How 'Inclusive Uni' tackles diversity in universities

🗣️ "We believe that we are in the process of creating a transformative approach to English higher education that can benefit all students, whether at Kingston University or elsewhere." The American Association of Colleges and Universities has spotlighted the University's #FutureSkills programme 💡 You can read the piece co-authored by Vice-Chancellor Professor Steven Spier, Director of Student Development and Graduate Success Ali Orr and Future Skills Academic Lead and Associate Professor of Social Work Yvalia Febrer 👇 https://lnkd.in/eqwu69ee

Thank you for sharing Edward Slade, for any universities in #Australia & #NewZealand looking to explore school partnerships, Ed & his colleagues at Schoolhouse Solutions are well placed to advise you. For #Canada, #USA, #UK & other destinations, please reach out to me personally on LinkedIn. “There is a paradox in how we discuss the #future of #education. While #universities seem increasingly threatened by #artificialintelligence, #studentdebt & a lack of credible data on #graduateoutcomes, #schools, particularly #internationalschools, are thriving. They provide the fundamentals of learning &, crucially, allow parents to be economically productive, making them indispensable to families & policy-makers alike. This resilience gives them a natural advantage in the uncertain landscape of the ‘#futureofwork’. International schools are not only surviving, they are booming. International School Groups many backed by private equity – are expanding at pace. According to ISC Research, more than six million #students are now enrolled worldwide, with 283 new international schools in the global pipeline, 167 of them in Asia & more than 100 due to open by the end of 2025. Between 2020 & 2025, the number of international schools grew by around 8%, and the trend shows no sign of slowing. Demand is fuelled by the rising middle classes of #Asia, #Africa & the #MiddleEast, who see English-medium schooling not just as a means of learning, but as a passport to #globalmobility. This growth creates both an opportunity and a threat for universities. At present, a significant number of #internationalstudents apply to #highereducation through agents – 75% in #Australia & around 65% in the #UK, with universities surrendering a growing share of their #recruitment budgets in commission. With the scale of today’s school networks, why shouldn’t universities forge direct progression pathways with schools themselves? The logic is clear. For schools, progression agreements with universities enhance their value proposition to parents, guaranteeing a smoother transition into #highered. For universities, they bring down acquisition costs & create a more predictable recruitment pipeline. For families, they offer confidence that fees invested in international schooling will translate into access to globally recognised #tertiaryeducation.“ Asia Careers Group SDN BHD - Investing in International Futures AGCAS AIEA - Association of International Education Administrators AUIDF British Council BUILA Canadian Bureau for International Education (CBIE) | Bureau canadien de l’éducation internationale EAIE: European Association for International Education Education New Zealand | Manapou ki te Ao International Education Association of Australia (IEAA) Independent Tertiary Education Council Australia National Association of Graduate Careers Advisory Services (NAGCAS) Regional Universities Network The Group of Eight UCAS UKCISA Universities Australia Universities Canada Universities UK

“One of the issues that we've tended to find students have is they don't appreciate the non-academic knowledge and skills and other things that they are getting when they are here… And we gave the students a framework to sit and reflect at pseudo credit bearings, they get a certificate at the end to say they've done it. “ Lee Griffin, Academic Director (Postgraduate Taught), University of Warwick shares how their project helped students recognise the value of the non-academic skills they’re developing alongside their studies, by creating space for structured reflection at Studiosity’s Educational Integrity: A Students First Symposium. #studentexperience #studentsuccess #UKHigherEducation #UKUniversities #AIforlearning #EducationalIntegrity

✨ Great time at the East Meets West – Faith in the Future Conference hosted at Shanghai United International School! As a university guidance counsellor, staying up to date with trends in global admissions is essential, and this conference delivered on all fronts. 🎓 My biggest takeaway came from Mr. Christoph Guttentag, former Dean of Admissions at Duke University, who reminded us why attending conferences is so powerful: it’s not just about the information, but about building strong, lasting relationships with admissions colleagues. He shared the 5 pillars of effective communication between high schools and universities: 🤝 Mutual Respect – fostered through shared spaces like these 🗣️ Candor – being honest about student strengths and weaknesses, so universities can make informed decisions 🧭 Clarity – clearly outlining school curriculum, grading scales, and context in reference letters or school profiles to avoid any confusion 🔒 Confidentiality – essential for honest collaboration ⏳ Time – trust takes time, and showing up matters Even with over a decade in this field, I walked away with fresh insights, from how AI is reshaping admissions, to what universities really look for in UCAS references, and how predicted grades are interpreted across different systems. 🌍 But most importantly? It was a joy reconnecting with amazing college counsellors and university reps, and meeting new ones too! #CollegeCounseling #HigherEd #UniversityAdmissions #EastMeetsWest #FaithInTheFuture #ProfessionalDevelopment #CounselorLife #ShanghaiEvents #AIinAdmissions #UCAS #GlobalEducation

While emphasis on improving connectivity is challenging traditional teaching methods and academic cultures, it also opens the door to a wider range of perspectives and voices. https://lnkd.in/g7j67-6n

Design Powers Community. By designing environments that foster cross-disciplinary research and diverse perspectives, academic environments are transformed. This could ultimately lead to more impactful outcomes for research and campus resilence.

International students do not just make physical journeys but digital ones. Shanton Chang will be talking about the complexities of these digital journeys - which always have implications for student study, support and everyday living.

As the new academic year begins, this is the ideal moment for schools and agents to guide students strategically — ensuring they make the most of the provisions already available within their institutions. For ambitious students aiming for top global universities, early planning is key: 🔹 Aligning GCSE/A-Level/IB subject choices with long-term university goals. 🔹 Building a super-curricular portfolio that reflects both academic strengths and future ambitions. 🔹 Encouraging students to engage in meaningful enrichment opportunities that strengthen competitiveness. In my work with schools worldwide, I’ve seen how timely interventions at the start of the academic year can transform outcomes — especially for those applying to competitive courses. If your school or organisation would like tailored workshops, staff training, or strategic consultancy to support your students in building strong academic and super-curricular profiles, I’d be delighted to collaborate. Together, we can ensure that students not only aim high but also have the structured support to reach their dream destinations. #Education #UniversityAdmissions #GlobalEducation #Supercurricular #AcademicExcellence #InternationalStudents #StudyAbroad #Partnerships

People often cite reports like this one as evidence that "inquiry doesn't work" or that it's not effective. I read the report and I don't see anything like that. Long-term memory? ✅ Inquiry is based on activating prior knowledge and matching it with new learning. Cognitive Load? ✅ A well-structured inquiry guides students step-by-step through the process avoiding overwhelm and match new learning to prior knowledge. Mastery learning? ✅ Inquiry is all about mastery of a topic, building complex and nuanced mental models. Spaced repetition? ✅ By doing cycles of inquiry we revisit the same information (repetition) while expanding them (making more nuanced models). Engagement? ✅ Inquiry is all about engagement and ownership of learning. It builds engagement and self-regulation through interest in the topic. So why do so many people claim that inquiry based-learning is going against evidence about how learning happens?

What does it really mean to be world-class — and who gets to decide? Sir Malcolm Grant challenges the global obsession with university rankings, questioning whether league tables and narrow performance metrics truly reflect the needs of diverse societies. Drawing on his experience leading top-ranked universities and advising governments worldwide, Grant critiques the pressures rankings place on institutions to conform to a single model. Instead, he highlights the value of comprehensive universities that drive societal impact, foster interdisciplinary collaboration, and deliver quality teaching — outcomes often invisible to global rankings. This video is part of The Co-Lab@UDI, a design hub for higher education transformation — a place where bold ideas, institutional expertise, and global perspectives converge to design the future of higher education. 🎥 Read more: https://lnkd.in/gDA5MtGM