Tag: Update

  • Renters’ Rights Bill Update – into the Lords

    Renters’ Rights Bill Update – into the Lords

    By Martin Blakey, the former Chief Executive of the Leeds-based student housing charity Unipol. Read Martin’s previous comments on the Renters’ Rights Bill from November 2024, October 2024 and June 2024. A proposed amendment to the Bill is attached at the bottom.

    Elsewhere on the site, David Lam explores, from the perspective of a widening participation student, the true value of going to university – not just in terms of career prospects, but in the friendships, experiences, and personal growth it fosters. You can read the blog here.

    Background

    The Renters Rights Bill passed its Report stage in the Commons on 14 January 2025. The first reading has now taken place in the House of Lords, with the second reading listed to take place on Tuesday 4th February. The stated aim of the Government is that the Bill should become law and take effect over the summer of 2025 and, at present, the Bill is on track to achieve that aim.

    This is a good moment, therefore, for an update on recent developments together with a few thoughts about how the Bill has developed and been shaped.

    This blog follows on from the earlier detailed HEPI blog on 9 October 2024 Renters’ Rights Bill and Student Accommodation: The Final Stretch? https://www.hepi.ac.uk/2024/10/09/renters-rights-act-and-student-accommodation-the-final-stretch/ and does not seek to cover that ground again.

    As a reminder, most of the Renters’ Rights Bill will not apply to purpose build student accommodation (PBSA) where the provider is a member of the Government approved Code; PBSA providers will let their rooms on common law tenancies rather than the assured tenancies that are covered by this Bill.

    Latest Developments

    During the Report stage of the Bill in the Commons, a relatively small number of Government amendments were agreed upon (no non-Government amendments were agreed) and three have particular relevance to students in off-street housing on assured tenancies:

    a) a new clause 14 limits the amount of rent that a landlord can require to a maximum of one month. It does so by amending Schedule 1 to the Tenant Fees Act 2019 so that any payment of rent made before a tenancy agreement is signed will be a prohibited payment. A new clause 13 amends the Housing Act 1988 to ensure that tenants continue to be protected from unreasonable requests for rent to be paid early once a tenancy has commenced. Landlords will no longer be able to include any terms in the tenancy agreement that have the effect of requiring rent to be paid prior to the rent due date.

    The effect of this is that tenants can be certain that the financial outlay to secure a tenancy will not exceed the cost of a tenancy deposit and the first month’s rent.

    b) A restriction has been added to repossession ground 4A (that allows landlords to recover possession of an HMO that is let to full-time students) and landlords will not be able to use the ground if the tenancy was agreed more than six months in advance of the date on which the tenant has a right to occupy the dwelling.

    c) A new Clause 21 inserts sections into the Housing Act 1988 to limit a guarantor’s liability for rent following the death of a tenant. Terms of guarantee agreements that purport to hold a guarantor liable for rent in these circumstances will be unenforceable. The details are complex but, generally, this liability is removed only where a guarantor is a ‘family member’.

    So, what impact will these changes have on student tenants? As is common in housing, there is a balance between the positives and negatives that these changes will bring.

    a) Restricting rent in advance

    Generally, this means that students will pay rent monthly to their landlord, in advance. This will have the advantage that students who previously found renting difficult because they did not have sufficient ‘up-front’ money will find renting easier. Notably, rental payments will no longer bear any relationship to when students receive their loan payments or University terms.

    The downside to this change is that students, unlike most tenants in the private rented sector, rarely have a credit history and landlords sometimes see students posing a higher risk of non-payment. This is particularly the case if a student is from overseas, where debt recovery post-tenancy can be difficult, if not impossible. Up-front rent payment has, in the past, gone someway to allaying fears of non-payment.

    Many landlords are likely to react to this perception of increased risk by increasing their use of guarantors (where a third party guarantees to pay the rent in the event of tenant default).

    One of the key MPs seeking to restrict up-front rent payments (Alex Sobel MP for Leeds Central and Headingley, which has a large student population) realised this and also made a strong case for limiting the use of guarantors but this was rejected by the Minister who said

    I appreciate fully that obtaining a guarantor can be difficult for some prospective tenants, and I understand the reasoning behind his amendment. However, I am also mindful that in some instances the use of guarantors can provide good landlords with the assurance necessary to let their properties to tenants who may otherwise find it difficult to access private rented accommodation… Having considered this issue in great detail, I ultimately concluded that limiting guarantors could inadvertently make life more difficult for certain types of renter.

    Hard data on the use of guarantors is hard to come by, but their use will likely increase. This might cause problems for those with no easy access to guarantors, particularly those who have no family members or international students who have no UK-based contacts.

    Another likelihood is that landlords start increasing the size of deposits to guard against the non-payment of rent. Generally, the size of deposits that students pay has been low compared to other private renters. This is probably because, at the time of renting, students are low on cash and many have already paid one deposit (for where they are currently living). Being asked to pay a larger deposit for next year’s accommodation acts as a disincentive to rent and therefore landlords have kept student deposit levels low.

    Many non-student private renters are asked to pay a deposit that is the maximum allowed by the Tenant Fees Act which is capped at 5 weeks rent. Looking at the most detailed national data available in the last 2021 Unipol/NUS Accommodation cost survey, the average deposit students paid was £259 and the average weekly rent (at that time, excluding London) was £170. So in theory, student deposits could be increased to around £850. It is unlikely student deposits will rise to their maximum level, but many forecast an increase from the commonly charged £250 to £500 over the next couple of years.

    On balance, the positives and the negatives probably balance each other out. Some students will benefit, others will not. Although placing limits on guarantors may have been seen as a step to far by the Government, had up-front rent payments been restricted and the use of guarantors had also been restricted, this would have been a significant win for student renters.

    b) Trying to stop early renting

    This new clause aims to reduce early renting. Landlords will no longer be allowed to take repossession of their property under the new ground for possession (4a) that stops students from staying outside of the academic cycle if the tenancy was agreed more than six months in advance of the date on which the tenant has a right to occupy the dwelling.

    The Housing Minister, in agreeing this change, said that this would:

    Act as a strong disincentive against landlords who wish to use it to pressure students into early sign-ups, as many do now.

    Many in the student housing world have long been dismayed at how the student renting season has been getting earlier and earlier. Many first-year students now rent properties for their second year of study within their first 6 weeks of arriving as freshers. Anything that stops this early letting is a good thing and is to be welcomed. This change is likely to have no negative effect on the overall level of supply and demand in the student market; it simply gives students a longer time to think and will enhance their decision-making.

    But this is an odd way of going about trying to stop this early letting cycle. Indeed, the Minister went on to say:

    I want to be clear that the amendment will not lead to an outright ban on contracts being agreed more than six months in advance.

    This is why an earlier HEPI blog said:

    It is clearly daft that many students are looking for next year’s housing in November of the preceding year. There should be a ‘cooling off period’ that would allow students to withdraw unilaterally from any contract made up to four months before it begins.

    So, two points here. Firstly, on timing, many student tenancies begin over the summer period (from 1July onwards), so renting could still take place in early January and ground 4a could still be used. A four month limit would have meant many students renting in March, which would have been a much better outcome.

    Secondly, this is an odd way of going about trying to tackle early-renting. A legal expert in this field makes the point:

    I don’t like the ‘removal of privileges’ approach to achieving policy objectives. It would be clearer all round if they either ‘banned’ signing up more than 6 months in advance, or gave people cancellation rights. That way, landlords and tenants have more chance of understanding what they are doing. With this approach, I can see students signing up early as always, then realising that Ground 4A can’t be used and staying put. The people who will lose out are the intending tenants of the following year, who are unlikely to have made any enquiry before booking as to whether or not the landlord will be able to give possession.

    This change, if it has the effect of slowing down early-renting, is to be welcomed but it is a bit half-hearted and may have less impact than hoped for.

    c) Limiting a guarantor’s liability for rent following the death of a tenant

    This change followed a number of examples given by MPs of landlords heartlessly chasing guarantors for payment following the death of a tenant. The new clause aiming to stop this is, however, limited to family members. As the Minister put it:

    I should make it clear that if in a joint tenancy the guarantor is not a family member, their liability for rent will be maintained….Our new clause strikes the right balance: guarantors will be protected from being held liable for rent when they are grieving; landlords will be able to reclaim costs owed prior to a tenant’s death; and guarantor’s liability for other costs incurred under the tenancy will not be affected.

    This approach gives rise to several pages of detail in the Bill, not least because it has to define ‘family member’ and then goes into considerable detail about what happens when the guarantee affects joint tenants (as many student renters are). These additional clauses bear all the hallmarks of a rushed and ill-thought-through change. The definition of ‘family member’ for guarantor purposes, for example, is different from another definition in the same Bill of ‘family member’ relating to tenancy succession.

    Again, all a bit half-hearted and unnecessarily complex. What was wrong with saying, once a tenant dies, their guarantor arrangement dies with them? For students, this change will have little effect unless, at the point the tenant dies, a guarantor is a family member and those within joint tenancy arrangements have restricted the scope of their guarantor payment to a fixed sum of rent (otherwise unpaid rent is a joint liability to be borne by other tenants or their guarantors).

    Students and the Report Stage

    Students were mentioned frequently in the debate, often by MPs with significant numbers of students living in their constituency. Generally, they confined their comments to amendments and had, no doubt, been told that this was not the place for revisiting matters that had already been considered during the second reading stage.

    Several MPs raised the issue of affordability in rented housing, both for students and other renters and there was frequent referencing of whether rent controls should be used, or ‘rent stabilisation’ that some MPs suggested should ensure that rents should rise by no more than annual earnings or CPI. The Minister, Matthew Pennycook, went out of his way in his summing up speech to reject the possibility of rent controls:

    The Liberal Democrat spokesman, the hon. Member for Taunton and Wellington, along with my hon. Friend the Member for Liverpool Wavertree (Paula Barker) and the hon. Member for Bristol Central (Carla Denyer), spoke in support of their respective amendments to introduce forms of rent control.

    However, as we debated extensively in Committee, the Government sincerely believe that the introduction of rent controls in the private rented sector could harm tenants as well as landlords by reducing supply and discouraging investment. While I fully appreciate that there is a broad spectrum of regulation that falls under the title of rent control, there is, as we debated at length in Committee, sufficient international evidence from countries such as Sweden and Germany, cities such as San Francisco and Ontario, and the Scottish experience since 2017, to attest to the potential detrimental impacts of rent control.

    An amendment to extend ground 4a to all properties occupied by students failed. Readers will recall that ground 4a allows a landlord, with prior notification to tenants, to repossess a property in order that it can be let to future groups of students. After a considerable amount of lobbying by both educational sector bodies and landlords, the Government responded that it:

    …recognises that the student market is cyclical – and that removing section 21 will mean landlords cannot guarantee possession each year for a new set of tenants.

    Having engaged across the sector, we understand the cyclical model is critical for landlords’ business models and ensures a timely and robust supply of student accommodation. We will therefore introduce a ground for possession that will facilitate the yearly cycle of short-term student tenancies. This will enable new students to sign up to a property in advance, safe in the knowledge they will have somewhere to live the next year.

    But this right to repossess only applies to Houses in Multiple Occupation (HMOs) and it does not apply to one- and two-bedroomed properties.

    The suspicion is that the Government assumed non-HMO properties housed only a small number of students and any such reduction in supply would be fairly marginal. This is a significant miscalculation.

    Data provided by the Accommodation for Students website (the largest search engine for student off-street properties) showed that 31% of the off-street properties on their website were not HMOs and were listed as showing 1 or 2 beds for rent. There were significant regional variations behind this average, which reflected the different housing stock in different areas. In Newcastle upon Tyne, 54% of student-advertised properties were non-HMOs, in Preston this was 50% and in Nottingham 40%.

    These figures show that these smaller properties form a significant minority of the supply and, in many student cities, this kind of smaller property is a key part of the student accommodation supply. These areas, with many non-HMO student properties, are still vulnerable to stock moving into the non-student lettings market.

    Purpose Build Student Accommodation

    Work is now taking place by the Ministry of Housing, Communities and Local Government (MHCLG) to establish the mechanism whereby PBSA providers will become ‘specified’ under the 1988 Housing Act, taking them outside the remit of much of the Renters Rights Act. There was some speculation about whether the new Decent Homes Standard (DHS) would apply to PBSA, but that has now been clarified. In response to a parliamentary question on 19 December 2024, the Housing Minister, Matthew Pennycook said

    The Bill will exempt Purpose Built Student Accommodation (PBSA) from the assured tenancy system if the landlord is signed up to a government approved code of management practice. Such accommodation will therefore not be subject to the DHS, but landlords will need to meet rigorous standards set by the codes which are tailored to the needs of PBSA….Failure to meet these standards will result in membership being terminated, meaning the property will then be subject to the DHS.

    The Government-approved Code for the private sector is currently being reviewed by its operator Unipol and, as was reported earlier, is likely to include provisions to ensure:

    • the continued protection of deposits using a Government-approved deposit protection scheme and using that adjudication process to resolve any disputes;
    • improved flexibility for students either leaving their institution of study or not gaining a place to study, giving them a right to leave their agreement having given a period of notice. An initial draft of the Code gives the notice period as 8 weeks, but there is a view that this could be shortened to 4 weeks without adversely affecting suppliers;
    • that in the event of the death of a tenant, any guarantor agreement will not be proceeded with or enforced;
    • that the Code now references the Building Safety Act, the Fire Safety Act and tighter guidance on how to respond to damp and mould; and
    • that in handling complaints, timescales have been tightened and Code Members have been given a clearer pathway to ensure they respond promptly to students complaining.

    These inclusions in the Code are designed to protect and improve students’ rights in renting PBSA. These proposed changes are subject to both a sector and public consultation period (likely to take place across March and April 2025).

    Will anything change in the Lords?

    The suspicion is that there will be few major changes made but, for students, two amendments suggest themselves from what has been reported earlier:

    The first is that, in order to maintain properties in the student sector, ground 4a should apply to all properties occupied by students, not just HMOs.

    The second would be to shorten the time span of 6 months to 4 months, which would allow landlords to recover possession if the house is let to full-time students. This would mean, if the Government’s view that this will discourage early renting is correct, that house-hunting would take place in March, just before Easter.

    Conclusion

    The Renters Rights Act seeks to rebalance the rights between tenants and landlords and the changes it brings about will have different effects on different sub-sectors of the rental market.

    In many areas within the Bill, policymakers wanted all renters to have the same rights with a view to improving the security of tenure for the vast majority of rented tenants and ending no fault evictions. But treating students differently does not imply that they are ‘second-class citizens’; instead, it recognises the important links between good housing supply, on the one hand, and standards and academic achievement on the other. It remains important that student housing does not suffer from collateral damage as additional protections are added to the rest of the private rented sector for longer-term renters.

    Many have speculated on what shifts in the availability of student off-street properties will take place, but it is important to stress that no one actually knows what will happen. The first real indications will be seen towards the end of this year, as current first-year undergraduates start looking for their housing for 2026-2027.

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  • FAFSA Update (US Department of Education)

    FAFSA Update (US Department of Education)

    In preparation for another High School Senior 2025-26 Free Application for Federal Student Aid (FAFSA®) Week of Action (Jan. 13-17), the U.S. Department of Education (Department) is encouraging high school counselors, principals, and other school leaders; superintendents; parent and community groups; and local and state education organizations to take action raising awareness about the FAFSA, especially focusing on helping students complete the FAFSA application.

    In support of critical student and family outreach, the Federal Student Aid (FSA) office is publishing a set of FAFSA guides for non-English speakers in the 10 most spoken languages in the U.S. outside of English and Spanish, as well as making interpretive services available in these languages. Users may access the guides from the FAFSA Support in Other Languages page. Some guides (in Cantonese, Mandarin, Tagalog, Vietnamese, French, Korean, and Russian) are available now, and remaining guides (in German, Arabic, and French Creole) will be published in the coming months.

    In addition, FSA shared updated resources, including:

    Pro Tips for Completing the FAFSA Form — information for preparing to complete and submit the FAFSA form.
    Federal Student Aid YouTube Channel: FAFSA Videos — videos to help students and families understand the importance of the FAFSA form, who is a FAFSA contributor, and what happens after submitting the form.
    2025-26 Counselor Resource for Completing the FAFSA Form — a tool for counselors and other advisors with information and resources to help guide students and families through the FAFSA form.

    The Department published a new report, The Impact: Fighting for Public Education, demonstrating what can be accomplished by investing wisely in public education. If leaders at every level of government continue to embrace what works for students, we won’t just continue to raise the bar in education—we will create prosperity and lead the world for generations to come.

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  • Quick Update on Research Funding

    Quick Update on Research Funding

    Remember the spring budget, when the Federal government announced a heavily back-ended $1.8 billion (spread over five years) boost to research grant funding, as well as the creation of a capstone research organization which might have its own funds to co-ordinate challenge-based research? Well, the federal government has recently been fleshing out these announcements through a series of badly coordinated media releases. And so today, we’re going to go on a quick government press release safari to try to work this out.

    The three granting councils have all issued statements about how much new funding they expect to receive over the next five years. SSHRC says that its share of the $1.8 billion will be $316 million. CIHR says it is in line for $540 million over five years. NSERC does not provide a figure over five years, but it does say it what it will receive in years one and five, and since these figures are both pretty close to the numbers CIHR cites, I’m going to go ahead and say that NSERC is set to get something around $540 million as well. Total to the councils is therefore $1.396 Billion over five years.

    In addition to this, the government says it is going to give $182 million over five years for the creation of 224 new Canada Research Chairs. It also says it will be providing $452 million to the Research Support Fund (RSF) for things such as establishing digital tools to support research and cybersecurity and supporting inclusive and indigenous research. A separate press release says it will be providing $354 million to support the indirect costs of research

    Now, if you’re counting carefully, you’ll realize that total government announcements total to $2.03 billion. Which, it should be superfluous to add, is not $1.8 billion.

    Confused? Me too.

    And the government is not done with announcements. Recall from the spring budget that one of the key announced changes was the creation of a “capstone” organization which would sit above the tri-councils without actually directing them. Details on what it would do and how were scarce, mainly because ISED and Finance were at loggerheads over the issue and so the feds did what they always do and punted the question for a few months with the magic words “details to come in the Fall Economic Statement.” 

    Now, it’s not entirely clear that there actually will be a Fall Economic Statement (Dec. 21st is fast approaching and there’s still no date set), but one key question it was meant to resolve was whether or not the capstone organization would, as recommended by l’Université de Montréal’s estimable Frederic Bouchard and the rest of his Advisory Panel, have funds of its own (beyond those run by each of the tri-councils) for a) multi- and interdisciplinary research that falls through the cracks between the councils and b) mission-driven research. I think the general assBudumption in the research community is that while the capstone organization might not get a ton of money for these activities, the sum would nevertheless be non-zero. So we’re more than likely not just $200 million dollars over the originally-announced budget but probably $300 million or more.

    It’s not peculiar that this government might go over budget on something. What is peculiar is that the current government, famous for believing (or at least giving every evidence of doing so) that spending money is in and of itself evidence of program effectiveness, wouldn’t take credit for it. If they were actually bumping up their overall spend, past form suggests they’d be shouting it from the rooftops instead of letting some random higher education blogger work it out on his own and then share it with a few thousand of his closest followers. 

    A mystery to be cleared up soon I guess. 

    One other point of note here is a wrinkle in how the additional indirect support grants will work. Overall, indirect support has been equal to about 22% of “direct” funding: that is, for every dollar of tri-council grant that goes out, 22 cents accompanies it to cover overhead (most informed observers think actual overhead is closer to 50 cents, but this is another story). The sum being allocated in these announcements—$354 million to accompany a $1.4 billion increase in council grants—is more or less in line with this figure.

    BUT—and this will be a big but for some people—the money is only going to be given to institutions which receive more than $7M/year in tri-council grants, which basically means the U15 plus a half-dozen others. Why? Well, because that 22% average is just that: an average. The biggest tri-council grant recipients (i.e. the U15) only get indirect funding equal to about 18% of their tri-council grant haul. At some of the smallest institutions, the figure can be as high as 80%. This equalization formula has, as you can imagine, driven the U15 absolutely spare over the two decades it has been in force, and so you can read this part of the announcement as a victory for the Big Rich Universities. 

    More when we get a Fall—or possible a Winter—Economic Statement. See you then.

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  • How to Update Your Personal Website

    How to Update Your Personal Website

    How to tell your website needs an update

    Does your personal website feel old or outdated? It may be time to update your academic website. This article is about how to update websites.

    Hi there, I’m Jennifer van Alstyne. Welcome to the new season of The Social Academic blog! Let’s talk about how to update your scientist website or professor website.

    Before we get started, I am here to support you through your website redesign project. Most of the professor websites I’ve worked with have been people who made a website that was no longer working for their needs. I’ve been helping professors launch beautiful personal academic websites since 2018. I’d love to help you!

    6 steps to update your website

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    If you’ve been wondering how to update my website, here are 6 steps to help you.

    These 6 steps will help you walk through updating your personal website. This can be a bigger project than people expect. But, even small changes can make a big impact.

    1. How to tell your website needs an update
    2. 6 steps to update your website
    3. Discover more articles about personal academic and scientist websites

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    1. Audit your website

    Take a look at your personal website.

    • Does the design feel old or outdated?
    • Is the information correct? What needs to be changed?
    • How is your website helping you now?
    • What changes would your website benefit from?
    • Are people able to get in touch with you?
    • Is anything not working? Are there broken links or website elements?
    • Do you need a new profile photo?

    Auditing your website helps you better understand how your website is working for you now. Ask yourself what’s working on your website, and what’s not.

    2. Evaluate your goals

    What goals do you have for your website? Many academics create websites because they feel like they should. Or maybe they’ve been told to. There are many benefits to having a personal website.

    Your website goals might be simple, like

    • Help people get in touch with me by email
    • Encourage people to connect with me on social media
    • Share a list of my publications

    Oftentimes academics and scientists creating websites hope to make greater impact like

    • Gaining media attention for my research
    • Increase readers for my publications
    • Attract engaged students to my classes
    • Improving my career prospects

    What are your goals? What content can you share on your website to work towards those goals?

    3. Plan what website updates are needed

    Plan what changes to make to your website based on the goals you’ve come up with.

    • Help people get in touch with me by email: Check to see if the Contact page or button on your website is working. Make sure it directs people to where you want them to get in touch with you (i.e. email)
    • Encourage people to connect with me on social media: Create a Social Media Links menu that helps people find my profiles online
    • Share a list of my publications: Go beyond sharing your CV on your website with an easy to read list of publications. Sort them by year, topic, or type.
    • Gaining media attention for my research: Create a Media page to share mentions online, provide a bio and high quality headshot
    • Increase readers for my publications: Add abstracts and visuals to your publications, consider videos or graphics to spark curiosity
    • Attracted engaged students to my classes: Create a Teaching page that includes current courses, syllabi, and student testimonials
    • Improving my career prospects: Provide case studies, testimonials, and work experience on your website

    You may find that more website updates are needed than you have time to do right now. That’s ok! Order your list by priority so you get the most important things done first.

    If your website is in need of a full redesign, like if your website is

    • Old and outdated (and looks that way)
    • Unsecure
    • Has been infected with malware or viruses
    • Doesn’t meet most of your goals (and you don’t have time for such a big project)

    You may want to hire help from a professional website designer or developer. We can also work to get it done together.

    Most of my website clients are professors and scientists who made their own personal website years ago that wasn’t meeting their goals. If your website is need of a major overhaul it’s because you’ve grown and changed since you created it. That’s normal! Don’t hesitate to reach out. I’d love to help.

    4. Write new website content

    You’ve decided what updates need to happen for your website by creating your priority list. I like to estimate how long things will take me. Then I add it to my calendar.

    When I don’t take the time to add this step to my calendar, it get’s pushed back. I’m a procrastinator. Maybe you are too! Either way, adding this step to your calendar will better help you get it done.

    Write new content for your website (i.e. bio, new pages about your teaching or research, updated information for pages already live on your website). I typically suggest doing this in Google Docs or Microsoft Word so you can print your writing for proofreading. It’s easier to catch typos and errors on paper.

    5. Implement your updates

    When your written content is ready to go, it’s time to implement those changes to your website!

    If you’re not tech savvy, you can often hire help with implementing changes to your website. You’ll want to have your new content ready to go

    • Writing
    • Photos
    • Graphics
    • Videos

    That way when you talk to the website designer or developer, they can give you an accurate quote for work that needs to be done.

    6. Review changes to your website

    Once your website changes have been made, review your website page-by-page. It’s a good idea to ask a friend or colleague to look through your website too.

    Good luck with your personal website update!

    Want help with your website redesign? I’d love to help you! Let’s talk on a no pressure Zoom call about your website project.

    A guide to making your website

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    Which website host is right for you?

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    Benefits to a personal website

    A photo of Jennifer van Alstyne smiling. Behind Jennifer is a desktop screen with website wireframes, sketches of what a website may look like.

    Website inspiration and content ideas

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    Website pitfalls to avoid

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    Why you need an academic website

    Hands holding a tablet with a personal website on the screen, specifically a publications page with articles

    The form above subscribes you to new posts published on The Social Academic blog.
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    I’ve helped academics at most stages of their academic career, from PhD students all the way to retired, emeritus faculty, through my company, The Academic Designer LLC. Who do I work with most? Mid-career and senior academics. People who have a lot to share but don’t have the time to do it themselves for their website.

    I want you to have a stronger online presence for your research, teaching, leadership, and the things you value most as an academic. Your personal academic website is the best way to do that, a space that can grow and adapt with you over time. A website where you can share your legacy, a usable archive of the work you cared about (even when you’ve moved onto another focus or research interest). A website designed for your past, present, and future. And, designed for the people who will visit your website. To help people remember who you are and the research you care about.

    You don’t have to work with me to create the website you dream about. I have resources to share with you that help you do-it-yourself for your personal academic website on The Social Academic blog, podcast, and YouTube channel.

    If you want professional support for a done-for-you personal academic website, I’m Jennifer van Alstyne. I’ve helped busy professors feel confident showing up online since 2018. I’m here to help you too.

    Let’s chat about working together 1-on-1 to build you the website you deserve. Schedule a no pressure Zoom call with me.

    Guides and Advice Articles Personal Website How To’s

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