinforcing the transformative power of secure, inclusive accommodation.

    Financial stress remains a critical issue for care experienced and estranged students nationally – this was something we heard consistently in focus groups with this group of students. The recent analysis of HEPI’s Student Academic Experience Survey shows that this group of students work at least 2+hours more in paid work than their peers. At Nottingham, 98% of respondents said the bursary was essential to continuing their studies.

    One first-year student summed it up:

    I don’t have to worry about getting a job on top of my studies this year because of my accommodation bursary.

    Wellbeing and belonging

    The impact goes beyond numbers. Students report feeling part of campus life, joining societies, using sports facilities and building friendships. Reduced working hours mean more time for study and social engagement, which in turn supports mental health and academic success. UoN’s commitment was recognised with the NNECL Quality Mark, awarded “Exceptional” for both pre-enrolment support and student wellbeing.

    Lessons for the sector

    What can other universities learn from Nottingham’s approach? First, that accommodation is not a luxury – it’s a foundation for success. Second, that financial support must be paired with pastoral care and community-building. Finally, that schemes should be flexible, extending help to students who become estranged after enrolment.

    As higher education grapples with cost-of-living pressures, Nottingham’s model offers a template and example for meaningful change. By investing in accommodation and wraparound support, universities can turn access into success for some of the most vulnerable students in our system.

    You can find out more about accommodation scholarships and wider support for care experienced and estranged students through the Unite Foundation’s Blueprint framework – supporting your institution to in building a safe and stable home for care experienced and estranged students, improving retention and attainment outcomes.  

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  • Redefining active learning in a digitally transformed higher education landscape

    Redefining active learning in a digitally transformed higher education landscape

    Join HEPI for a webinar on Thursday 11 December 2025 from 10am to 11am to discuss how universities can strengthen the student voice in governance to mark the launch of our upcoming report, Rethinking the Student Voice. Sign up now to hear our speakers explore the key questions.

    This blog was kindly authored by Dr Andrew Woon, Senior Lecturer in the Department of Management, Monash University Malaysia.

    After teaching in the UK for nearly five years, I returned to Malaysia and joined Monash University. There I noticed a  striking difference in the approach to teaching and learning methodologies.

    Many universities have been grappling with low student attendance, a trend particularly acute since the onset of COVID-19. Additionally, the increasingly diverse student body (including a higher proportion of students from low socioeconomic backgrounds, mature-age learners and those studying with disabilities) requires greater flexibility in learning modes to accommodate their varied responsibilities and commitments. These pressures have significantly altered the traditional image of a bustling university campus filled with students, prompting institutions to rethink how education is delivered and experienced.

    Some universities have taken dramatic steps to address these challenges, Adelaide University decided to discontinue face-to-face lectures, and many other major Australian universities have redefined their course delivery formats to incorporate digital content and self-paced modules.

    Monash University has implemented both asynchronous and synchronous learning approaches as part of its transformative teaching and learning initiatives, aligned with the Impact 2030 strategic plan. At Monash, we view the Moodle learning platform not merely as a content repository, but as a dynamic “classroom” space. It serves as an interactive environment where educators can engage students through structured modules, collaborative activities, and timely feedback – going beyond simply sharing materials and resources.

    At Monash, we have transitioned lectures to an asynchronous format, which we refer to as “own-time learning.” This allows students to engage with content at their convenience. Our tutorials, which represent the synchronous component of learning, are designed to be interactive and focused on higher-order thinking and practical application.

    The goal is to redefine active learning across both asynchronous and synchronous learning spaces to empower students to take ownership of their educational journey. With the rapid advancement of AI fundamentally reshaping the educational landscape, it is high time for bold, intentional changes in how we design, support, deliver, and assess learning.

    In an era where information and knowledge are readily accessible, we have reimagined passive lecturing by breaking it down into microlearning blocks. Traditional lectures are now delivered as short, topic-specific videos accompanied by thought-provoking questions and scaffolded learning activities. This structure prepares students for synchronous sessions by stimulating curiosity, promoting cognitive engagement, and cultivating practical skills.

    Of course, this method is not without its challenges. Many educators rightly raise concerns about how many students actually complete the pre-session “own-time learning” and how effectively they engage with the material before attending tutorials. Yet, this very concern also applies to traditional live, large lecture sessions, where passive attendance does not necessarily equate to meaningful engagement or preparation. The shift to asynchronous formats simply makes this issue more visible and measurable, prompting us to rethink how we scaffold, motivate, and support student learning across modalities.

    This transformation not only responds to the diverse needs of our student population (including those balancing work, caregiving, or accessibility challenges), but also enables more effective utilisation of physical classroom spaces. Traditional lecture theatres can be reimagined as interactive, collaborative learning environments that foster deeper engagement, peer dialogue, and practical application.

    In addition, shifting classroom activities to online spaces enables students to better plan their timetables, reducing scheduling conflicts and long gaps between classes. This flexibility not only supports time management but also cultivates essential skills in online collaboration, digital communication, and self-directed learning — competencies that are increasingly vital in both academic and professional spheres.

    The shift to asynchronous lectures represents a significant cultural change in learning, requiring adaptation from both students and educators. As educators, we must evolve from being mere content deliverers to becoming facilitators who thoughtfully design learning activities that promote engagement, critical thinking, and autonomy. This pedagogical shift challenges us to create meaningful learning experiences that guide students through inquiry, application, and reflection, rather than relying on the passive delivery of content typical of large lecture formats.

    As a result, I do not see asynchronous lectures as a lesser form of teaching or an intellectual compromise, but rather as a strategic shift that empowers students to learn at their own pace, revisit complex concepts, and prepare more meaningfully for interactive sessions. When thoughtfully designed, asynchronous learning fosters autonomy, deepens engagement, and complements synchronous tutorials in cultivating higher-order thinking and practical skills.

    I believe UK institutions should take a bold step forward, as the current format of delivery is unlikely to drive meaningful progress. The traditional reliance on large, live lectures and rigid timetabling no longer aligns with the evolving needs of students or the realities of a digitally transformed educational landscape. Embracing asynchronous and blended learning models that are paired with thoughtful curriculum design can foster deeper engagement, greater flexibility, and more inclusive learning experiences for all.

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  • How consistent communication transformed our school culture

    How consistent communication transformed our school culture

    Key points:

    When I became principal of Grant Elementary a decade ago, I stepped into a school community that needed to come together. Family involvement was low, staff morale was uneven, and trust between school and home had to be rebuilt from the ground up.

    Early on, I realized the path forward couldn’t start and end in the classroom. We needed to look outward to families. Our goal wasn’t just to inform them. We needed to engage them consistently, with care and transparency.

    That meant changing how we communicated.

    A shift toward authentic partnership

    We made a schoolwide commitment to open up communication. That included using a digital platform to help our team connect with families more frequently, clearly, and consistently.

    With our platform, we could share classroom moments, highlight student growth, reinforce positive behavior, and build relationships, not just exchange information. Importantly, it also supported two-way communication, which was key to creating real partnership.

    The impact was visible right away. Families felt more connected. Teachers felt more supported. And students were proud to share their progress in ways that resonated beyond school walls.

    That foundation has become central to how we approach culture-building today.

    5 ways better communication deepened engagement

    A decade later, we’ve learned a lot about what it takes to build a strong school-home connection. Here are five strategies we’ve used to increase trust and engagement with our families:

    1. Strengthen student-teacher relationships
    Real communication depends on a two-way dialogue, not one-way blasts. It’s about building relationships. During the pandemic, for example, students submitted photos of artwork, short reflections, or voice notes through the platform we use. Even in isolation, they could stay connected to teachers and classmates and feel seen. That continuity gave them a sense of belonging when they needed it most.

    2. Reinforce positive behavior in real time
    Our school uses a digital point system tied to schoolwide expectations. Students can earn points and use them at our “Dojo Store,” a reward system named by our students themselves. From spirit week participation to classroom challenges, this approach helps students stay motivated while reinforcing a culture of positivity and pride.

    3. Build trust through direct, personal updates
    Many of our families speak different home languages or come from diverse cultural backgrounds, so building trust is something we focus on every day. One of the most impactful ways we’ve done that is by using ClassDojo, which is both direct and secure, while feeling personal–not formal or distant. When families receive messages in a language they understand, and know they’re coming straight from our school team, it helps them feel connected, informed, and valued.

    4. Share classroom stories, not just grades
    One of the most powerful changes we made was giving families a window into classroom life. Teachers regularly post photos, lesson highlights, and messages recognizing growth, not just achievement. Kids go home excited to show what was shared. And even those parents who can’t attend in-person events still feel part of the learning experience.

    5. Keep communication simple and accessible
    Ease of use matters. Even staff members hesitant about technology embraced our system once they saw how it strengthened connections. It became part of our school’s rhythm, like a digital bulletin board, messaging app, and family newsletter all in one. And because everything lives in one place, families aren’t scrambling to find information.

    What we gained

    This shift didn’t require an overhaul. We didn’t start from scratch or invest in a complex system. We just chose one easy-to-use platform families already loved, committed to using it consistently, and focused on relationships first.

    Today, that platform is still part of our daily practice. But the tool was never the end goal–we were trying to build connections.

    What we’ve gained is a more unified school community. We’ve seen more proactive family involvement, stronger student ownership, and a deeper sense of belonging across our campus.

    Families are informed. Teachers are supported. Students are celebrated.

    Looking ahead

    As we continue to evolve, we’ve learned that consistent, authentic communication isn’t a “nice to have.” It’s a foundational part of any school culture built on trust.

    If you’re leading a school or district and looking to increase family engagement, my biggest advice is this: Pick an accessible platform families are already familiar with and enjoy using. Use it consistently. And let families in–not just when it’s required, but when it matters.

    That’s where trust begins.

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  • Higher education leadership is at an inflection point – we must transform, or be transformed

    Higher education leadership is at an inflection point – we must transform, or be transformed

    At a recent “fireside chat” at a sector event, after I had outlined to those present some details of the transformational journey the University of East London (UEL) has been on in the past six years, one of those attending said to me: “Until UEL has produced Nobel Prize winners, you can’t say it has transformed.”

    While I chose not to address the comment immediately – the sharp intake of breath and rebuttals that followed from other colleagues present seemed enough at the time – it has played on my mind since.

    It wasn’t so much the comment’s narrow mindedness that shocked, but the confidence with which it was delivered. Yet, looking at the ways in which we often celebrate and highlight sector success – through league tables, mission groups, or otherwise – it is little wonder my interlocutor felt so assured in his worldview.

    Value judgement

    This experience leads me to offer this provocation: as a sector, many of our metrics are failing us, and we must embrace the task of redefining value in 21st century higher education with increased seriousness.

    If you disagree, and feel that traditional proxies such as the number of Nobel Prizes awarded to an institution should continue to count as the bellwethers for quality, you may wish to pause and consider a few uncomfortable truths.

    Yes, the UK is a global leader in scientific excellence. But we are also among the worst in the OECD for translating that science into commercial or productivity gains. The UK is a leading global research hub, producing 57 per cent more academic publications than the US in per capita terms. Yet compared to the US, the UK lags significantly behind in development and scale-up metrics like business-funded R&D, patents, venture capital and unicorns.

    Universities have been strongly incentivised to increase research volume in recent years, but as the outgoing chief executive of UKRI Ottoline Leyser recently posited to the Commons Science, Innovation and Technology committee do we need to address this relatively unstrategic expansion of research activity across a range of topics, detached from economic growth and national priorities? Our global rankings – built on proxies like Nobel Prizes – are celebrated, while our real-world economic outcomes stagnate. We excel in research, yet struggle in relevance. That disconnect comes at a cost.

    I recently contributed to a collection of essays on entrepreneurial university leadership, edited by Ceri Nursaw and published by HEPI – a collection that received a somewhat critical response in the pages of Research Professional, with the reviewer dismissing the notion of bold transformation on the basis that: “The avoidance of risk-taking is why universities have endured since the Middle Ages.”

    Yes. And the same mindset that preserved medieval institutions also kept them closed to women, divorced from industry, and indifferent to poverty for centuries. Longevity is not the same as leadership – and it’s time we stopped confusing the two. While we should all be rightfully proud of the great heritage of our sector, we’re at real risk of that pride choking progress at a critical inflection point.

    Lead or be led

    Universities UK chief executive Vivienne Stern’s recent keynote at the HEPI Annual Conference reminded us that higher education has evolved through tectonic shifts such as the industrial revolution’s technical institutes, the social revolution that admitted women, the 1960s “white heat” of technological change, and the rise of mass higher education.

    Now we are on the edge of the next seismic evolution. The question is: will the sector lead it, or be shaped by it? At the University of East London, we’ve chosen to lead by pressing ahead with a bold transformation built on a central premise that a careers-first approach can drive success in every part of the university – not on precedents that leave us scrambling for relevance in a changing world.

    Under this steam, we’ve achieved the UK’s fastest, most diversified, debt-free revenue growth. We’ve become an engine of inclusive enterprise, moving from 90th to 2nd in the UK for annual student start-ups in six years, with a more than 1,000 per cent increase in the survival of student-backed businesses. We’ve overseen a 25-point increase in positive graduate outcomes – the largest, fastest rise in graduate success – as well as ranking first in England for graduating students’ overall positivity. We use money like we use ideas: to close gaps, not widen them. To combat inequality, not entrench it.

    So, let me return to the Nobel Prize comment. The metrics that matter most to our economy and society, the achievements that tangibly improve lives, are not displayed in glass cabinets – rather those that matter most are felt every day by every member of our society. Recent polling shows what the public wants from growth: improved health and wellbeing, better education and skills, reduced trade barriers. Our government’s policy frameworks – from the industrial strategy to the AI strategy – depend on us as a sector to deliver those outcomes.

    Yet how well do our reputational rankings align with these national imperatives? How well does our regulatory framework reward the institutions that deliver on them? Are we optimising for prestige – or for purpose? We are living at a pivot point in history. The institutions that thrive through it will not be those that retreat into tradition. They will be those that rethink leadership, rewire purpose, and reinvent practice.

    Too much of higher education innovation is incremental; transformational innovation is rare. But it is happening – if we choose to see it, support it, and scale it. I urge others to join me in making the case for such a choice, because the next chapter of higher education will be written by those who act boldly now – or rewritten for those who don’t.

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