Tag: University

  • Cornish College of the Arts opens under Seattle University banner

    Cornish College of the Arts opens under Seattle University banner

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    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

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    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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  • Higher education postcard: University of the Balearic Islands

    Higher education postcard: University of the Balearic Islands

    Oh this year we’re off to sunny Spain! (If you’re old enough, you’ll know.) But we’re not taking the Costa Brava plane, instead we’re off to Mallorca.

    In 1483 King Ferdinand of Aragon (yes, that one; half of the double-act Ferdinand and Isabella) authorised the establishment of the Estudi General Lul-Lià in Palma, on the island of Mallorca. This was a college named in honour of Ramon Llull.

    Ramon Llull, philosopher and theologian, who lived from 1232 to 1316, and was a native Mallorcan. The entry for him in the Stanford Encyclopaedia of Philosophy – it’s linked at the start of this paragraph – merits a read. Even if you don’t grasp the philosophical bits, the history and biography is quite something. I like him for three reasons. First, he was a unifier: trying to bring together philosophy, theology and mysticism into one body of knowledge and practice. Second, he wrote in languages that people could read: he was the first philosopher, for example, to write in vernacular Catalan. And finally, he believed that it would be possible to convert people to Christianity from Islam and Judaism by means of rational argument. As they say in the south of the USA, bless his heart.

    Anyway, back to the main strand. The college acquired its first owned premises in 1561, and by 1673 it was granted a Papal Bull by Pope Clement X, recognising it as the Royal and Pontifical Literary University of Mallorca. It drafted statutes in 1692 which were approved by King Carlos II of Spain in 1697: the Pontifical, Royal, and Lulian Literary University of Majorca was on the map!

    The university moved hither and thither in Palma over the next couple of centuries until, in 1835, it was disestablished. I can’t give chapter and verse as to why this was, but as at that time Spain was engulfed in a monumental civil war, contesting the succession to the throne and the nature of the monarchy (absolute or constitutional), I suspect it had to do with notions of bringing the former Aragon (which included the Balearic islands) back into line. But, this may be absolutely wrong – and if anyone who knows Spanish history can tell the story here, that would be great!

    And so from 1835 students in the Balearic Islands had to go to mainland Spain to undertake higher study: there was no university.

    Until in 1949 the University of Barcelona established what we would now call a branch campus in Mallorca, offering programmes in philosophy and philology at a reconstituted Estudi General Lul-Lià. In 1972 two further faculties were added: sciences, sponsored by the Autonomous University of Barcelona, and arts, sponsored by the University of Barcelona. A faculty of law was subsequently added and, in 1978, the branch campus became the University of Palma.

    The university continued to expand, with campuses on Ibiza and Menorca, and in 1985 it became the University of the Balearic Islands.

    Here’s a jigsaw of the card – it’s a tough one this week. The card itself shows, in the main, the rather splendid basilica of Santa María de Mallorca. But if you look about halfway up the left had side of the card, there’s a white building just to the left of the left-most of the cathedral’s four towers. And just behind that you can see roofs, one of which is the roof of the Estudi General, which is now a cultural centre.

    This week’s card was requested by, and is in honour of, Susannah Marsden, who is a big fan of Mallorca. As always, if there’s a university you’d like me to feature, let me know in the comments!

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  • Opening January 2026: Inside One of the Biggest University Mergers in Australia

    Opening January 2026: Inside One of the Biggest University Mergers in Australia

    There’s a huge story going on right now in Australian higher education, one that hasn’t made many ripples outside the country yet, but really should have.

    In January of 2026, two of the country’s major universities will be merging. The old research intensive University of Adelaide, one of the country’s so-called sandstone — meaning prestigious — universities, will be joining with the newer post Dawkins i.e., created in the early 1990s, University of South Australia, which began its life as the South Australian Institute of Technology.

    The new institution, Adelaide University, will be a behemoth of a multiversity, among the five largest institutions in the country. I’m fairly certain I’m right in saying this is the largest merger ever of two anglophone universities. But there are a lot of questions about how this is gonna work out. How will the new institution manage to maintain two separate missions? One is a research institution and one is an access institution. How can two very distinct cultures be bridged? And also, how do you create a distinct curricular or pedagogical identity for a new institution?

    With me today is David Lloyd. He’s the Vice Chancellor of the University of South Australia, and until the merger happens, also the Deputy Vice Chancellor at the University of Adelaide, and as you probably guessed, he’s one of the architects of the merger.

    In the course of this interview, we cover a range of issues such as what are the benefits of mergers? Why these two institutions? Why now? And how on earth do you possibly make a merger of this scale actually work? I can’t do any of this justice in an intro, so let’s just turn it over to David.


    The World of Higher Education Podcast
    Episode 3.33 | Opening January 2026: Inside One of the Biggest University Mergers in Australia

    Transcript

    Alex Usher (AU): David, why merge these two institutions—and why now? What made this the right moment to bring these two very different institutions together?

    David Lloyd (DL): I guess sometimes we joke and say there’s never going to be a better time. I’m not sure there ever is a perfect time. In this case, it’s not our first attempt. Ever since UniSA was established in 1991, people have questioned why another university was needed in South Australia.

    Right now, though, the political landscape is aligned in support of this. There’s institutional ambition on both sides of the ledger—coming from different motivations, but ultimately converging. You’ve got leaders who’ve known each other for a long time, strong financial positions in both institutions, and a shared history—we came very close before. We nearly merged in 2012. We nearly did it again in 2018. So in some ways, it’s like—third time lucky.

    AU: What do you gain together that you don’t already have apart? What’s the advantage here?

    DL: One of the biggest advantages is scale. Australian universities are large organizations. UniSA has about 40,000 students and Adelaide has about 30,000. So combined, you’re looking at 70,000 students—which makes it a $2.1 billion enterprise. It’s a big operation. Now, big isn’t automatically better, but it does mean you’re more financially robust and resilient.

    At that scale, the student mix is also important—about 75% domestic and 25% international on day one. That gives you a really strong foundation, making the institution more shockproof in the face of events like the pandemic or future geopolitical disruptions. You get a very robust organization.

    And then, if you think about how you can leverage the cash flow of a $2.1 billion enterprise into applications and resources—it throws off a lot more than each institution could alone. That gives you a real capacity for investment.

    AU: You said this isn’t your first go at this, right? That this is actually at least the second time, that I know of, that this has been considered. So take us back. Presumably, at some point after 1991, as UniSA grew from being an old technical institution into what it is now, there would have been various moments when people said, “Hey, there are gains to be had from a merger.” Over this long period—20 or 30 years—what were the big turning points? When did the light go off and people say, “Aha, we should definitely do this”?

    DL: I think it goes back to the origins of the institution in the 1990s. When the policy came through under the Hawke Labor government—John Dawkins was the Minister for Education at the time—the creation of new institutions was happening across the country.

    In that formative period, you had faculties and activities from what had been an Institute of Technology and a College of Advanced Education. There was a bit of a shop-around approach—people were saying, “Well, these parts could go to University X, or those parts could go to University Y, or we could put them together and create something new.” And in South Australia, that led to the creation of a new university.

    So you went from a town with two institutions—the old, established sandstone University of Adelaide, and Flinders University, a 1950s construct—to suddenly having this new kid on the block in 1991. And it quickly became a real challenger to the other two. It grabbed a large share of the domestic market and drove the participation agenda. The national driver at the time was to increase tertiary attainment, and suddenly, a lot of people who’d never gone to university had access.

    Then you fast forward to 2012. There was a desire at that time—between the University of South Australia and the University of Adelaide—to pursue a merger. It didn’t go through, for all sorts of reasons. I think mostly small, local considerations. Peter Høj—who’s now my co–Vice Chancellor at the new Adelaide University—was the Vice Chancellor of UniSA back then. He left to run the University of Queensland.

    And I was recruited to lead UniSA after that particular push toward merger had fizzled. So I came into an institution that had thought about merging, had moved somewhat in that direction, but ultimately hadn’t done it.

    Then in 2018, the same kinds of conversations came up again. These things tend to resurface when there’s a leadership change. When a Vice Chancellor leaves, people say, “Well, we could hire a new one—or we could merge the universities.” It’s a very simple framing, but it does come up.

    In 2018, that cycle happened again. We went quite far down the road exploring a merger. There was a public process. But in the end, UniSA withdrew. We said no, and we said no because of the business case. What was being articulated at that time didn’t look like something that would take the goals and ambitions of the institution to where we believed it needed to be—especially not given the overhead that would come with creating a new university.

    So things settled down again—until we got to the conditions we talked about earlier, the ones that make this moment feel like the right one.

    AU: Let me just ask you—based on what you’ve described, why, from the University of South Australia’s perspective, is Adelaide the right merger partner? Why not Flinders?

    DL: Yeah, yeah, that’s a really good point. I can tell you that in the various machinations over the years—and I’ve been here now for 13 years—there have definitely been times when I thought, you could actually end up with quite a different landscape in South Australia. UniSA and Flinders could have come together to create a kind of younger, more modern university that would have competed in the domestic market against the older, more established University of Adelaide. That would’ve created a local differentiator.

    But the combination that actually came about—and the reason we are where we are today—has a lot to do with a key political shift. In 2021, while still in opposition, the now state government released a policy position saying that, if elected, they would establish a merger commission to examine the merits of a combination—with a view to making it happen. It was a very clear and determinative policy.

    They believed a merger had been a missed opportunity in the past and were committed to a process that would determine the next steps. That put universities in an interesting position. You had the prospect of an external body telling you, “You have to merge—and here’s who you’re going to merge with.” That creates a real risk of losing institutional autonomy and control.

    What stood out in that policy position, though, was the stated ambition to create a university that could rank sustainably in the global top 100. If you look at different combinations, a UniSA–Flinders merger wouldn’t get you there—at least not without a significant uplift in investment. But a UniSA–University of Adelaide merger could. And so that becomes one of the key factors shaping the path we chose.

    AU: There’s one other country that’s really moved in this direction, specifically with the goal of getting institutions into the global top 100, and that’s France. Right? You’ve seen a lot of that in places like Lyon and Paris. Did you spend much time looking at the dos and don’ts from the French experience—or from any other international mergers?

    DL: We did spend some time on that. There’s quite a bit of jurisdictional variability when it comes to amalgamating institutions. The example we really studied, with a kind of weather eye on how to do this properly, was the creation of the University of Manchester.

    But that was quite a while ago now. When we looked at the French experience, what stood out was that their approach often seemed to involve putting a veneer of amalgamation over existing institutions and then dropping a kind of cash bundle on top to make the veneer hold together. So it’s less the creation of a single institution and more the creation of an amalgamated system. From our perspective, this is a non-trivial exercise. We didn’t want to just have an umbrella that said, “This is a merged university.” We wanted to create a new university.

    And from UniSA’s side, the conditions for entering the process were very clear: we would create a new institution—with its own mission, its own purpose—its own values, and all of those things. That’s not really what the French model does. But one interesting lesson from the French approach was that if you apply that veneer—and if you’re something like Paris-Saclay—you can be considered a young university again, which is an intriguing outcome. The Sorbonne, for example, is now viewed as a young university again.

    That was an interesting insight into how these things are perceived. So for us, the goal was to do this really well—to create an integrated, new institution. That way, we’d have the benefits of a young university, with all the pedigree and legacy behind us too.

    AU: David, I assume—though I’m not sure exactly what process you used—there was some kind of letter of intent or memorandum of understanding that said, “We’re going to do this, and we’re serious.” How does the planning process unfold from there? Once you’ve done the initial feasibility and assured each other you’re acting in good faith, how do you move through the bottlenecks of institutional governance, stakeholder engagement, and all those kinds of things? How do you get to the finish line?

    DL: Um, great tenacity—I think that’s key. Peter and I started this as an informal conversation back in 2021, and we’re planning to open the doors of the new university on the first Monday of 2026—January 5th. So it’s a long road from informal talks to delivering a functional, operational, competitive institution.

    On the plus side, we had very strong intent from the state government to enable this. In our system, it’s the state government that legislates the creation of universities. But then you also have to negotiate with the federal government to be recognized as an Australian university—

    AU: And funded.

    DL: Exactly. So, at the local level, we could establish a corporate body, but we still needed legislation to pass through the house. It was much more complex than just signing an MOU.

    We actually had to draft legislation and, mechanistically, we created a new corporate entity—a new university—that sits alongside the two existing ones. So when I’m co–Vice Chancellor of the new Adelaide University, I’m still the Vice Chancellor of the University of South Australia. These are independent and autonomous institutions—one of which is actively creating the other, even while the original continues to exist legislatively. It’s quite an unusual construct.

    On the federal side, this goes back to why now. The current federal government—a Labor government—has a strong agenda around widening participation. When we approached them and said, “We’re going to have the largest population of domestic Australian students of any institution in the country,” that positioned us as a sovereign educator. We’re delivering an equity and participation agenda at a scale no other Australian university can match. That naturally leads to a conversation about: how do they help us set it up?

    AU: As I understand it, you’ve got some kind of transition council. I’m not sure if that’s a joint council for both institutions, or if each has its own. How does that work? Who’s on that council making the nitty-gritty decisions? And how do you make sure everything stays on track?

    DL: That goes back to the legislation. Adelaide University was formally established in legislation in March 2024. That legislation created a council—capital “C”—with the word “transition” in front of it, which gives you a sense of its purpose.

    The composition of that council was agreed upon by the two institutions, determining how to populate the board of this new university from the existing boards of UniSA and the University of Adelaide. It was set up as a 50/50 split between the two, with UniSA having the right to appoint the chancellor of the new university. That was one of the key elements in the background negotiations—like why it’s called Adelaide University and not the University of South Australia.

    In fact, the act establishing the new university is based on the University of South Australia Act, and UniSA retained the right to appoint the transition chancellor.

    But functionally, this council operates as a fully independent university council, completely autonomous from the two existing institutions. Everyone who joined the council had to step off their former boards and now acts solely in the interest of the new institution, as required by law.

    What the council does is provide a governance framework for the executive to work within. It approves the strategy, but it’s the executive team—originally Peter and myself, along with a team drawn from both universities—that brings forward the decisions.

    Now, we’ve started appointing deputy vice chancellors who are employees of the new Adelaide University. We’ve brought forward a strategy that actually originated in the business case—a white paper—that both universities had independently agreed was in their best interests.

    If you go back to 2022, we were asking: What will we create? What should it look like? Why are we doing this? How much will it cost? We built a strong business case and rationale. That was then translated into a strategy for the new institution—one that doesn’t just cover the start in 2024, but runs all the way through to 2030. That’s when we aim to have a fully established, steady-state university of scale, delivering everything we set out to achieve: a purposeful, excellent institution.

    AU: One thing that’s really struck me about this process—watching it from 8,000 miles away—is how remarkably smooth it seems to have been. Mergers often stir up a lot of turbulence, especially with alumni communities. And while I don’t know the geography of Adelaide very well, I imagine there can be tensions if one part of town gains certain things and another part doesn’t.

    Then there’s the fact that your two institutions have different origins, stories, and areas of specialization—but still quite a bit of overlap in terms of departments and programs. That’s usually where the real head-butting happens: getting people to play nicely together. But you seem to have managed that really well. What’s the secret to a smooth merger?

    DL: Well, part of it is that this is our third attempt—so maybe it’s third time lucky. As I said earlier, this isn’t our first rodeo. This has been considered before, so there was a certain inevitability in the way we presented it this time. There was a clear policy position, enabling legislation, and strong support from the government behind us.

    But that only takes you so far. You can’t just rely on top-down directives. People can still dig in their heels. If the message had been, “We’re doing this because we were told to,” we could’ve faced a lot of turbulence.

    Instead, what we had were two universities that went through their own internal processes—through their academic boards, their senates—and independently concluded that creating this new institution was in their best interest, and in the best interest of the state. So both came to the table willingly, but from different perspectives.

    Each institution had a view of what it would give up—and what it would become. This is really a baton pass from both organizations to something new.

    And when we looked at the mechanics of creating that new institution, we didn’t take a “lift and shift” approach. We didn’t just bundle together the activities of both universities under a single umbrella. We committed to building a new structure. We committed to delivering a new curriculum. We agreed to design everything—program content included—through a forward-looking Adelaide University lens, rather than from the perspective of UniSA’s past or Adelaide’s past.

    And what was remarkable—and maybe a bit fortuitous—was the way our people responded. Let’s say we brought together two marketing faculties. We told them, “We want you to design a new curriculum that takes the best of both.” And instead of any sense of loss or resistance, what we got was strong academic alignment in shaping that new product.

    We did that across the board—wherever we had overlapping programs: two business degrees, two law degrees, two science degrees. The faculty teams who had once been institutional competitors came together and asked, “If we start with a blank piece of paper—not with the past—what would the ideal program look like?”

    And that approach has been incredibly unifying. Thousands of academics have gone through that process already, and many more will continue to do so between now and 2030.

    AU: You’re talking about new programs here. What’s striking, again from a distance, is the early commitment to pedagogy—a move away from the traditional lecture system. As I understand it, the institution committed to moving away from in-person lectures. Have I got that right? Is that the plan?

    DL: I love having these conversations—especially when the 8,000-kilometer view is, “You guys aren’t going to have lectures anymore.”

    AU: That’s why we’re having this conversation, David!

    DL: Exactly. And we had a similar conversation in Beijing when we were on stage launching the new brand. Journalists there were asking the same thing. But no, we are not getting rid of lectures.

    What we are getting rid of is the idea that students just sit in a room while someone talks at them for an hour, and then leave—as if knowledge has magically transferred from the person at the podium to the students in the seats. Instead, we’re aiming for much richer, more engaging classroom experiences.

    These will still be face-to-face, but students will come prepared. The foundational content—the pre-reading, the prerequisite material—will be delivered online. We’ll expect students to engage with that before attending the in-person component, whether it’s a workshop, tutorial, or some other interactive format.

    And that core online content is being designed so it can also stand alone. If you’re not physically in South Australia, you’ll still be able to engage with the material from anywhere—across the country or internationally.

    AU: So, it’s flipped classrooms at scale?

    DL: Yes. Exactly.

    AU: That’s a significant pedagogical shift. It’s not something you’d typically get from individual departmental committees. Was there wide buy-in for that? Because even when you frame it as flipped classrooms rather than online classes, it still feels like a big change for academics across a wide range of disciplines.

    DL: Yeah, and I think in a post-COVID era, that shift is more understandable. The pandemic showed us all that you can go online—and do it either really well or really poorly. But if you do it well, students can have a great experience.

    We’ve anchored all of our structural decisions through the lens of student experience and student success. And the evidence we have shows that, when done right, students actually report better experiences with these kinds of blended or flipped models than they do with traditional, lecture-heavy formats.

    If you go back to one of UniSA’s strengths: in 2018, we created a division called UniSA Online. Higher education bodies now say we’re number one in Australia for online education—and top ten globally. That means we already had a strong engine for content creation and pedagogical design.

    Now we’re layering that into an institution with the generational pedigree and academic reputation that the University of Adelaide brings. So together, the new Adelaide University will have a really compelling mix.

    And to be clear—it’s not a wholesale replacement of everything that came before. The academic content is still owned by the faculty. What’s changed is how that content is curated and presented in the online environment. That curation is handled institutionally, but the ownership remains firmly with the academics.

    AU: We’re a little more than seven months away from opening day. I have two questions: what are you most looking forward to in all of this? And what do you think the global implications are—what lessons might institutions outside Australia take from this?

    DL: Yeah. The first part—this has been nearly a five-year journey for me, getting this institution to the point of opening. On a personal level, my daughter is just finishing a diploma with the University of South Australia. She’s about to start her degree in the next few weeks, entering mid-year. So she’ll begin at UniSA just as it officially ends—and she’ll graduate from Adelaide University in, hopefully, three years’ time.

    So I have a very real hope that we’ve managed to build an institution that will empower her, her peers, our colleagues, and future learners—to be successful, to find meaningful employment, and to have a great experience along the way. That’s not the reason we did all this, of course, but when I look at the outcomes we aimed for, I want to see that we’ve hit the metrics we set.

    It’s a very ambitious strategy. But we’ve had the financial resources and a long runway to plan—something only a whole-of-institution change like this could make possible.

    Personally, I’m really looking forward to 2030. That’s when I want to look back and assess whether we’ve achieved what we set out to do. Not necessarily from inside the organization—Peter and I won’t be the Vice Chancellors next year. We’ve made a conscious decision to hand over to a new leader who will carry this strategy forward.

    But I want to see how they reach those milestones based on the breadcrumbs and trail we’ve laid down. And in the next few months, we’ll see the inaugural rankings for this institution as we move into its first year of operation. I’m quietly confident we’ll meet our targets.

    And I’ll admit—part of me is looking forward to proving the doubters wrong. The ones who said, “You can’t do this. You’ll go backwards. It’s dilution.” I want them to be left eating humble pie. Glen Davis—the former Vice Chancellor of the University of Melbourne, now working in the Prime Minister’s department—once said to me, “Good luck as you attempt the impossible.” And if we pull this off, that’s where the real satisfaction will come from.

    AU: And from an international perspective—what should others learn from this?

    DL: I think what we’re demonstrating is that there are two ways to approach a merger. You can put up an umbrella, apply a veneer, and say, “Here’s a system.” Or you can take a planned, deliberate, mindful approach—what I wouldn’t call a leap of faith, but an investment in doing it properly.

    And that means proper integration. Proper consideration of what it means to deliver a new organization—not just on paper, but in culture, structure, and purpose. If you do that, you can create something that really is more than the sum of its parts.

    I think we’re showing what’s possible.

    AU: DL, thank you so much for being with us today.

    DL: Pleasure. Thanks, Alex.

    AU: And it just remains for me to thank our excellent producers, Tiffany MacLennan and Sam Pufek, and to thank you—our viewers, listeners, and readers—for joining us. If you have any questions or comments about today’s episode, or suggestions for future ones, don’t hesitate to get in touch at podcast@higheredstrategy.com. Run—don’t walk—to our YouTube page and subscribe. That way, you’ll never miss an episode of The World of Higher Education.

    Join us next week, when our guest will once again be Brendan Cantwell from Michigan State University. You may remember him from last fall’s episode, when he suggested—based on a close reading of Project 2025—that a second Trump administration might shift from a culture war posture to one of active sabotage and destruction of the higher education sector. We’ll see whether he can resist saying, “I told you so.” Bye for now.

    *This podcast transcript was generated using an AI transcription service with limited editing. Please forgive any errors made through this service. Please note, the views and opinions expressed in each episode are those of the individual contributors, and do not necessarily reflect those of the podcast host and team, or our sponsors.

    This episode is sponsored by KnowMeQ. ArchieCPL is the first AI-enabled tool that massively streamlines credit for prior learning evaluation. Toronto based KnowMeQ makes ethical AI tools that boost and bottom line, achieving new efficiencies in higher ed and workforce upskilling. 

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  • Norwegian princess chooses Australia to attend university – Campus Review

    Norwegian princess chooses Australia to attend university – Campus Review

    A future monarch of Norway, Princess Ingrid Alexandra, will relocate to Sydney in August to study at the University of Sydney.

    Please login below to view content or subscribe now.

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  • A code of ethical university governance is overdue

    A code of ethical university governance is overdue

    It’s a thankless job being a university governor at the best of times.

    The structures and hierarchies – established over decades, even centuries – feel impenetrable.

    You’re overwhelmed with papers and reading, never completely sure what’s going on at meetings.

    Statutes and ordinances, rules and regulations, sub-committees and working groups. And all this you’re doing for free?

    But during precarious times for the sector, the job gets even harder. Income lags further behind expenditure. The funding model seems loaded against you.

    Doubt sets in. Have you really been holding institutional managers robustly to account? Are those course closures and staff redundancies really unavoidable?

    Behind the seens

    Governing bodies are the highest authorities in most institutions. Structures vary from one university to the next, as does the language of governance.

    But in England, all boards are legally accountable to the sector regulator, the Office for Students, and hold significant powers, up to and including the authority to remove the vice chancellor if they so choose.

    However, governing bodies remain a reticent and mostly unseen grouping. Students and staff may occasionally glimpse members at award ceremonies or public events, but closer forms of engagement tend to be discouraged (or carefully managed).

    On policies that reshaped the sector in recent decades, like the 2012 fee rise, governors had little to say. During Covid, one commentator was moved to ask if anyone had seen the governing body.

    Another had previously dismissed governors as “a small cadre talking amongst themselves.” Until a media exposé in 2018, almost all UK vice chancellors were members of the sub-committee that made recommendations on their own pay.

    A 2019 investigation found “significant and systemic” failings in one governing body.

    Yet many individual governors continue to invest substantial time and effort into their never-more-important role – lay members can bring vital external expertise to a sector that has too often been inward-looking and naïve, and staff and student members can help institutional managers see the campus from a ground-level perspective.

    Last year, the Council for the Defence of British Universities (CDBU) conducted interviews with current or former governors at over forty English universities.

    While most reported enjoying the opportunity to learn how universities operate, the same issues arose time and time again:

    • Membership was demographically and ideologically narrow, resulting in “business realist” discourses that privileged the university’s finance and estates over its educational purpose
    • Chairs were too close to senior managers to bring meaningful “challenge”;
    • Cliques had emerged, leading to some members’ views carrying more weight than others;
    • Power dynamics were problematic;
    • Meetings of the main board sometimes served as rubber-stamping exercises for decisions already taken;
    • Processes were reported to be opaque, with few governors understanding how the agenda was set, or knowing how to have an item added.

    More worryingly, as OfS has increased the burden of regulatory and legal compliance, so governing bodies appear to have become more ideologically compliant. The logic of the market goes unchallenged, and the whims of policy-makers and the sector regulator courteously indulged.

    Surprisingly, this critique emerged from lay members as strongly as from elected staff and student governors.

    Relevant, useable and inclusive

    Now the Council for the Defence of British Universities (CDBU) has launched a consultation for its new Code of Ethical University Governance. The sector already has a Higher Education Code of Governance, authored by the Committee of University Chairs (CUC Code) – the new Code supplements this, while presenting a vision of university governance that is more relevant, more useable and more inclusive.

    Practical advice is offered to all members on what to expect from governance, how to navigate complex organisation structures, and – most crucially – how to impact decision-making processes.

    The consultation is necessary so that the Code can be a co-produced document, capturing as many perspectives as possible. So please consider completing this short survey if you’re a current or former governor, a student, a university employee, someone with other connections to the higher education sector, or someone with no connections at all to the higher education sector.

    So far, governing bodies have mostly avoided using their potentially formidable powers to intervene as the sector has been politicised and defunded. Over 10,000 campus jobs are currently at risk, and 40 per cent of universities face budget deficits.

    But the aim of the Code is not to look backwards, let alone to apportion blame. It is to help give future generations of university governors the confidence and wherewithal to bring genuine, meaningful challenge.

    At a time when higher education needs urgently to reclaim its status as a prized public asset, governing bodies have a duty to surpass the Nolan principles, and operate to the very highest standards.

    The CDBU’s Code of Ethical University Governance may be the first step towards nudging governors beyond compliance, and empowering them to speak out. The long-term goal is for governing bodies to see their role as standing up for communities of students and staff, and for the value of higher education to everyone.

    The draft Code can be found here, and the consultation here.

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  • Philander Smith University Names Dr. Maurice Gipson as 15th President

    Philander Smith University Names Dr. Maurice Gipson as 15th President

    Dr. Maurice GipsonPhilander Smith University’s Board of Trustees has appointed Dr. Maurice D. Gipson as the institution’s 15th president and chief executive officer, the university announced Thursday.

    Gipson has served as interim president since August 2024.

    “We are incredibly proud to name Dr. Maurice Gipson as our 15th President and Chief Executive Officer,” said Board Chair Dr. Tionna Jenkins, a 2001 alumna. “He brings not only the experience and strategic insight needed for this moment, but also a heartfelt understanding of what makes Philander Smith University so special.”

    Gipson most recently served as Vice Chancellor for Inclusion, Diversity, and Equity at the University of Missouri’s flagship campus. In that position, he oversaw more than 120 staff members and managed a multi-million-dollar budget for the 30,000-student institution.

    His career in higher education administration spans more than a decade, with previous leadership positions at Arkansas State University, the University of Texas at Austin, Wiley University, and Huston-Tillotson University. Gipson also previously served a four-year term on Philander Smith’s Board of Trustees, where he chaired the Governance Committee and served as vice chairman.

    A scholar specializing in African American history, Black nationalism, and the Black freedom struggle, Gipson is currently writing a book about the Black Freedom Struggle in Arkansas. He holds a Ph.D. in history from the University of Mississippi, a Juris Doctor from Southern University Law Center, a master’s degree in history from Missouri State University, and graduated from Louisiana State University. He is also a licensed attorney.

    “I am deeply honored to lead this historic institution at such a critical time,” Gipson said. “Philander Smith University has long been a place where transformation takes root—for students, for families, and for communities.”

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