Tag: University

  • 30pm film screening about political intimidation and UM (Community Advocates at the University of Michigan)

    30pm film screening about political intimidation and UM (Community Advocates at the University of Michigan)

    Journalist Jelani Cobb recommended looking at how universities
    responded to Senator Joseph McCarthy’s attacks on professors to better understand
    current strategies. The University of Michigan’s caving to political
    intimidation isn’t new. In the 1950s, then President Harlan Hatcher
    fired two faculty members and suspended one who refused to cooperate
    with Senator McCarthy’s red-baiting Committee on “Un-American
    Activities.”

    As another federal government takes aim at universities, join us for a screening of Keeping in Mind: The McCarthy Era at the University of Michigan,
    a 1989 documentary featuring interviews with Hatcher and the three men
    he sacrificed to political expediency: Chandler Davis, Clement Markert,
    and Mark Nickerson. The screening will be followed by a panel discussion
    that includes the filmmaker, Adam Kulakow, who was a UM student in the
    1980s.

    WHEN: Wednesday, April 9, 5-7:30pm (Pizza available starting at 4:30p. Come early!)
    WHERE: Maize and Blue Auditorium, Student Activities Building, 515 E. Jefferson Street
    WHO: All students, faculty, staff, and community members


     

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  • Harvard University faces funding ultimatum from Trump administration

    Harvard University faces funding ultimatum from Trump administration

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    Dive Brief:

    • Harvard University on Thursday received a list of wide-ranging demands from the Trump administration tying the Ivy League institution’s federal funding to its complete compliance.
    • Among the requirements are that Harvard review and change programs and departments that the Trump administration described as “biased” and that “fuel antisemitism,” according to a copy of the letter obtained by Higher Ed Dive. It also calls for the university to make “meaningful governance reforms” that will selectively empower employees “committed to implementing the changes” demanded in the letter.
    • The demands came the same week the Trump administration put $9 billion of Harvard’s federal grants and contracts under review. The government alleged the probe stemmed from reports that the university failed to protect Jewish students from antisemitism.

    Dive Insight:

    The three federal agencies behind the letter — the U.S. Department of Education, U.S. Department of Health and Human Services, and U.S. General Services Administration — said the list of nine demands represent “broad, non-exhaustive areas of reform” that Harvard must enact “to remain a responsible recipient of federal taxpayer dollars.”

    Their letter called on Harvard to eliminate all diversity, equity and inclusion efforts and prove it does not offer preferential treatment based on race, color or national origin in admissions or hiring “through structural and personnel action.” It also called for increased scrutiny of student groups and a comprehensive mask ban, with exemptions for religious and medical reasons.

    But the agencies, operating as members of President Donald Trump’s Joint Task Force to Combat Anti-Semitism, offered few details on how Harvard could meet the demands.

    For example, the letter did not outline which programs or departments it considered biased, nor did it say whether Harvard or the task force would determine which ones needed reform. It also didn’t describe how Harvard officials could determine why someone is wearing a mask.

    The Education Department declined to answer questions on Friday. HHS and GSA did not respond to requests for comment.

    Thursday’s letter marked the first time Harvard officials saw the demands, according to a university spokesperson, who did not respond to further questions. The letter did not set a hard deadline for the ultimatums, instead calling for Harvard’s “immediate cooperation.”

    Before the Trump administration issued its demands, Harvard President Alan Garber acknowledged antisemitism exists on campus and said he had experienced it directly “even while serving as president.”

    “We will engage with members of the federal government’s task force to combat antisemitism to ensure that they have a full account of the work we have done and the actions we will take going forward to combat antisemitism,” he wrote in a Monday message to campus. “We resolve to take the measures that will move Harvard and its vital mission forward while protecting our community and its academic freedom.”

    Many members of the Harvard community, however, had a stronger response.

    As of Friday afternoon, over 800 Harvard faculty members had signed a letter dated March 24 calling on the university’s governing boards to publicly condemn attacks on universities and “legally contest and refuse to comply with unlawful demands that threaten academic freedom and university self-governance.” More than 400 alumni of the university have so far signed their own version of the same letter.

    The demands made of Harvard echo the situation faced by one its Ivy League peers, Columbia University, last month.

    The federal task force is threatening billions in federal funds and grants at Columbia, and it has canceled $400 million worth thus far. When the Trump administration sent Columbia a then-unprecedented list of demands, the university quickly capitulated — to the consternation of faculty and academic freedom advocates alike. 

    The Trump administration lauded Columbia’s compliance as a “positive first step” for maintaining federal funding but has not publicly announced that it has restored the $400 million in canceled grants and contracts.

    “Columbia’s compliance with the Task Force’s preconditions is only the first step in rehabilitating its relationship with the government, and more importantly, its students and faculty,” the task force said in a statement at the time.

    Shortly after, the university’s interim president resigned after less than eight months on the job.

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  • The Tools Helping University Students Succeed After Graduation (Post College Journey)

    The Tools Helping University Students Succeed After Graduation (Post College Journey)

    Seattle, Wash.– As thousands of university students graduate each year, many find themselves
    facing an unexpected challenge: career uncertainty. Despite earning degrees, a large portion of
    graduates report feeling unprepared to enter the workforce. Post-college career expert Laurie
    Nilo-Klug
    is tackling this issue head-on, providing students with the tools they need to build
    confidence and thrive in their careers.

    Ms. Nilo-Klug, an Adjunct Professor at Seattle University and the founder of Post College
    Journey
    , has dedicated her work to helping students transition from college to the professional
    world. Through her programs, Laurie has empowered students to take control of their career
    paths, addressing common issues such as imposter syndrome, skill uncertainty, and job market
    navigation.

     

    After implementing her career confidence-building tools in the classroom, Laurie observed a
    remarkable 60% increase in student confidence levels. “Many students leave college with
    impressive degrees but lack the self-assurance to effectively launch their careers. 

    My goal is to bridge that gap with actionable strategies that instill confidence and competence,” says Laurie. Laurie explains, “In a recent assignment, I had students choose two career exploration activities, and their selections revealed a strong drive to connect classroom learning with their post-college goals. 

    Their enthusiasm for hands-on experiences, such as job applications and simulations, highlighted the critical need for practical, real-world learning opportunities. After gathering student feedback and analyzing the data, I found a 60% increase in their career confidence levels. This reinforced my belief that early and direct exposure to career exploration is essential for student success.”

    In this activity, students were tasked with selecting two career exploration activities from the
    following options:

    ● Attending a career development event;
    ● Having an appointment with the career center;
    ● Joining a student club;
    ● Doing a career self-assessment
    ● Applying to a job;
    ● Or completing a job simulation and then reflecting on what they have learned.

    This assignment aimed to show that career development offers many paths, so it’s crucial to
    understand why you choose an activity, what you hope to gain, and reflect on what you learn.
    Laurie expected students to pick low-effort options like self-assessments or joining a club, given
    their frequent concerns about time constraints. Instead, nearly all chose job simulations or
    applied for a job, showing a strong preference for hands-on experience.

    For media inquiries or to schedule an interview with Laurie Nilo-Klug, please contact:
    Marisa Spano
    [email protected]

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  • Free speech and the University of Sussex 

    Free speech and the University of Sussex 

    • Naimat Zafary is a PhD researcher at the University of Sussex and a former Afghan Chevening Scholar.

    There are times, as a scholar from another country, that events in your adopted home catch you off guard. The fears of those around you are so far removed from your own experience that you are baffled by them. Sometimes, this simply demands that you learn more about the society and culture around you or chalk up different perspectives to the rich experience of a global education. 

    At other times, though, there is a desire to share with your colleagues your own thoughts about an issue, especially when you think others are at risk of undervaluing the freedoms and advantages they have. This week was one of those times. 

    First a bit about me. I came to this country at a moment of deep crisis. An Afghan accepted for a prestigious Chevening Scholarship, I had been excited by the opportunity to study at the top university in the world for international development and to gain knowledge that I could put to use in my home country. 

    But even as I packed my cases, the unimaginable happened. The US withdrew its forces and the Taliban entered Kabul. As fearful Cheveners worried whether they would or would not be granted a place on the last flights from the chaotic airport, I gathered my family. I was permitted a small rucksack as I turned my back on my family home and car, my library where local children had studied, and gathered my loved ones for the two-day journey through hell to the airport perimeter fence. When a British soldier finally recognised us and saw my name on the list, he lifted us over the wall and to safety. I kissed his shoulder and wept. 

    From there, we sat on the floor of a military cargo ship and flew to an asylum hotel in London, safe at last from the Taliban, who would see us as a threat for our academic links to the UK and deep commitment to education for all, including women and girls. And so, it was I travelled by train for my first class at my academic home and inspiration, University of Sussex. 

    What I found in Sussex could not have contrasted more profoundly with what I left behind. Sussex has been ranked 1st in the world for Development Studies for seven consecutive years in the QS World University Rankings. And here was a global community of men and women dedicated to the highest standards of education and using academic rigour and debate to acquire knowledge which would benefit not only the immediate community of Brighton but the wider world. 

    My wife Saima and my daughters were also inspired by the women leaders who surrounded me. While former female colleagues and family members in Afghanistan were being barred from education and being driven behind burqas and closed doors, their voices silent, I was at an institution led by a courageous and principled woman committed to supporting diverse perspectives from across the world. I expressed my views in the classroom, at conferences and seminars, and in print without fear of brutal consequences. Sussex has given a platform to voiceless Afghan girls, whereas, in Afghanistan, asking a question about girls’ education is banned; Sussex made sure to value our voices and let us speak with wider audiences.

    This was truly free speech. I was gifted the ability to challenge the accepted norms of government and aid agencies, and in turn, my own ideas were challenged daily by my fellow students, my supervisor, my community. I learned and grew to appreciate the diversity of thought and background which typified the world I had entered. 

    So how do I respond to the idea that a place that has been to me and many hundreds of Chevening scholars from across the globe has been such a haven for free enquiry and open expression has been fined for a breach of free speech? 

    I understand that the issues and debate that led to this circumstance predate the leadership of the institution I have entered. I appreciate that there are deeply held views and profound concerns at play and that the ability to speak without fear of harassment or intimidation is core to educational exchange. 

    But I also know that the commonly held stereotype of my institution in some parts of the media is very wide of the mark. Those who have, like me, known the cost of true tyranny understand that places like Sussex are the very antithesis of that and an antidote to it. And so, I offer my voice and support to the university and community that not only welcomed me but encouraged me to challenge and be challenged in the pursuit of truth and global justice. It is a proud tradition and we undervalue it at our cost. 

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  • Rosemont College in Pennsylvania to combine with Villanova University

    Rosemont College in Pennsylvania to combine with Villanova University

    Dive Brief:

    • Villanova University plans to absorb Rosemont College, which will take on the former’s name after a multiyear transition period set to begin in 2027, the two Catholic institutions in Pennsylvania said Monday.
    • After the merger is complete, Rosemont — less than a mile away from Villanova — will become “Villanova University, Rosemont Campus,” according to a press release. The deal requires approval from their accreditor — they have the same one — and from state and federal regulators.
    • Following the transition period, Villanova will take on Rosemont’s assets and liabilities and bring on three members of Rosemont’s governing board, according to Rosemont. Tenured and tenure-track faculty will be offered contracts at Villanova and can apply for tenured status via the university’s guidelines.

    Dive Insight:

    Villanova University President Peter Donohue described the merger with Rosemont as a “unique and powerful opportunity for our two institutions given our shared commitment to advancing Catholic higher education, our close physical proximity and deep alumni connections.”

    In a community message, Donohue also noted that Villanova and Rosemont students for years have taken classes and participated in programs at each others’ campuses.

    With 777 students in fall 2023, Rosemont is dwarfed by Villanova, which enrolled 10,111 students for that period. 

    Student bodies have shrunk at both colleges, though Rosemont’s has done so at a faster clip. Between 2018 to 2023, fall enrollment plunged 17.8% at Rosemont compared to a 8.3% drop at Villanova.  

    Rosemont, founded in 1921 by the Society of the Holy Child Jesus, is also the weaker of the two financially. It racked up a total operating deficit of $914,220 in fiscal 2023, more than triple the previous year’s budget gap, according to its latest financials. Villanova, meanwhile, has posted surpluses in recent years.

    Rosemont’s fiscal 2023 audit also contained a going-concern warning, indicating there was “substantial doubt” about its ability to keep operating. The audit cited the college’s failure to meet the U.S. Department of Education’s benchmarks to be considered financially responsible.

    However, in response to the financial issues flagged by auditors, Rosemont made several moves, including cutting executive-level positions, nixing a handful of vacant positions to reduce overall staffing and consolidating its student housing, moving to sell one of its residence halls. 

    The college also borrowed $7 million from its endowment to support operations and pay down a credit line. 

    College leaders said they believed those efforts, as well as marketing initiatives and enrollment partnerships — such as one with the Fraternal Order of Police — alleviated the going-concern doubt, auditors noted. 

    But merging with Villonova is meant to add to both institutions’ strengths. 

    “We are committed to securing the best possible options for our students, faculty and staff and believe this merger with Villanova offers the best opportunity to ensure that the Rosemont College history and legacy endures,” Rosemont President Jim Cawley said Monday in a statement.

    Rosemont will continue operating as a separate entity through the transition period and maintain its academic programming during that time. According to the institutions, Rosemont students who haven’t completed their degrees by 2028 will have multiple options to do so, including transferring to Villanova’s professional studies college.

    Student athletes on Rosemont’s NCAA Division III teams can move to club sports after the spring 2026 semester — given that Villanova is a Division I university. The college is looking for other D-III institutions that could provide quick and easy transfer pathways for student athletes from Rosemont, according to the institution. 

    The merger agreement also calls for the preservation of Rosemont’s chapel as “a place of gathering and inspiration.” To maintain Rosemont’s legacy, the institutions said an endowed scholarship will be created after the transition “supporting the mission” of the Society of the Holy Child Jesus.

    This isn’t Villanova’s only recent expansion. In 2024, the university bought the 112-acre Pennsylvania campus of Cabrini University following the Catholic institution’s decision to close. Per the agreement, they renamed the site Villanova University Cabrini Campus. 

    Several Catholic liberal arts colleges have struggled in recent years along with their secular peers. Facing enrollment and financial challenges, some have sought mergers. 

    This year, Gannon University and Ursuline College, for example, announced a formal merger agreement. And Iowa’s St. Ambrose University is working to acquire Mount Mercy University as part of a plan announced last year.

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  • 800 ANU staff vote no confidence in chancellor, vice-chancellor at “scandal-plagued” university – Campus Review

    800 ANU staff vote no confidence in chancellor, vice-chancellor at “scandal-plagued” university – Campus Review

    Nearly all Australian National University (ANU) union members on Thursday supported a vote of no confidence in vice-chancellor Genevieve Bell and chancellor Julie Bishop.

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  • University of Wollongong job cuts climb from 95 to 270 – Campus Review

    University of Wollongong job cuts climb from 95 to 270 – Campus Review

    Planned job cuts at the University of Wollongong (UOW) could hit 270 after the university announced it will extend its cost-cutting measures to non-academic staff.

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  • Florida Virtual School Partners with University of Florida and Concord Consortium to Launch ‘Artificial Intelligence in Math’ Online Certification for Middle, High School Students 

    Florida Virtual School Partners with University of Florida and Concord Consortium to Launch ‘Artificial Intelligence in Math’ Online Certification for Middle, High School Students 

    ORLANDO, Fla. — Florida Virtual School (FLVS) is partnering with the University of Florida (UF) and the Concord Consortium to introduce a groundbreaking year-long “Artificial Intelligence (AI) in Math” supplemental certification for FLVS middle and high school students enrolled in the school’s Flex option. FLVS instructors who teach Algebra 1 will lead this innovative program, teaching the online courses while also supplementing students’ learning with activities that build students’ understanding of math and AI concepts. FLVS students enrolled in Algebra 1 who elect to earn the certification will begin April 7. 

    The certification will introduce students to the foundational principles of AI that intersect with core math topics while offering insights into real-world applications, ethical considerations, and career opportunities in AI-related fields. By merging 21st-century technology with education, the program aims to boost students’ math skills, cultivate positive attitudes toward mathematics, and expose them to the rapidly evolving AI landscape.

    “As a leader in online education for more than 27 years, Florida Virtual School is committed to being at the forefront of educational innovation,” said Dr. Louis Algaze, president and CEO of Florida Virtual School. “By partnering with the University of Florida and the Concord Consortium, we are equipping our students with essential math skills and the knowledge to navigate and succeed in an AI-enhanced world.”

    The certification also includes a collaborative feedback loop between FLVS teachers and UF and Concord Consortium researchers. Teachers will provide critical insights into the online course structure and student outcomes, helping to refine and improve the certification’s effectiveness for future online learners.

    “AI is revolutionizing industries worldwide, creating new opportunities,” said Jie Chao, project director at the Concord Consortium. “Our partnership with FLVS allows us to offer robust AI learning opportunities to students with limited access to such resources, bridging the educational gaps and preparing young people for an AI-powered future.”

    FLVS teachers will also complete 40 hours of online professional development as part of the program. The training will include learning about specialized learning technologies designed to help visualize abstract math concepts and create interactive AI model explorations to ensure students engage with the AI development process in meaningful and dynamic ways.

    FLVS Flex students who are either currently enrolled or are interested in taking Algebra 1 can now sign up for the “AI in Math” certification by filling out this survey. Students who complete the program as part of their FLVS math class will receive enrichment credit and the AI Literacy certificate issued by UF and the Concord Consortium.  

    About Florida Virtual School (FLVS) 

    At Florida Virtual School (FLVS), the student is at the center of every decision we make. For 27 years, our certified online teachers have worked one-on-one with students to understand their needs and ensure their success – with FLVS students completing 8.1 million semester courses since the school’s inception. As a fully accredited statewide public school district, Florida students in grades Kindergarten through 12 can enroll tuition-free in full-time and part-time online education options. With more than 200 effective and comprehensive courses, and over 80 fun and exciting clubs, FLVS provides families with a safe, reliable, and flexible education in a supportive environment. As a leading online education provider, FLVS also offers comprehensive digital learning solutions to school districts, from online courses that result in high student performance outcomes, to easy-to-use online platforms, staff training, and support. To learn more, visit  our website.

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  • Five regulatory process points you may have missed from the University of Sussex decision

    Five regulatory process points you may have missed from the University of Sussex decision

    We’ve covered elsewhere the implications for policy related to academic freedom and freedom of speech stemming from the Office for Students’ decision to fine the University of Sussex for breaches of ongoing registration conditions E1 and E2.

    The publication of a detailed regulatory report also allows us insight into the way in which OfS is likely to respond to future breaches of registration conditions. It is, effectively, case law on the way OfS deals with concerns about higher education providers in England – and while parts of your university will be digesting what the findings mean for academic freedom policies, others will be thinking more widely about the implications for regulation.

    The University of Sussex, perhaps unsurprisingly, wishes to challenge the findings. It is able to challenge both the regulatory decisions and the amount of the fines at a first tier tribunal.

    As always, appeals are supposed to be process based rather than just a general complaint, so the university would have to demonstrate that the application of the registration conditions was incorrect, or the calculation of the fine was incorrect, or both. As above, there is no meaningful defence of the way the fines were calculated or discounted within the judgement so that would feel like the most immediately fertile ground for argument.

    Here’s some of the points that stood out:

    How and why was the decision to investigate made?

    We are told that, on 7 October 2021, the OfS identified reports about an incident at the University of Sussex. This followed the launch of a student campaign at the University of Sussex the previous day – which involved a poster campaign, a masked demonstrator holding a sign, and a hashtag on social media – calling for Kathleen Stock (a professor in the philosophy department) to lose her job.

    This was widely covered in the media at the time, and sparked commentary from interest groups including the Safe Schools Alliance UK and the Free Speech Union. The OfS subsequently contacted the university seeking further information, before starting a full investigation on 22 October 2021. However, despite significant public interest, the decision to start an investigation was not made public until a statement by an education minister in the House of Lords on 16 November (when we were told that the Department for Education was notified on 11 November).

    Kathleen Stock resigned from her role at the university on 28 October – six days after the start of the investigation, and substantially before the public announcement. She noted that “the leadership’s approach more recently had been admirable and decent”, while the university claimed to have “vigorously and unequivocally defended Prof Kathleen Stock’s right to exercise her academic freedom and lawful freedom of speech, free from bullying and harassment of any kind”.

    What’s not clear from this timeline is the nature of the notification on which the Office for Students was acting: the regulatory framework in place at the time suggested OfS would take action on the basis of lead indicators, reportable events, and other intelligence and sources of information. There are no metrics involved in this decision, and we are told the provider did not notify the OfS so there was no reportable event notification.

    We are left with the understanding that “other sources of information” were used – these could be “volunteered by providers and others, including whistleblowers”. Perhaps it was the same “source of information” that caused then Minister Michelle Donelan to shift from backing the university response on 8 October to calling for action on 10 October?

    We also know that – despite OfS’ insistence that it “does not currently have a role to act on behalf of any individual” – it appears that the only person to submit a “witness statement” to OfS was Stock. If OfS was concerned generally about the potential for a chilling effect on academic speech, would it not want to speak to multiple academics to confirm these suspicions? Doesn’t speaking to just one affected individual feel a little like acting “on behalf” of that individual?

    Finally – sorry to bang on – we don’t know who at OfS made the decision to conduct an investigation or on what basis. Can, say, the director of regulation just decide (based on a story in the press, or general vibes) to investigate a university – or is there a process involving sign-off by other senior staff, ideally involving some kind of assessment of the likelihood of a problem being identified within a reasonable period of time? If I were an internal auditor I would also want to be very clear that the decision was made using due process and free from political or ideological influence (for instance I’d be alarmed that someone was content for then-chair James Wharton to posit an absolutist definition of free speech in the Telegraph) shortly after the investigation started.

    Why did it take so long to investigate and make a decision?

    The only clue we are given in the regulatory report is that this is a “complex area”. OfS requested a substantial amount of documentation from Sussex – it even used a “compliance order” to make sure that no evidence was destroyed. However, it does not appear that OfS ever visited the provider to speak to staff and students – in other regulatory investigation reports, OfS has been assiduous in logging each visit and contact. There is none of that here – we don’t know how many interactions OfS had with Sussex, or on how many occasions information was requested. Indeed, OfS appears not to have visited Sussex at all. Arif Ahmed told us:

    “There may have been occasions where the university wanted to meet in person and communication was done in writing instead

    Various points of law are referred to in the regulatory report : it is notable that none of this is new law requiring additional interpretation or investigation (the new Higher Education (Freedom of Speech) Act had not even left the House of Commons committee stage at this point). It shouldn’t really take a competent lawyer that knows the sector more than a few weeks to summarise the law as it then stood and present options for action.

    The investigation into the University of Sussex was mentioned in the Chief Executive’s report from the 2 December 2021 Board meeting, and it turned up (often just as an indication that the investigation was ongoing)

    If OfS was able to fine a university for a breach of an ongoing registration relating to academic freedom, why do we need the Higher Education (Freedom of Speech) Act?

    Well, quite. On our reckoning, the Act would have made no difference to the entire affair, save potentially for a slight chilling effect on students being empowered to exercise their own freedom of speech, and a requirement for both providers and OfS to promote free speech. The ability of the OfS to reach the conclusion it reached, and to instigate regulatory consequences, suggests that further powers were not necessary to uphold freedom of speech on campus – despite the arguments made by many at the time. There is nothing OfS could have done better, or quicker, or more effectively had the Act been in force. Sussex, in fact, had a freedom of speech policy at the time, something that the regulatory report fails to mention or take account of.

    It is curious that the announcement of the investigation came at the start of a long pause in parliamentary activity on the Higher Education (Freedom of Speech) Act – at that time we were keenly anticipating a report from the House of Commons committee stage, but we got no action at all on the bill until it was carried forward into the next session of parliament.

    How was the amount of the fine arrived at?

    There is a detailed account of the process by which it was decided to fine Sussex £360,000 for a breach of registration condition E1, and £225,000 for a breach of registration condition E2. It appears thorough and convincing, right until the point that you read it.

    OfS appears to be using a sliding scale (0.9 per cent of qualifying income for “failing to uphold the freedom of speech and academic freedom governance principle”, 0.5 per cent of qualifying income for “a failure to have adequate and effective management and governance arrangements in place”, an additional 0.2 per cent for not reporting the breach, a 0.2 per cent reduction for taking mitigating action…) and although Regulatory Notice 19 takes us through the process in broad terms we don’t get any rationale for why those proportions apply to those things.

    It’s all a bit “vibes based regulation” in truth.

    It is to be welcomed that OfS reduced its initial calculation of a £3.7m (1.6 per cent of qualifying income) fine to a more manageable £585,000 – but why reduce to that amount (by a hair under 85 per cent) purely because it is the first fine ever issued for this particular offence? What reduction will be applied to the next fines issued under registration conditions E1 and E2? If none, why not – surely “sufficient deterrence” is possible at that amount so why go higher?

    The documentation covers none of this – it is very hard to shake the impression that OfS is pulling numbers out of the air. When you compare the £57,000 (0.1 per cent) fine issued to the University of Buckingham for not providing audited accounts for two years (something which would have yielded something altogether nastier from Companies House you do have to ask whether the Sussex infractions were 1.5 percentage points more severe at the initial reckoning?

    Are the wider implications as the regulator intends?

    There are so many questions raised that will now be hurriedly posed at universities and higher education all over England – and my colleague Jim Dickinson has raised many of them elsewhere on the site. He’s had enough material for four pieces and I’m sure there will be many more questions that could be explored. Why – for example – should the regulator have a problem with “prohibiting the harmful use of stereotypes”? Is there a plausible situation where we would want to encourage the harmful use of stereotypes?

    It would also be worth noting the many changes to the policy that appears to have caused the initial concern (the Trans and Non-Binary Equality Policy Statement) between 2018 and 2024. Perhaps these changes demonstrated the university dealing with a rapidly shifting public debate (conducted, in part, by people with the political power to influence culture more generally) as seemed appropriate at each point? So why is OfS not able to sign off on the current iteration of this policy? Why is it hanging a hefty fine on a single iteration on what is clearly a living document?

    There’s also a burden issue.Is it the position of the regulator that every policy of each university needs to be signed off by the academic council or governing bodies? Or are there any examples of policies where decisions can be delegated to a competent body or individual? A list would be helpful, if only to avoid a burdensome “gold plating” of provider-level decision making.

    Beyond the freedom of speech arguments

    There are 24 ongoing conditions of registration currently in force at the Office for Students – a regulatory report and a fine (or other sanctions) could come about through an inadvertent breach of any one of them. Many of these conditions don’t just apply to students studying on your campus – they have an applicability for students involved in franchised (and in some cases validated) provision around the world.

    We should be in a position where the sector can be competently and reliably regulated, where providers can understand the basis, process, and outcomes of any investigation, and that these are communicated promptly and clearly to the wider public. On the evidence of this report, we are a long way off.



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  • University of New Orleans should rejoin LSU system, state board says

    University of New Orleans should rejoin LSU system, state board says

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    Dive Brief:

    • The struggling University of New Orleans should return to the Louisiana State University system, the state’s higher education board has recommended. 
    • UNO, founded in 1956 as part of the LSU system, transferred to the University of Louisiana system in 2011 amid enrollment declines stemming from Hurricane Katrina damage.
    • Transferring the institution back to the LSU system would require state legislation, which Louisiana’s board of regents voted unanimously to recommend at a meeting on Wednesday. 

    Dive Insight:

    UNO’s enrollment has never fully recovered from the disaster of Katrina nearly two decades ago. The university even grew its student body slightly after the hurricane but has since lost those gains. For the 2023-24 academic year, full-time equivalent enrollment stood at 5,114 students — just over a third of what it was in 2004-05. 

    Accompanying those declines has been financial instability. Between fiscal years 2015 and 2024, UNO’s tuition and fee revenue fell about 20% to $65 million.

    State fiscal support has also collapsed. Louisiana has gone through “one of the largest higher education disinvestments in the nation,” according to a March feasibility study from the regents on returning UNO to the university system. For UNO, state funding has fallen by just under 45% from two decades ago. 

    In addition to cost increases felt throughout higher education, UNO also faces contractual debt obligations such as for bookstore and dining services and a deferred maintenance backlog exceeding $2 billion. 

    The report also laid blame with the university, stating that “UNO’s lack of aggressive action to address these issues immediately as they arose has resulted in a deep budget deficit that must be strategically repaired.”

    Amid all its many revenue and expense challenges — and despite job cuts and other budget efforts — UNO’s budget gap has reached $30 million, according to the study. 

    All of those problems indicate failed thinking behind the university’s transfer into the UL system, according to the regents’ report. Moving UNO into UL’s fold came with an “expectation that new governance would assist in reversing declining enrollment and graduation rates to yield a stronger and more vibrant UNO,” it noted. 

    But things did not turn out as planned. “Instead, the institution’s fiscal condition has deteriorated to its current dire state, challenging UNO’s ability to meet its academic, research and community service missions,” the report said

    Yet the university “plays a significant role in advancing the intellectual and economic development of the City of New Orleans,” the study argued, pointing to well-regarded programs in jazz studies, naval architecture and marine engineering, hospitality and cybersecurity

    While the regents voted to recommend the university’s transfer to the LSU system, some board members expressed concern that doing so would just make UNO’s financial troubles a systemwide problem. 

    I just worry that, when you look at the shortfall, you’re taking the shortfall from one area and transferring it to the other,” Regent Dallas Hixson said at Wednesday’s meeting. 

    The point of transferring the university to the LSU system would be to “unlock the full potential of UNO, fostering regional prosperity while ensuring a smooth and efficient transfer of governance and leadership,” the feasibility study stated. It offered few details, however, for how that would occur. 

    To ensure a smooth transfer, the regents recommended setting up a transition team that would engage the system and UNO leadership. It also called for an in-depth third-party forensic financial audit, as well as program and facilities assessments, to help enumerate and address UNO’s challenges.

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