Tag: University

  • University spending and cost recovery, 2023-24

    University spending and cost recovery, 2023-24

    If you are the kind of person who sits down to read analysis of the latest available TRAC (officially, Transparent Approach to Costing) data the last thing you would expect would be cautious optimism.

    The sector, after all, is circling the financial drain – and when you can read press releases from unions and sector representative bodies that say fundamentally the same thing you could feel confident that this is the situation.

    Much of what we’ve recently read in the press is about the impacts of measures taken to address this financial peril – course closures, job cuts, changes in terms and conditions, and a retreat from spending plans on everything from maintenance to recruitment.

    And what the latest TRAC tells us is that these measures are working.

    Who turned on the light?

    To be clear, it’s not time to quit lobbying for a better funding settlement.

    Based on 2023-24 submissions from 128 institutions in England and Northern Ireland the sector has an aggregate deficit of £2,003m – down substantially from £2,854m in 2022-23. The sector has made savings of more than £800m between two years – no mean feat where costs are rising and the value of income is falling.

    What’s going on under the hood is that institutions are getting better at recovering the costs of things they are funded to do – 95.7 per cent of costs were recovered in 2023-24, up from 93.6 per cent in 2022-23. Costs still exceed income (they have done since the pandemic) but the direction of travel is promising – providers are generating more income (up 5.8 per cent to £44,508m) while limiting increases in costs (up 3.5 per cent to £46,511m).

    This is good news, but counterintuitive. We know that staff costs are rising (there was an annual pay uplift, and pensions spending has increased substantially for those providers involved in TPS), we know that the cost of doing business (everything from maintenance to logistics to consumables is rising). And TRAC confirms this – staff costs are up 6.4 per cent, other operating costs are up 4.7 per cent, on last year.

    There are savings in the costs of finance (such as interest payments) – these have fallen 13.3 per cent over last year, though this does not make a huge contribution to overall spending.

    MSI (coming on like a seventh sense)

    We do, however, need to talk about the margin for sustainability and investment (MSI). It’s the most controversial part of the TRAC specification, and when you tell people that universities need to have at least some money for non-income generating fripperies like student support and estates maintenance within any calculation of the cost of doing business they will lose their minds.

    The calculation is done by institution and is based on an average of three years of data and three years of projections (the nerd in me wants to be clear that these are based on Earnings Before Interest Taxation Depreciation and Amortisation – EBITDA) expressed as a proportion of full economic costs. In 2022-23 this was £3,770m (8.4 per cent of FEC), in 2023-24 this was £3,548 (7.6 per cent of FEC) for the sector as a whole.

    The effect here is that the total costs of running a university (FEC plus MSI) looks lower than it did last year. This is more evidence of savings over multiple years – cutting spending on maintenance, sustainability, and student services. This will make cost recovery and the deficit look better: it doesn’t explain all of the improvements this year but it explains some of them.

    The document provides a fuller list of institutional decisions that would have an impact on the MOS calculation – inflationary pressures, a (regulator advocated) caution in recruitment income growth and research activity growth, variability in forecasts as more institutions design in large changes of focus to plans for future spending, and the usual weirdnesses around pension provisions.

    Spend less, earn more

    So institutions are making cuts, and look financially healthier for it. But there is still an overall deficit, and if cuts and efficiencies are the only answer to financial constraints there is a long and painful road left to walk.

    Within the overall £2,003m deficit, the £1,693m deficit on publicly funded teaching is a major contributing factor: for every £100 a university spends on teaching home students, it receives £89.20 from the public purse. This varies, as we will see, by the type of institution in question and what else it gets up to. In real terms income is actually up slightly (a slight rise in the number of students), but it costs more to pay staff and to do all the other things that teaching requires.

    Conversely non-publicly funded teaching (all overseas students, and some self-funded home students) has a 143.1 per cent recovery rate, generating at a £3,232m surplus. The recovery rate is actually down marginally on last year, but the overall income from this source is up by 7.8 per cent (to £10,727m).

    Research has never had a good recovery rate – we’re now down to 66 per cent for 2023-24, from 68.5 per cent the previous year, and again there’s substantial differences by provider type. Again we can point to staff costs and operating costs rising as the reason, but we should also recall that most publicly funded research returns 80 per cent, and some research has no income attached at all.

    We should also note that other (income generating) activities like catering and accommodation run a small deficit, while other non-commercial activity (investments, donations, endowments) have an on-paper surplus.

    Peer pressure

    While the sector level figures are useful, they disguise a lot of diversity in the sector. We still – in 2025 – do not get institutional TRAC data, which would genuinely be useful for understanding where providers have costs that are substantially higher than comparators.

    Instead, we are back with groups A-F:

    • Group A: Institutions with a medical school that get 20 per cent or more of their total income from research (pretty much the Russell Group)
    • Group B: Other institutions with research income constituting 15 per cent or more of all income (largely the big, research intensive, traditional universities that sit outside of the Russell Group).
    • Group C: Research income between 5 and 15 per cent of all income (larger and research focused post-92 providers with some pre-92s mixed in)
    • Group D: Research income less than 5 per cent of a total income greater than £150m (Other big post-92 providers)
    • Group E: Research income less than 5 per cent of a total income less than £150m (the rest of the traditional universities, plus specialist providers)
    • Group F: Specialist music and arts institutions (as you might expect)

    Here’s what they all spend money on, as a proportion of total expenditure:

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    And here’s the proportion of costs they recover on each kind of spending:

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    And here’s what happens when you drill down into research:

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    It’s not usually a good idea to make blanket statements about sector finances – what’s true for one university is generally not true for another. But in this case the generality is valuable – it highlights that the problems facing the sector are less to do with autonomous decisions and more to do with the overall financial settlement. Individual, provider action is clearly helping the situation. But it won’t be enough.

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  • University of Michigan paid firm to spy on activist students (News Nation)

    University of Michigan paid firm to spy on activist students (News Nation)

    Attorney Amir Makled joins “NewsNation Now” to discuss a report from The Guardian that the University of Michigan paid $800,000 to a private security firm to have undercover investigators surveil pro-Palestinian campus groups. Makled called the alleged conduct “really disturbing.”

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  • The centrality of university research to the industrial strategy cannot be underestimated

    The centrality of university research to the industrial strategy cannot be underestimated

    Blue-sky research is the basis for the successful development of future technologies. The evidence that UK universities are global leaders in this is clear – the Australian Strategic Policy Institute (ASPI) ranks the UK university system as third in the world on this basis.

    Yet it has often been said the UK has not capitalised enough on its world-leading research to drive economic growth. Now though, the UK has, at last, a coherent and comprehensive industrial strategy that can realise the huge potential of this global advantage.

    Previous industrial strategies identified some of the right industries, but the new strategy has a far more comprehensive approach. It recognises the breadth of sectors that are likely to be at the forefront of global technology-led growth, not just the fashionable few like AI or pharmaceuticals. Crucially, place has now taken a central role. A myriad of global growth “hot spots” show us that this is key to understanding the detailed collaborations that will deliver growth in different UK regions, cities and innovation districts.

    In that sense this industrial strategy is the welcome and long needed economic policy that the UK economy has been lacking. Universities and their research are an essential core component, but all stakeholders across higher education, industry and government need to engage in a step-change in joined-up working if the UK is to translate the real advantage its research system has into a new level of growth and prosperity. There will need to be effective partnerships and collective momentum between universities, industry and government at both national and local levels.

    Yet risks remain in successfully translating this strategy into the growth the government wants – particularly in the persistence of certain myths about university research.

    Busting myths

    A key myth is that blue sky research only equates to growth in the long term, when the government wants growth sooner. In fact, it does not work like that. Blue sky research delivers growth both now and later. Long term gains may be greater overall, but even in the short term research brings in highly skilled global scientists, attracts leading global firms, and is a draw to medium-sized firms who want to be at the forefront of the next innovation wave.

    Research also builds place-based specialised skills that are essential for other industries and sectors, as can be seen in the Oxbridge Arc, Imperial’s White City innovation district, Manchester’s Sister district or Glasgow City Innovation District. Fostering research excellence across the UK’s places is an effective short and long-term growth strategy.

    A second myth is about the breadth of impact of university research on growth. It is natural for policymakers to focus on university spin-outs and commercialisation, but in many ways these are a small, if important, part of the story. The lesson from successful university-based growth ecosystems around the world is that the role of large global firms and their relationship with university research and innovation is much more important.

    There is understandable and laudable excitement at the prospect of nurturing UK-born unicorns, but in a globally competitive economy around future technologies it is large global firms that very often have substantial research and innovation capability. They employ global leading talent, have great market reach and also can absorb some of the risk necessary for success in future technology-based growth. They also have the interest in, and capacity and capability to partner with universities around research – as we see with Microsoft in Cambridge, Novartis in Imperial’s White City campus, Cranfield’s industry research with Airbus, AstraZeneca in Glasgow or Legal & General’s partnerships with Edinburgh and Newcastle.

    In my own university, Brunel, we have long standing research relationships with Jaguar Land Rover and Constellium, one of Europe’s largest aluminium alloy firms. Yet there needs to be much more focus on increasing the number and deepening these relationships. These are near and long term relationships that will lock in longer term growth.

    Third, is the misconception that university research exists in any freestanding way in just a small number of universities. It is certainly true that the UK’s leading research universities are absolutely key, but the research system operates in a much more complex, distributed and symbiotic way. Different types of universities play different but equally important roles, and they can and will contribute to the industrial strategy. Whether that is applied research, skills development in the workforce or building entrepreneurial capacity in a region, the university research and innovation system as a whole is key to making sure the benefits of cutting edge technology research are realised for the UK.

    The government must not underestimate the centrality of university research and its contribution to future technology-led growth to any industrial strategy worldwide, let alone the UK’s. The industrial strategy is bold and ambitious, and UK universities are well positioned to propel its implementation. However, global competition in the development of future technologies is fierce. The UK cannot afford to underplay or misapply one of its core strategic assets. The opportunity with this strategy is greater than at any time for decades, but it is not going to succeed without harnessing the power of university research.

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  • Higher Education Inquirer : Liberty University Online: Master’s Degree Debt Factory

    Higher Education Inquirer : Liberty University Online: Master’s Degree Debt Factory

    Liberty University, one of the largest Christian universities in the United States, has built an educational empire by promoting conservative values and offering flexible online degree programs to hundreds of thousands of students. But behind the pious branding and patriotic marketing lies a troubling pattern: Liberty University Online has become a master’s degree debt factory, churning out credentials of questionable value while generating billions in student loan debt.

    From Moral Majority to Mass Marketing

    Founded in 1971 by televangelist Jerry Falwell Sr., Liberty University was created to train “Champions for Christ.” In the 2000s, the school found new life through online education, transforming from a small evangelical college into a mega-university with nearly 95,000 online students, the vast majority of them enrolled in nontraditional and graduate programs.

    By leveraging aggressive digital marketing, religious appeals, and promises of career advancement, Liberty has positioned itself as a go-to destination for working adults and military veterans seeking master’s degrees. But this rapid expansion has not come without costs — especially for the students who enroll.

    A For-Profit Model in Nonprofit Clothing

    Though technically a nonprofit, Liberty University operates with many of the same profit-driven incentives as for-profit colleges. Its online programs generate massive revenues — an estimated $1 billion annually — thanks in large part to federal student aid programs. Students are encouraged to take on loans to pay for master’s degrees in education, counseling, business, and theology, among other fields. Many of these programs are offered in accelerated formats that cater to working adults but often lack the rigor, support, or job placement outcomes associated with traditional graduate schools.

    Federal data shows that many Liberty students, especially graduate students, take on substantial debt. According to the U.S. Department of Education’s College Scorecard, the median graduate student debt at Liberty can range from $40,000 to more than $70,000, depending on the program. Meanwhile, the return on investment is often dubious, with low median earnings and high rates of student loan forbearance or default.

    Exploiting Faith and Patriotism

    Liberty’s marketing strategy is finely tuned to appeal to Christian conservatives, homeschoolers, veterans, and working parents. By framing education as a moral and patriotic duty, Liberty convinces students that enrolling in an online master’s program is both a personal and spiritual investment. Testimonials of “calling” and “purpose” are common, but the financial realities can be harsh.

    Many students report feeling misled by promises of job readiness or licensure, especially in education and counseling fields, where state licensing requirements can differ dramatically from what Liberty prepares students for. Others cite inadequate academic support and difficulties transferring credits.

     The university spends heavily on recruitment and retention, often at the expense of student services and academic quality.

    Lack of Oversight and Accountability

    Liberty University benefits from minimal federal scrutiny compared to for-profit schools, largely because of its nonprofit status and political connections. The institution maintains close ties to conservative lawmakers and was a vocal supporter of the Trump administration, which rolled back regulations on higher education accountability.

    Despite a series of internal scandals — including financial mismanagement, sexual misconduct cover-ups, and leadership instability following the resignation of Jerry Falwell Jr. — Liberty has continued to expand its online presence. Its graduate programs, particularly in education and counseling, remain cash cows that draw in federal loan dollars with few checks on student outcomes.

    A Cautionary Tale in Christian Capitalism

    The story of Liberty University Online is not just about one school. It reflects a broader trend in American higher education: the merging of religion, capitalism, and credential inflation. As more employers demand advanced degrees for mid-level jobs, and as traditional institutions struggle to adapt, schools like Liberty have seized the opportunity to market hope — even if it comes at a high cost.

    For students of faith seeking upward mobility, Liberty promises a path to both spiritual and professional fulfillment. But for many, the result is a diploma accompanied by tens of thousands in debt and limited economic return. The moral reckoning may not be just for Liberty University, but for the policymakers and accreditors who continue to enable this lucrative cycle of debt and disillusionment.


    The Higher Education Inquirer will continue to investigate Liberty University Online and similar institutions as part of our ongoing series on higher education debt, inequality, and regulatory failure.

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  • Higher education postcard: University of Cambridge, the Senate House

    Higher education postcard: University of Cambridge, the Senate House

    Greetings from Cambridge!

    Today’s card shows the Senate House at the University of Cambridge. Building started in 1722, the Senate House opened in 1730, and it was completed in 1768 (yes, that is the right order of events). It was designed by the Jameses Gibbs and Burroughs (the latter being master of Gonville and Caius); woodwork by James Essex the Elder; and ceiling plaster by Artari and Bagutti.

    As the name suggests, it was built as a meeting place for the university’s senate. And until 1926, the senate was a very big deal at Cambridge, being the governing body, in charge of everything. And since its members comprised everybody who held a Cambridge MA, it was a quite a thing to get a decision made. (I’ve blogged previously on the Microcosmographia academica, which is concerned with the politics of getting things agreed within the University of Cambridge senate).

    In 1926 things took a turn for the senate – its governance functions were given to the Regent House. Senate is now mostly responsible for electing the university’s chancellor and for electing the High Steward, who oversees senate procedure.

    There’s currently an election on for the University of Cambridge chancellor, which is all very exciting. For certain values of exciting. There’s ten candidates, including a big ticket HE name (Lord John Browne, he of the Browne review); big political names (former MP and cabinet minister Lord Chris Smith; Brexit campaigner Gina Miller); and the ubiquitous Sandi Toksvig. Voting takes place in person at the Senate House for two days in July; or online for about a week in July.

    When it’s not being used for cancellarial (it’s a real word, honest) elections – which is most of the time, in fact – Senate House is also used for graduation ceremonies at Cambridge. I’ve written before about one aspect of these; safe to say that there’s lots of other local peculiarities. At Cambridge, for example, each graduation is a separate decision of the governing body, so a special meeting of the Regent House (and before then, of the senate) is held for each ceremony. I suspect this may be where be get the notion of the degree congregation, which language I’ve heard used at other universities.

    There’s also an order of precedence for the colleges at graduation, established in the Statues and Ordinances. It is: King’s College, Trinity College, St John’s College, Peterhouse, Clare College, Pembroke College, Gonville and Caius College, Trinity Hall, Corpus Christi College, Queens’ College, St Catharine’s College, Jesus College, Christ’s College, Magdalene College, Emmanuel College, Sidney Sussex College, Downing College, Girton College, Newnham College, Selwyn College, Fitzwilliam College, Churchill College, Murray Edwards College, Darwin College, Wolfson College, Clare Hall, Robinson College, Lucy Cavendish College, St Edmund’s College, Hughes Hall, and Homerton College. And this isn’t strictly the order in which the colleges were established or admitted as colleges. If anyone knows why, please let me know!

    Senate House has seen its share of high jinks. Most notable, perhaps, is the 1958 incident where students contrived to place an Austin Seven on its roof. Here’s the Liverpool Daily Post, reporting with an admirable straight face on plans for its retrieval.

    Eagle eyed readers may remember that this stunt was followed by a similar, suspending an Austin from the Bridge of Sighs.

    Here, as always, is a jigsaw of the card – hope you enjoy it.

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  • The UK’s register of university spin-outs

    The UK’s register of university spin-outs

    It’s never been done before, anywhere in the world.

    HESA’s experimental data (collected via part C of the HE-BCI questionnaire) shows 2,269 companies founded or owned by UK higher education providers, stretching as far back as 1969 (excluding 22 operating in “stealth mode” for reasons of commercial confidentiality.

    It puts names and numbers on the phenomenon of the higher education provider spin-out – demonstrating a direct impact of research, development, and incubation activity.

    A starting point

    In itself, it is simply a list of company names, linked to provider names and showing foundation and incorporation dates (the former is the year when intellectual property was transferred to the spin-out, the later is the year it was registered with an appropriate authority like Companies House). It includes all spin-outs active during the 2023-24 academic year, plus spin-outs of any status since 1 August 2012. It will become more useful as more data is added year-by-year, and it is very much promoted as a starting point for data linking and further analysis. But even now, we can see the growth in numbers over time, and the way new spin-out numbers have declined since 2021.

    [Full screen]

    With this in mind, we’ve linked via company registration number to the main Companies House free data source. The majority of companies are registered here – you can generally read an absence of registration as an indication that a company is no longer active, but there are also some edge cases..

    Companies House data isn’t brilliant quality, but it allows us to unlock some additional information about each one. We can see an indication of status (confirmation that a spin-out is active, or details of what else – liquidation, administration – may be going on. We get an indication of the location of the spin-out, and the company type (is it a limited company?).

    What are they up to?

    Of particular interest to us was the activity of the company in terms of the industry it is involved in. Companies House uses Standard Industrial Classification (SIC) codes – on registration and annual confirmation you can supply up to a total of four. Again I should emphasise that the quality of data isn’t fantastic, but this does give you a sense of what all of these spinouts may be up to.

    By far the largest sphere of activity is biotechnology development, with the catch all “other research and development on natural sciences and engineering” in second place.

    [Full screen]

    Five providers have more than 100 spin-outs registered – Cambridge, Oxford, UCL, Swansea, and Manchester (Imperial is at 97). It would perhaps be more surprising to many to see 72 spin outs from the Royal College of Art – these are not limited to arts-related activity although the majority will be design-led.

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    In total

    DK has put together a master search, allowing you to view salient details of every spin-out on the register. Choose a provider of interest with the filter on the top, or narrow down by company activity using the free text (you can enter up to five terms, and it is a little bit experimental so it may not always produce the results you would expect – but do persist) box at the bottom – and he’s also added a filter for social enterprises.

    [Full screen]

    What have we learned?

    Policy watchers may be interested in whether the spin-out ecosystem is getting stronger, or looking healthy, or as many in the sector would say that spinning-out is fine but spinning-up is really difficult.

    Again, it’s hard to know without more data. Of the 2,269 companies on the register 526 are not currently registered with companies house, 67 are in liquidation, 30 have a “proposal to strike off”, and 8 are in administration. Another way to look at this of course is that 1,646 university spin-out companies stretching as far back as 1969 are, at least on paper, alive and well. This is in stark contrast to businesses more generally where only one-third of businesses started ten years ago are still in existence.

    Another interesting question is whether various interventions, reviews, templates on equity, or missives from the government have made developing spin-outs any easier or more lucrative. Again, at the risk of sounding like a broken record, the register is not the right place to look for this information. It is tempting to say that as university finances came under real strain from 2021 onwards spin-out creation velocity declined. Clearly, universities need cash to invest in spin-outs and when they have less cash it would seem likely there would be fewer spin-outs. However, we just don’t have enough information in this register to suggest with confidence why the spin-out ecosystem looks like it does, even if we can describe what is happening.

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  • Cornish College of the Arts opens under Seattle University banner

    Cornish College of the Arts opens under Seattle University banner

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

    Dive Brief:

    • Seattle University officially absorbed the Cornish College of the Arts, it announced Tuesday, realizing the deal the two signed earlier this year to transfer nearly all of the arts college’s assets to the university. 
    • The university expects the campus — now known as Cornish College of the Arts at Seattle University — to enroll between 430 and 450 students in the upcoming fall semester, according to a Tuesday announcement.
    • Seattle University offered jobs to the “vast majority” of Cornish’s original full-time employees, who were all let go last month. Most accepted the offer. The announcement this week did not give specific numbers, and the university did not immediately respond to questions Wednesday.

    Dive Insight:

    Seattle University and Cornish’s campuses are just 1 ½ miles apart, but the two institutions are dramatically different in scope.

    The private Jesuit university enrolled 7,182 students in fall 2023, according to federal data. The same semester, Cornish had 502.

    Cornish’s academic offerings focused on visual and interdisciplinary arts, while Seattle University offered a wider range of programs, from engineering to accounting to film and media. But the large institution did not have a fine arts school before acquiring Cornish’s name and assets.

    “This is a historic day for two legendary Seattle institutions,” Seattle University President Eduardo Peñalver said in a statement. “The combination of Cornish with Seattle University preserves the Cornish legacy for future generations and will transform arts education in Seattle, opening up exciting interdisciplinary opportunities for students and faculty on both campuses.”

    Cornish will operate as the university’s arts school at its original campus. Most Cornish students are opting to continue their education under Seattle University’s banner, according to Tuesday’s announcement. In spring 2025, Cornish enrolled 437 students who were not graduating that semester. Of that cohort, about 91% decided to stay and earn their degrees from Seattle University.

    Cornish’s provost and vice president of academic affairs, Brian Harlan, will become dean of the arts school under Seattle University.

    Beginning this fall, the university and Cornish will begin a “faculty-led process” of integrating both campuses’ arts programming, Harlan said in a Tuesday statement.

    Of 125 Cornish’s original employees, 92 have been rehired, including Harlan, a Seattle University official told The Seattle Times. The university made job offers to 36 of Cornish’s 40 full-time faculty members, and 33 accepted.

    The university also intends to hire adjunct faculty and part-time and seasonal staff over the summer, it said Tuesday.

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  • University of Memphis Global — an Online Path to a Better Future

    University of Memphis Global — an Online Path to a Better Future

    global-online-uofm-college-degree

    I’ll be the first in my family to earn a college degree, and that’s something I hold very close to my heart.

    My family and I moved to the United States in 2014. We chose Memphis as our second home to start fresh and build a better future. 

    When I graduated high school in 2020, I decided to join the Army Reserve so I could work full-time to help support my family financially. Along the way, my parents always reminded me of the importance of a college degree. Honestly, I struggled with the decision between choosing work over school.

    That changed when I discovered the University of Memphis Global (UofM Global) where I could earn my degree 100% online from an accredited, nationally recognized Carnegie R1 university. The flexibility of the program made it possible to balance work, life, and education. Once I enrolled, I knew I made the right choice.

    As an online student, I stayed involved with campus life through career fairs and joining student organizations like the Society of Human Resource Management. I wanted to get the most out of my college experience and connect with people who shared my passion for HR.

    Last November, I deployed to Kuwait, with a month left of fall semester. Thanks to the support and structure of UofM Global, I was able to finish strong, even making the Dean’s List. I’m taking four classes while serving on active duty, and I’m proud to say I’ll be graduating in May.

    Being able to serve my country, support my family, and earn my degree means the world to me. I feel ready to take on whatever comes next.


    To learn more, visit memphis.edu/uofmglobal/


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  • IHEC Blog a project by David Comp: This CBC News ‘How to destroy Harvard University

    IHEC Blog a project by David Comp: This CBC News ‘How to destroy Harvard University

    Since February 2007, International Higher Education Consulting Blog has provided timely news and informational pieces, predominately from a U.S. perspective, that are of interest to both the international education and public diplomacy communities. From time to time, International Higher Education Consulting Blog will post thought provoking pieces to challenge readers and to encourage comment and professional dialogue.

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  • Eastern Michigan University to cut ties with Chinese colleges amid lawmaker push

    Eastern Michigan University to cut ties with Chinese colleges amid lawmaker push

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

    Dive Brief: 

    • Eastern Michigan University is ending engineering teaching partnerships with two Chinese universities after a pair of prominent Republican lawmakers raised national security concerns. 
    • The university announced Wednesday it is terminating its partnership with Guangxi University and Beibu Gulf University. Eastern Michigan President James Smith said the university is working with Beibu Gulf to ensure affected students can complete their studies elsewhere. The Guangxi partnership did not enroll any students.
    • The move comes as Republican lawmakers increasingly raise research theft concerns about colleges’ partnerships with Chinese universities. The Trump administration is also moving to “aggressively revoke” the visas of international students from China, U.S. Secretary of State Marco Rubio said this week. 

    Dive Insight: 

    In February, two high-profile lawmakers from Michigan Rep. Tim Walberg, the chair of the House’s education committee, and Rep. John Moolenaar, the chair of the House Select Committee on the Chinese Communist Partycalled on Eastern Michigan and two other universities in their state to end their partnerships with Chinese colleges. 

    “The university’s [People’s Republic of China] collaborations jeopardize the integrity of U.S. research, risk the exploitation of sensitive technologies, and undermine taxpayer investments intended to strengthen America’s technological and defense capabilities,” the letter stated

    Shortly afterward, Oakland University said it would end its partnerships with three Chinese universities. The University of Detroit Mercy, the third institution that received a letter in February, is likewise ending its teaching partnerships with Chinese universities. 

    University of Detroit Mercy President Donald Taylor said in a Friday statement that the institution is working to ensure students can finish their studies. He also noted that the partnerships have not included any research or technology transfer. 

    “They are solely for undergraduate teaching programs only with course content that is available publicly,” Taylor said.

    In Eastern Michigan’s Wednesday announcement, Smith stressed that both partnerships had been exclusively focused on teaching and did not involve research or the transfer of technology. He added that the programs did not encompass cybersecurity teaching. 

    “The course content for all offered classes is widely available in the public domain,” Smith said. 

    In October, Moolenaar also urged the University of Michigan to end its two-decade partnership with Shanghai Jiao Tong University on a joint institute. Moolenaar alleged the partnership had helped the Chinese government advance their defense technologies, from rocket fuel research to improving imaging to detect flaws in military equipment. 

    The University of Michigan announced in January it would end academic collaboration with Shanghai Jiao Tong and ensure students enrolled in the joint institute’s programs would be able to complete their degrees. 

    Last year, the Georgia Institute of Technology also announced it would pull out of a partnership that established an overseas campus in China, while the University of California, Berkeley recently severed ties with Tsinghua University following a House report raising concerns with colleges’ partnerships with Chinese institutions. 

    The Trump administration recently opened an investigation into UC Berkeley over its partnership with Tsinghua University, alleging that it failed to properly report its foreign gifts and contracts. 

    Earlier this month, two House committees set their sights on Harvard University’s ties with China, arguing that some of its partnerships “raise serious national security and ethnical concerns.” Lawmakers demanded the Ivy League institution hand over internal documents related to its partnerships with China and certain other countries by June 2. 

    The Trump administration is also planning a crackdown on international students from China, citing national security concerns. Rubio said Wednesday that the federal government will revoke visas from Chinese students “with connections to the Chinese Communist Party or studying in critical fields,” though he didn’t specify what those disciplines would be.

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