Tag: University

  • VICTORY: Catholic University of America reverses Reddit ban on campus Wi-Fi

    VICTORY: Catholic University of America reverses Reddit ban on campus Wi-Fi

    Less than 24 hours after a student senate resolution asking the university to unban Reddit on campus Wi-Fi, the Catholic University of America has reversed course, restoring access to the forum-based website for all students and faculty on campus.

    The university’s IT department blocked the website, citing “certain content” and “phishing and malicious links” on the site’s forums.

    University attempts to restrict access to websites are nothing new. CUA banned 200 pornographic websites in 2019 at the behest of its student government — a ban FIRE opposes because it undercuts CUA’s stated commitments to free expression and academic freedom. (Bans on pornographic speech nearly always sweep into their ambit not just “hardcore pornography” but huge amounts of clearly protected expression.) It’s hardly just porn: campus messaging apps have been a frequent target of university administrators, from Yik Yak in 2017, to Fizz and Sidechat in recent months. But at public universities — and at private universities like CUA that choose to promise their students and faculty members expressive freedom — these bans are unacceptable incursions into free speech and academic freedom.

    Furthermore, such online platform bans are increasingly futile: they generally don’t keep students from accessing information the university doesn’t want them to see. It’s far too easy to turn off Wi-Fi or to fire up a VPN that allows students to bypass college-made content controls. Imposing a ban nonetheless sends a signal: some content is too dangerous for you to see, and we’re going to decide for you what that content might be. That message is antithetical to a university where students are supposed to learn how to work with others, find resources, and access information. 

    CUA says it is in the business of encouraging its students to engage with those on campus and across the world. But once you start down the road of banning websites based on their content, you face the same slippery slope to censorship as always. If CUA must ban porn sites because of their content, well, Reddit has objectionable content too. Doesn’t it need to be banned? What about X? Facebook? There is no natural limit to this principle, only the preferences of those in power at the time. 

    The university’s restrictions have a more pernicious effect on academic freedom, too. Online social media like Reddit have provided the basis for myriad forms of faculty research. Academics have studied how Reddit’s user-driven content-moderation influences political discourse and used its subreddits as a natural experiment on online social development. In other words, put hundreds of millions of people in one place, and researchers will want to study it. 

    Banning it from the campus network would demand they get awfully creative in order to do so. Though students can easily evade the ban by switching off Wi-Fi on their phones, faculty members may have a harder time using their personal hotspots to download petabytes of Reddit data to research. The result: academic research involving Reddit is chilled.

    And a Reddit ban cannot be plausibly based on security concerns. Though CUA vaguely referenced “phishing” content on Reddit, such content is present on any site where users interact with others, and students and faculty can still access X, Instagram, and myriad other social media sites where they are subject to such content. Not to mention email, which is by far the riskiest platform for phishing.

    CUA’s policy was both underinclusive in not targeting other, equally risky social media websites and overinclusive in targeting everything on Reddit, not only content threatening university network security. Such a double-bind is something we often see at FIRE. It almost always means policymakers aren’t thinking through the ripple effects of their rules.

    A culture of free expression demands more from university rulemakers than vague explanations and underexamined repercussions.

    Students at CUA expect more, too. They spoke up, calling on the university’s IT department to investigate its content controls to ensure a ban like this does not happen again. Hopefully, this abortive effort serves as a lesson to CUA administrators: the best way to avoid backlash for censorship is to never open the door to it in the first place.


    FIRE defends the rights of students and faculty members — no matter their views — at public and private universities and colleges in the United States. If you are a student or a faculty member facing investigation or punishment for your speech, submit your case to FIRE today. If you’re faculty member at a public college or university, call the Faculty Legal Defense Fund 24-hour hotline at 254-500-FLDF (3533).

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  • Data: turning insights into action at Teesside University

    Data: turning insights into action at Teesside University

    This blog was kindly authored by Professor Mark Simpson, Deputy Vice-Chancellor at Teesside University.

    Data is everywhere, but how do we turn it into insights that actually change outcomes for students and graduates?

    At Teesside University, this question underpins strategies that have helped us achieve sector-leading recognition: TEF Gold for teaching excellence, Ofsted Outstanding, and Times Higher Education University of the Year 2025.

    Did the predictions hold true?

    In earlier blogs, we anticipated major shifts: the rise of AI in learning and assessment, deeper collaboration between institutions, and the growing importance of data-driven decision-making. So, did they happen?

    AI adoption: far from being banned, AI is now embedded in teaching and assessment strategies, guided by ethic-focussed user principles.

    Collaboration: regional partnerships have strengthened, particularly around employability and mental health, though mergers remain rare.

    Data-driven action: the sector has moved beyond dashboards to interventions that improve student success, though capability gaps in data literacy persist.

    These trends confirm what we argued – universities that embrace innovation and ethical data use are better positioned to deliver outcomes that matter: graduate success, employer confidence, and sector-leading recognition.

    This blog moves the conversation from trends to action: the principles and practices that turn data into decisions, and decisions into impact for students, graduates, and employers.

    Why actionable insights matter

    Data tells us what happened. Insight explains why it happened and what to do next. In a sector where TEF narratives, OfS outcomes, and B3 metrics are under constant scrutiny, insight must be decision-ready: clear, timely, and connected to actions that improve student success.

    One example from Teesside University: analysis of engagement and wellbeing data revealed predictable spikes in anxiety before assessments. That’s an insight, but the real value lies in what changes next: assessment tweaks, targeted comms, coaching, or extended mental health support. Without action, insight is just noise.

    Principles for turning data into action

    Insights only create impact when they lead to meaningful change. These five principles, proven in practice, help ensure your data works for you:

    1) Clarity of purpose

    Start with a precise aim: Which outcome will we improve, by how much, and by when? Clear goals turn data into a roadmap rather than a report.

    2) Integration, not isolation

    Data should flow across curriculum design, student support, careers, and employer partnerships into one coherent picture. Bringing in the student perspective ensures this integration is authentic, connecting learning experiences to aspirations, not just administrative targets.

    3) Student voice driving decision-making

    Students should shape decisions about data use. Co-design privacy, transparency, and wellbeing safeguards with them. Explain the why, what, and how in clear language, and make opting in meaningful by showing how their input drives change.

    4) Timely intervention

    Move beyond annual reviews to real-time decisions that matter most: before assessments, during placements, and at key transition points. Use student feedback to set the rhythm for dashboards, reviews, and action cycles so insight lands when it counts.

    5) Collaboration and ownership

    Insight should be co-owned across academics, student services, and employers – with students as equal partners. Involve them in approval panels, curriculum reviews, and evaluation loops. Their lived experience transforms data into stories that resonate and drive action.

    Teesside University in practice

    Teesside’s approach offers a concrete model for turning principles into practice.

    Future Facing Learning (FFL) embeds digital empowerment, global citizenship, and entrepreneurial thinking – making employability part of the learning experience, not an add-on.

    Learning & Teaching Framework (LTF)ensures course-first design, authentic assessment, and industry engagement, supported by staff CPD.

    Laser-focused strategy & KPIs link performance to TEF and B3, with regular reviews and targeted improvement plans.

    Breaking down silos brings employers onto panels and integrates meaningful student voice – feedback that leads to visible change.

    Pragmatic AI strategy encourages innovation and future skills, adapting quickly to a world where 65% of today’s primary school children will work in jobs that don’t yet exist.

    The challenge ahead (and how to navigate it)

    We all face familiar constraints: full curricula and professional body frameworks, budget and time pressures, and capability gaps in data literacy and change management. Progress depends on:

    • Course-first trade-offs: deciding what comes out when new skills go in; aligning assessments with employability outcomes.
    • Authentic assessment: using live briefs, micro-placements, and employer co-designed tasks.
    • Partnership by default: involve employers in approval events and reviews; move beyond advisory boards to co-production of learning.
    • Data fluency for staff: providing CPD focussed on interpreting and acting on data.
    • Targeted pilots: start small where the impact is highest (e.g. first-year transition), measure rigorously, and scale.

    Turning data into action isn’t about having more dashboards, it’s about better decisions, made faster, with students and employers at the centre.

    Teesside University’s experience shows that when strategy, frameworks, and student voice align, employability becomes a lived experience in the curriculum, not a promise on a prospectus.

    Professor Mark Simpson is speaking at Kortext LIVE on 11 February 2026 in London. Join Mark at this free event as he dives deep into the strategic impact of data alongside Dr Rachel Maxwell. Find out more and secure your seat here.

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  • Higher education postcard: University College Stockton

    Higher education postcard: University College Stockton

    A significant book in political science is Pressman and Wildavsky’s wonderfully titled Implementation: how great expectations in Washington are dashed in Oakland; or, why it’s amazing that federal programs work at all, this being a saga of the economic development administration as told by two sympathetic observers who seek to build morals on a foundation of ruined hopes.

    Let’s see how different things were in County Durham.

    The Middlesbrough Herald and Post, 14 October 1992, could hardly have been more excited. Hailing the opening of the University College Stockton, a joint venture between Durham and Teesside universities, it noted that it was “the most important higher education development in Britain for 25 years” (the transmogrification of polytechnics to universities was clearly just a footnote).

    The principal, Professor Bob Parfitt, who had joined from the University of Western Australia, expressed the view that the college would have a bright future in 20 years’ time:

    I would hope that we are an international institution which is a clear part of the local community. We will be meeting the needs of the local market in our degrees and short courses, but I also hope we shall play a leading role in the industrial and urban regeneration of the area.

    Fast forward to 1995 and the first students were graduating. The Stockton and District Herald and Post on 28 June 1995 reports that Catherine Barker was the first to receive a joint degree from Durham and Teesside, gaining a first in European Studies (French). Environmentalist David Bellamy and local environmental activist Angela Cooper received honorary degrees at the same ceremony.

    But it wasn’t to last. John Hayward’s account of the first ten years of the college tells a tale of insufficient capital, changing government policy which slowed expansion of student numbers, and the complexities of operating a college jointly between two universities. It had been only by the skin of its teeth that the new college had got off the ground at all; and in 1994 the two universities agreed that it would continue under the tutelage of just one of them – Durham University.

    Over the next few years the university college fought to establish a sustainable basis for operations, trying different subjects and seeking funding from many sources for buildings and equipment. By the late 1990s it was no longer operating in deficit, and in the early 2000s, in order to bring it more into line with norms elsewhere in Durham University, two colleges were created at the Stockton Campus – Stephenson College and John Snow College.

    The colleges have since moved, physically, to Durham, and the campus is now known as the Queen’s Campus, Stockton. It hosts the university’s International Study Centre, so in this respect Professor Parfitt’s hope that it would be an international institution has been borne out. But not in a way he would ever have imagined.

    John Hayward’s account is worth a read. There’s a story – hidden behind the institutional politics and the minutiae of council and senate meetings – of the practical difficulties in getting something new off the ground. And of the difficulties in multi-institutional working. Which in these days of radical new governance models is a lesson worth remembering.

    Here’s a jigsaw of the postcard – it wasn’t posted, but must date from the early 1990s. It was sold in aid of the Butterwick Hospice, and slight perforation marks at the top suggest that it was one of a concertina strip of cards.

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  • College and University Closing Indicators

    College and University Closing Indicators

    The sectorwide concern about the future of many colleges and universities stays top of mind in 2026. The struggle to keep institutions open sometimes plays out publicly through rallies to alumni for contributions (Limestone University), pleas to government entities for a bailout (Birmingham Southern College), negotiations over mergers and closures (Pennsylvania State System), or the sale of an art collection (Randolph College). Other times, the signs stay hidden to most and closure comes as a swift, shockingly coldcock to the face for constituents (University of the Arts).  All instances raise the question “How does one know if a shutdown or merger is imminent?”

    The following checklist with 11 categories and 58 signs represents possible warnings that closure may be on the horizon. Words of caution: It really isn’t one or even several things from this list that predict a closure. It is the number, gravity and severity of the issues, along with whether the measures save enough money and whether revenue-generation measures have been enacted simultaneously. For example, are costs cut or assets liquidated to pay monthly operational costs, or are funds used to invest in revenue generation? Are actions ethical, legal and standard best practices, or do they cross the line? Do actions lead to reputational loss or lack of constituent (internal and external) and government and lender/investor confidence?

    ‘They Aren’t Buying What You’re Selling’ (Revenue Generation)

    Indicators: Can’t attract and keep students. Apathetic alumni. Donor disinterest. Auxiliary revenue generators are failing.

    • Enrollment decline (demographic cliff)
    • Lack of investment in new programs
    • Hiring consultants
    • Lack of branding and marketing
    • Declining (or poor) persistence/retention/graduation rates
    • Increased discount rate (above peer and national averages)
    • Increased cost to attend (above CPI and peer averages)
    • Decrease in alumni giving
    • Decrease in the annual fund
    • Auxiliary efforts not achieving financial goals (housing, ticket sales, etc.)

    ‘The Reorg’ (Institutional Structure)

    Indicator: Employing numerous cost-saving measures.

    • Positions combined or eliminated
    • Departments or divisions consolidated
    • Programs eliminated or put on hiatus

    ‘Past-Due Notices’ (Services)

    Indicator: Trying to hold off creditors.

    • Not paying invoices within 30 days
    • Spending freezes

    ‘Throwing Out the Baby with the Bathwater’ (Personnel: Part 1)

    Indicator: Trying hard not to let people go.

    • Hiring freezes
    • Furloughs
    • Lack of annual raises
    • Lack of retirement plans
    • Increased costs to employees for health care
    • Not filling open positions
    • Elimination of tenure

    ‘Not With a 10-Foot Pole’ (Personnel: Part 2)

    Indicator: Numerous employees with behind-the-scenes knowledge leave the institution because they see the writing on the wall. The institution can’t find or adequately compensate qualified employees.

    • Increased administrative turnover
    • Increased internal promotions for unqualified staff
    • Six to 12 months or more to fill a position

    ‘The Fire Sale’ (Assets)

    Indicator: Liquidating or trying to monetize noncash assets. Selling donated or purchased personal property (art, rare books, vehicles, equipment); real property (buildings, land); intellectual property (copyrights to music, books, art and patents); and debt.

    • Auctioning off art collection (whole or part)
    • Selling real estate
    • Making deals with land developers
    • Selling debt to debt collectors

    ‘Desperate Times Call for Desperate Measures’ (Endowment Management)

    Indicators: Changing policies, endowment value decreases significantly, hiring estate/trust attorneys to find loopholes in agreements, opaque actions with endowment funds, asking donors or the state attorney general’s office to change or negate gift agreements, and dissolving individual endowments.

    • Significant decreased fair-market value
    • Increasing percentage spent from investment earnings (above 5 percent best practice)
    • Spending corpus
    • Releasing funds from quasi-endowment
    • Sweeping or reallocating available earnings at end of fiscal year
    • Using restricted funds for unrestricted purposes

    ‘The Neighborhood Went to Hell’ (Deferred Maintenance)

    Indicator: Unable to maintain or improve physical plant.

    • Not budgeting for deferred maintenance
    • Unclean buildings
    • Broken equipment or fixtures
    • Waiting “until next fiscal year” to fix equipment
    • Taking buildings off-line
    • Long periods between trash removal, mowing, panting, pruning, etc.

    ‘The Moral Compass Doesn’t Point North’ (External Audits and Legal Action)

    Indicators: Questions arise about financial controls, noncompliance with accounting practices and other actionable legal issues.

    • Audit findings
    • Lawsuits increase

    ‘Bad Financial Risk’ (Financial Ratings and Rankings)

    Indicators: External monitoring agencies (such as accreditors, professional and affiliate organizations, lenders, credit rating agencies, Department of Education) raise red flags. National rankings decline.

    • Accreditation warning, probation or loss
    • High debt ratios
    • Deficit budgets over multiple years
    • Can’t secure loans
    • Loans called by creditors
    • Less than 60 days’ cash on hand
    • No cash reserves
    • National rankings falling

    ‘The Smell of Fear’ (Board of Trustees’ Behaviors)

    Indicators: Major changes in board behavior signaling dissatisfaction, alarm and crossing the lines between governance and management of the institution.

    • Board giving declines
    • Board members making major contributions to other institutions
    • Board members serving as president or senior administrators
    • Increased conflicts of interest
    • Making management decisions
    • Board member resignations
    • Board members making decisions based on political affiliations

    This list offers a broad brushstroke on the matter of closures, and some categories and indicators are more telling and serious than others. Ultimately, and perhaps somewhat obviously, whether a closure happens boils down to several basic questions to be answered:

    • Is there enough revenue to meet expenses? Is revenue growing to meet increases in the cost to do business? Are forecast models accurate?
    • Is there enough cash on hand to address emergencies, revenue shortfalls and/or times of the year when revenue lags expenses?
    • Is the institution managing finances, funds and resources ethically, legally and according to national standards?
    • Are there action-oriented, realistic plans to stay relevant in the future? Are administrative decisions reactive or proactive?

    Kathy Johnson Bowles is the founder and CEO of Gordian Knot Consulting.

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  • The Rise of the Agentic AI University in 2026

    The Rise of the Agentic AI University in 2026

    In a very active and highly competitive environment, AI has grown at breakneck speed. As with so many technologies, business and industry have moved far faster than academe to embrace the cost savings, capability expanding and wholly innovative aspects of AI. Fraught with our own industry-specific challenges such as enrollment downturns, sharp drops in perceived value, the striking “math cliff” in higher ed and a rapidly changing regulatory policy shift in state and federal administration, our field has been cast into a sea of pressing priorities for changes.

    This year is likely to be the one where we begin to implement institutionwide AI-powered solutions to help us move forward with agility and effectiveness in adapting to the changing environment. As Aviva Legatt writes in Forbes’ “7 Decisions That Will Define AI in Higher Education in 2026”,

    “Over the past year, the shift from AI as a tool to AI as institutional infrastructure has become unmistakable. Students have already integrated AI into daily academic workflows, vendors are pushing enterprise deployments, federal and accreditation expectations are rising and labor-market volatility is forcing colleges to rethink how learning connects to opportunity. At the same time, agentic AI is moving from experimentation to execution, reshaping how advising, enrollment, learning support and operations can be delivered. In 2026, these threads converge: institutions that operationalize AI will widen their performance gap, while those that don’t will inherit a shadow system they can’t control.”

    Yet, where these changes will take place within the field, how these changes will impact our higher education workforce and the extent to which we can change in time to meet our market demand by producing knowledgeable and skilled employees for the economy at large remains in question. For those of us in early and midcareer positions, pressing questions arise: “Will I still have a job? How will my position description change? Will I be prepared? What should I do now to ensure I remain a valuable asset to my university?” It is my purpose in this brief column to identify some of the areas in which changes seem most likely to take place in this new year.

    To date, we have made significant progress in developing chatbot-hosted, transactional generative AI in which the user inputs questions and answers to the bot. One of the many high-quality examples is the Khan Academy’s Khanmigo. These have been effective in hosting tutors, study apps, curricular design and much more.

    The use of generative AI continues to expand in new ways. Meanwhile, the development of AI agents is driving the expansion and efficiency of AI. In the agentic AI models, we have tools that are capable of reasoned assessment of what is needed to accomplish a goal, aligning a series of stacked tasks and completing those tasks without direct supervision in an efficient way, much like a human assistant would perform a series of tasks to achieve desired outcomes. For example, this often includes data collection, analysis of the data, identifying and implementing ways in which to accomplish the goals, documenting the findings, and finding better ways to accomplish the outcomes.

    This opens the possibility that portions of individual position descriptions can be offloaded from humans and integrated into agentic AI duties. This results in fewer overall employees; lower indirect costs such as insurance, vacation and sick leave; and a more cost-efficient operation. Beginning now, institutions are moving from scattered pilots to governed, agentic workflows that will define the next decade of ensuring student success and operational efficiency.

    I asked my virtual digital assistant, Gemini 3 Deep Research, on Dec. 28 to suggest some of the implementations we will most likely see broadly implemented to address the student lifecycle. Gemini suggested that the work will be “personalized, proactive and persistent.” Gemini 3 Thinking mode predicted we will see a wide range of implementations in 2026, including:

    1. The 24/7 Digital Concierge (Recruitment): Beyond simple FAQs, agents now manage the entire “nurturing funnel,” handling complex credit transfer evaluations and scheduling campus tours via multichannel SMS and web interfaces. Source: 2026 Higher Education Digital Marketing Trends (EducationDynamics)
    2. Socratic Tutors for Every Learner: AI tutors that don’t just give answers but engage in Socratic dialogue, scaffolding difficult concepts and generating infinite practice problems based on real-time course performance. Source: AI Tutors and the Human Data Workforce 2026 Guide (HeroHunt)
    3. Mental Health First Responders: AI agents serving as low-barrier triage points, offering immediate coping strategies for anxiety and seamlessly escalating high-risk cases to human counselors. Source: How AI Chatbots Are Transforming Student Services (Boundless Learning)
    4. Predictive Intervention for Gatekeeper Courses: Using “behavioral trace data” from LMS platforms to identify students struggling in high-risk introductory courses (e.g., College Algebra, Gen Chem) before the first midterm. Source: Predictive Analytics in Higher Ed: Promises and Challenges (AIR)
    5. Admissions Document Verification Agents: Autonomous systems that verify international credentials, flag missing forms and check for eligibility in milliseconds, reducing the time to decision from weeks to minutes. Source: AI Agents for Universities: Automating Admissions (Supervity)

    Gemini 3 Thinking mode continued with examples of back-office efficiencies that AI will provide to universities that are early adopters of an agentic AI approach:

    1. Automated University Accounting: AI agents that handle invoice processing, general ledger coding and “smart” expense management, ensuring policy compliance without manual entry. Source: 5 Use Cases for AI Agents in Finance (Centric Consulting)
    2. Grant Management and Writing Assistants: Agents that scan federal databases (Grants.gov) to match faculty research with funding, draft initial narratives and manage postaward financial reporting. Source: AI Grant Management: Driving Efficiency (Fluxx AI)
    3. Dynamic Enrollment Marketing Agents: “Search everywhere optimization” (GEO/AEO) tools that ensure the university appears in AI-generated best-of lists and voice-search results on platforms like TikTok and Reddit. Source: Transitioning to the Agentic University 2026–27 (UPCEA)
    4. Procurement and Spend Analysis: Agents that continuously monitor contract compliance and supplier health, identifying hidden savings that can be reallocated to student scholarships. Source: How AI Agents Change Procurement Work in 2026 (Suplari)
    5. Regulatory Reporting and Audit Agents: Systems that autogenerate audit-ready reports for state and federal compliance, reducing the administrative burden on institutional research offices. Source: FINRA 2026 Oversight Report: The Reckoning for Autonomous AI (Snell & Wilmer)
    6. HR and Benefits Support: 24/7 staff-facing agents that answer complex questions about leave policies, payroll and benefits, freeing HR staff for strategic culture-building work. Source: Agentic AI: Top Tech Trend of 2025/2026 (Gartner/EAB)
    7. The “AI-First” Curriculum Redesign: Moving beyond academic integrity to “AI fluency” as a graduation standard, where agents help faculty redesign assessments to focus on process rather than product. Source: 2026 Predictions for AI in Higher Education (Packback)

    Of course, there will be many comparable efficiencies implemented in other areas of universities. These are examples that demonstrate the cost and time efficiencies that can be realized through thoughtful implementation of agentic AI. In the Nov. 12 issue of this column, “Transitioning to the Agentic University 2026–27,” I detail an approach to begin the administrative agentic AI transition.

    Although there is less mention publicly about direct instruction by AI, this is inevitable in coming years. Most likely AI-led instruction will begin in noncredit offerings, but ultimately no teaching task will be out of reach. It will come at a significantly lower cost, greater personalization and instant updating with every new development in the field as it happens.  How can we best prepare our colleagues in higher education for the changes that are coming this year and each successive year?

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  • The fragile future of EDI demands bold university leadership

    The fragile future of EDI demands bold university leadership

    Higher education institutions are absolutely critical to enabling communities, economies, knowledge, and innovation to tackle the most pressing issues and advance as a diverse society.

    Alongside this, universities would not exist if they did not prioritise and invest in equal and equitable opportunities, access, and connecting with diverse and intersectional communities across the world.

    Upon reflecting on the role higher education has played throughout history, we know that universities have never played it safe.

    Our higher education sector performs an instrumental role in being a critical mirror to social, cultural, and political narratives.

    However, it is challenging to be critical when societal views and beliefs are polarised, with only some who are able to cultivate opportunities to build good relations and celebrate differences.

    Value and values

    It is amongst such divisive rhetoric that there are movements questioning the value of equality, diversity, and inclusion in organisations, systems, and society – we make a statement not to minimise the profession by using the acronym.

    The world opened their eyes in 2020, again, to the intersectional trauma of structural racism, sexism, classism, harassment, bullying, victimisation, and discrimination, to name some.

    The higher education sector “reacted” to impress on society that equality, diversity, and inclusion would be sustained to protect the civil liberties of staff and students, who help to ensure that our institutions play a transformative role in education and society.

    Five years on, we find ourselves in a time where equality, diversity, and inclusion have, in some cases, been absolved into safer initiatives like “organisational development” and “social responsibility”.

    These initiatives can often disguise the goodness of the work towards equality, diversity, and inclusion rather than champion it to the world.

    This is not a new issue for those helping to cultivate a socially just, fair, dignified, and respectful society. The work of equality, diversity, and inclusion has always been precarious, and the “academy” is a microcosm reflective of wider society.

    The risk-aversion and caution often adopted by universities as a result can be performative, rarely penetrating the deep-rooted structural and systemic problems that permeate the sector.

    Another American import

    This precariousness is now tested from discussions to end diversity, equality, and inclusion from across the Atlantic.

    While we may feel the physical distance, recent reports highlight that UK universities receiving funding from the USA have to prove none of their spend is going towards diversity, equality, and inclusion. This highlights a level of political interference in the autonomy of universities not often seen before.

    We, as the higher education community, know why equality, diversity and inclusion matters, so let us look at the data from McKinsey & Company’s 2023 research:

    • More diversity in both boards and executive teams, in both gender and ethnicity, is correlated with higher social and environmental impact scores.
    • Organisations in the top quartile for gender diversity are 39 per cent more likely to outperform peers.
    • Organisations in the top quartile of board-gender diversity are 27 per cent more likely to outperform financially.
    • 77 per cent of consumers are motivated to purchase from organisations committed to making the world a better place.
    • Higher levels of ethnic representation in leadership teams are correlated with higher financial, social, and environmental sustainability across the board.
    • A strong link between leadership diversity and a motivated workforce.

    Recent research from the University of Oxford, UCL Policy Lab, and More in Common found that:

    “Britons are five times more likely to express positive views about EDI and that the initiatives are beneficial to them.

    Recently, UCL Provost Michael Spence made a public statement highlighting:

    “We are, and were always intended to be, an institution to which it is possible to bring your ‘whole self,’ to bring your history, culture, identity, and views of the world, free of arbitrary discrimination… If we do not, then we run the risk of only poorly serving the needs of this wonderful, global, and incredibly diverse city – London – of which we are a part.

    In resistance to those wanting to dismantle diversity, equality, and inclusion in higher education across the Atlantic, Harvard University released a statement saying that:

    “…no government regardless of which party is in power should dictate what private universities can teach, whom they can admit and hire, and which areas of study and inquiry they can pursue.

    We see some institutions speaking truth to power to safeguard academic and educational freedom, equitable access, and liberty. It is in this climate that higher education institutions need to strengthen their collective voice to safeguard the championing of equality, diversity, and inclusion that are essential to the civic impact of universities.

    It is remarkable that there is resistance to helping create and sustain a more equitable, fair, dignified, respectful, socially just, and inclusive society. This is a resistance that exists and appears to be rising.

    For institutions who are yet to re-affirm their commitment to equality, diversity, and inclusion, we ask these questions – is this what we are and is this who you want to be?

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  • Martin University will close after short-lived ‘pause’

    Martin University will close after short-lived ‘pause’

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    Dive Brief:

    • Martin University, Indiana’s only predominantly Black institution, will close, according to its board.
    • The announcement comes after the private Indianapolis nonprofit said on Dec. 9 it would temporarily cease operations at the end of the year in an effort to find a path toward long-term viability. 
    • Instead, Martin’s trustees are now looking to “wind down operations with dignity, transparency and compassion.” The board cited declining enrollment, increasing costs and a growing institutional debt in a Dec. 31 letter published through Indianapolis Recorder Newspaper.

    Dive Insight:

    Martin’s accreditor, the Higher Learning Commission, directed the university to cease operations after it announced the pause, according to university board members. HLC has either sanctioned the university or had it on monitoring status since 2012.

    A public disclosure from HLC shows Martin “voluntarily resigned” its accreditation as of Dec. 31.

    “Combined with the lack of sufficient operating revenue, Martin has had no choice but to move toward closure,” the board said.

    Martin has maintained a small student body since its founding in 1977. But like many small private colleges, its enrollment has suffered in recent years.

    In fall 2023, just 223 students attended Martin, down nearly 30% from five years prior, according to federal data.

    Those students primarily came from backgrounds underrepresented in higher education, a point of pride for Martin. In fall 2023, 74% of its undergraduate students were age 25 or older, and more than 4 out of 5 students were Black or African American. Another 71% received Pell Grants for the 2022-23 academic year, according to the most recent federal data.

    But a majority of those who attended Martin, 85%, did not graduate within eight years, according to the U.S. Department of Education’s College Scorecard.

    Now the path to a degree becomes less clear for the students who remain.

    Martin is in the process of establishing teach-out plans for its students, the board said. HLC has signed off on at least one such agreement with the University of Indianapolis. And nearby Marian University and Indiana Wesleyan University have expressed interest in supporting Martin’s students, according to a Dec. 16 email to students obtained by Mirror Indy.

    Each of the university’s students will receive an individualized support plan, the board said.

    The board’s Dec. 31 letter marked the end of a short-lived recalibration attempt.

    Just days after announcing the initial pause announcement, Martin laid off all of its employees, WISH-TV reported.

    “They said they don’t know when they will get us paid,” Kory Amyx, Martin’s now-former senior financial aide and veteran affairs adviser, told WISH. 

    The board confirmed when announcing the pause that Martin had no endowment funds. The university’s interim president, Felicia Brokaw, went a step further when she reportedly told staff Martin’s coffers were completely empty, according to WISH.

    “They plan to get us paid, but whether that happens tomorrow, the next day, a month, a year, who knows?” Amyx said.

    Martin’s former president, Sean Huddleston, left the university in November after six years in the job. Through his last day, Huddleston had worked to keep the university viable, but nothing sustainable panned out, according to Board Chair Joseph Perkins.

    “Over the past several years, university leadership explored a number of different educational models designed to honor the founders’ mission while adapting to the realities of modern higher education,” the board said on Dec. 31.

    Its members pursued donors, enrollment growth strategies, and partnerships with business, local organizations and other colleges.

    “Despite these intensive efforts, none produced the financial or enrollment progress necessary to sustain operations,” it said.

    The board’s closure announcement acknowledged Martin’s numerous recent struggles but did not delve into any specifics.

    A fiscal 2023 audit found “substantial doubt” about the university’s ability to keep operating, citing enrollment challenges, increased borrowing to sustain itself and the “use of restricted funding for operational needs.”

    Martin also experienced an extensive cyberattack in 2022 that corrupted its records. The recovery process required considerable time and effort “due to significant turnover and instability in the finance and operation teams,” the 2023 audit found.

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  • Higher Education Inquirer : $8 Billion in Liberty University Debt: Engaging a Faith-Driven Constituency

    Higher Education Inquirer : $8 Billion in Liberty University Debt: Engaging a Faith-Driven Constituency

    More than 290,000 Liberty University borrowers owe over $8 billion in federal student loans, yet most remain politically disengaged. Many are veterans or enrolled in accelerated master’s programs often criticized as “robocolleges.” What sets this population apart is not just the size of their debt, but their faith and social conservatism—a demographic frequently overlooked by traditional student debt advocacy.

    For unions and nonprofit organizations committed to civic engagement and economic justice, this represents a unique opportunity: mobilize borrowers in ways that align with their values, rather than against them. Messaging that highlights fairness, personal responsibility, and stewardship—core Christian principles—can resonate deeply while framing student debt as a challenge to both economic and moral accountability.

    These borrowers are approaching peak voting age, meaning that engagement now could influence local and national politics in the coming election cycles. Institutions like the University of Phoenix show the scale of the opportunity: over one million borrowers owe more than $21 billion nationwide, suggesting that faith-aligned organizing strategies could have broad impact.

    The strategy is clear: educate borrowers about their rights, expose predatory practices, and organize them into civic action, all while respecting their values and beliefs. Done thoughtfully, this approach can build trust and spur meaningful participation in democracy, turning a population long overlooked into an informed, motivated constituency.

    The coming years will test whether unions and nonprofits seize this moment. Hundreds of thousands of conservative, Christian borrowers could become a powerful force for accountability and change—but only if engagement is value-driven, strategic, and timely.


    Sources:

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  • What’s not part of university requirements? Eating.

    What’s not part of university requirements? Eating.

    University systems have long been promoted as the most reliable path to upward mobility and economic security.

    Yet for a growing number of students, that promise is part of a troubling paradox: the act of seeking a degree requires a harrowing trade-off between paying for schooling and securing the eating. The result is a lack of physical and economic access to enough safe and nutritious food for a healthy and active life. It is a pervasive crisis of food insecurity,

    Today, nearly nine in 10 United States campuses operate food pantries or “basic need hubs,” serving thousands of students each semester.

    What began as a grassroots response to hunger is now becoming institutionalized — a subtle but significant shift in how universities define student success and well-being. According to a survey conducted by the Hope Center for Student Basic Needs, a national research center at Temple University focused on transforming higher education to improve student success and well-being, 59% of students of students at 91 institutions across 16 states experience at least one form of basic needs insecurity, while 41% of students experienced food insecurity.

    Many campus pantries have transformed into one-stop centers that connect students with food assistance programs, financial aid, child-care resources and mental-health support.

    Finding the funds for food

    The Lancer Care Center, which began as the Lancer Pantry in 2015 at the Pasedena City College, has now been integrated into a centralized, holistic support center. Today, it provides coordinated assistance and functions as a single hub for various types of basic needs, ranging from housing, food, emergency funding, peer mentoring and financial assistance.

    Yet, even as they expand, most remain under-funded and overstretched: 60% of campus food pantries lack adequate refrigeration and many rely on short-term grants and student volunteers to operate.

    A survey conducted in 2023 by Swipe Out Hunger, a national non-profit organization dedicated to eliminating student hunger, reported that food pantries face three key challenges: funding, inventory and staffing. More than one in five among the 355 college food pantries surveyed reported that securing stable funding, maintaining streams of funding and obtaining grants remain the most significant challenges.

    Beyond calories, these spaces also provide something harder to quantify: trust.

    “If you have somebody that trusts a systemic function of your campus, like a food pantry, it is likely that they will also trust other systems that are in place,” said Laura Egan of the Clery Center, an organization that focuses on campus safety and student rights. “If and when they or someone they know needs to make a report of a crime or needs to access a resource because they are a survivor of a crime, they will be more likely to look to and trust their campus, who has already established a system of providing them regular support in a non-judgmental [way].”

    When hunger is hidden

    For Egan, said accessibility matters just as much as supply.

    “What we really appreciate seeing with food pantries on college campuses is the community support that it provides, the ready access that provides a student, with no questions asked about why you might need to access that resource,” she said.

    Despite their growing presence, hunger on campus often remains hidden, masked by stigma and assumptions about who is considered food insecure. New York University Izzy Morgan is the administrative coordinator at the College Student Pantry  New York City and says that many students don’t even realize that they are food insecure.

    “I come from a family with money and, you know, I have all these privileges,” Morgan said. “I’m on a pretty big scholarship at school, and even if all of that is true, you could still be insecure.”

    The College Student Pantry, operated by New York City’s Trinity’s Services and Food for the Homeless, serves college and graduate students across the city.

    Affording healthy food

    For Morgan, that self-realization came upon discovering that the pantry provided access to fresh vegetables that would otherwise be unaffordable.

     “Part of why I got this job was because my boss, who is actually my pastor, came up to me and said, ‘Izzy, I think you’re food insecure’,” Morgan said.

    Daniela Bermudez, a volunteer and Outreach and Social Media coordinator at the pantry, said that For many students, hunger is normalized as part of the college experience. “A lot of college students have this (assumption) that they’re supposed to struggle,” Bermudez said. “It’s almost normal to not have a well-balanced meal daily.”

    Understanding food insecurity often comes gradually. “It’s kind of hard to almost wrap your head (around the meaning of food insecurity),” Bermudez said. “I’m noticing that (when) I’m not eating the right food groups and I don’t necessarily have the continuous ability to access these foods, that is a sign of food insecurity.”

    Universities often measure success through graduation rates and employment outcomes, but for a growing number of students, success must depend on something far more basic: the ability to eat regularly, without shame or uncertainty. As higher education continues to market itself as a pathway out of poverty, the persistence of campus hunger raises an urgent question: Can institutions truly promise opportunity while leaving students to choose between a meal and a degree?


    Questions to consider:

    1. Why do many university students struggle to pay for food?

    2. What are universities doing to make sure students can eat?

    3. Do you think food should be a basic right for everyone? Why?

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  • South University 2026 — A University at a Crossroads

    South University 2026 — A University at a Crossroads

    Founded in 1899, South University has long presented itself as a student-centered institution, offering a broad array of undergraduate and graduate programs across multiple campuses and online. As 2026 dawns, the university finds itself at a crossroads. Recent milestones — including renewed accreditation, professional program successes, and new leadership — coexist with financial pressure, a complicated for-profit legacy, and troubling reports from former employees about the institution’s culture and practices.

    In December 2024, SU’s regional accreditor, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), removed the university from Warning status and granted a 10-year reaffirmation of its institutional accreditation, contingent upon monitoring. At the programmatic level, the Doctor of Pharmacy program was re-accredited through June 2028 by the Accreditation Council for Pharmacy Education (ACPE), and the Physician Assistant program at the West Palm Beach campus earned a 10-year Accreditation-Continued status from ARC-PA. These developments underscore the university’s ability to deliver programs meeting professional and regional standards.

    On October 31, 2025, Benjamin J. DeGweck was named CEO and Chancellor, bringing more than two decades of experience in higher-education leadership, legal affairs, and organizational strategy. His appointment reflects an effort to navigate complex challenges with stronger governance and renewed strategic focus.

    Despite these signs of institutional competence, South University enters 2026 under significant financial stress. A $35.4 million balloon payment on a pandemic-era loan from the Federal Reserve’s Main Street Lending Program looms, while Heightened Cash Monitoring (HCM) by the Department of Education means federal student aid is subject to additional scrutiny. These pressures compound the university’s already fraught history. Previously a for-profit institution, SU faced lawsuits and a class-action settlement tied to misconduct allegations and was included among schools eligible for student loan cancellation after findings of fraud. Even after its 2023 transition to independent nonprofit status, the legacy of those practices continues to affect public trust.

    Employee accounts provide an additional lens on the university’s culture and priorities. Reviews on Glassdoor, particularly from admissions and sales staff, describe a workplace dominated by a “con-like mentality” in training and sales tactics, in which management appears focused on producing just enough passing grades to remain financially viable rather than ensuring student success. One reviewer wrote that the university “takes advantage of the poor leveraging they have in life — whether it be financial or criminal records — and charges twice the amount of other schools,” describing the institution as “just above a scam.” Others recounted high-pressure enrollment quotas, constant emphasis on revenue, and a workplace culture that prioritizes organizational survival over transparency or ethical student support. These accounts suggest that revenue imperatives and regulatory pressures may sometimes overshadow educational quality.

    Looking ahead, 2026 could be a pivotal year. The university has the opportunity to stabilize under DeGweck’s leadership, strengthen student outcomes, and leverage accredited professional programs to meet workforce demand. At the same time, financial pressures may force programmatic consolidation or strategic restructuring, and employee critiques alongside HCM oversight could amplify reputational risk. For students, recent accreditations provide cautious optimism, but due diligence regarding program outcomes, job placement rates, and federal aid eligibility remains essential. For policymakers and advocates focused on equity and accountability, the combination of financial strain, regulatory oversight, and internal criticism underscores the continuing need for scrutiny of formerly for-profit institutions.

    South University in 2026 is neither fully secure nor entirely at risk. Its trajectory will depend on leadership, governance, and the ability to reconcile its financial and operational pressures with its educational mission. How the university navigates this moment may determine whether it becomes a revitalized opportunity for students or another cautionary tale in the landscape of American higher education.


    Sources

    South University. South University Achieves 10-Year Reaffirmation of Accreditation by SACSCOC. inside.southuniversity.edu

    Higher Education Inquirer. South University’s Accreditor Takes Institution Off Warning, Requires Monitoring Report. December 2024. highereducationinquirer.org

    South University. Doctor of Pharmacy Program is Accredited Through June 2028. southuniversity.edu

    PR Newswire. South University West Palm Beach Physician Assistant Program Achieves 10-Year Accreditation-Continued Status from ARC-PA. prnewswire.com

    South University. Benjamin J. DeGweck Named New CEO and Chancellor. October 31, 2025. southuniversity.edu

    Higher Education Inquirer. South University Faces $35.4 Million Balloon Payment on Pandemic-Era Loan. November 2025. highereducationinquirer.org

    Wikipedia. South University. en.wikipedia.org

    South University. South University Independent Again. 2023. southuniversity.edu

    Glassdoor. South University Reviews. glassdoor.com

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