Higher Education is going through a seismic change. Social, political, and economic disruption is increasing questions around the role of universities: research versus teaching, social mobility, contribution to the economy. Restrictions on international mobility have created huge logistical and financial problems for institutions increasingly depended on a global market. Campus closures made a major tactical pivot towards new technology absolutely necessary, even where there was a poor fit with an institution’s existing strategy and competencies.

The remote teaching approaches that were introduced often depended on the skills and preferences of individual staff. As a result, they were highly variable in terms of quality, even within a single department. As students are returning to their studies, it is clear that higher education has been permanently changed, and the ‘new normal’ requires a clear strategic vision, led by senior management. Digital strategy has moved to the top of the priority list for institutions looking to stay relevant in this environment – and for some institutions it will be an opportunity to excel and grow.

With very real time pressures, there is a temptation to dive into technological solutions before fully understanding the need. However, there is no one-size fits all approach. Institutions that have successfully transitioned to digital have done so by focusing on student expectations and behaviours that point to specific opportunities, and barriers and risks that they can target with technology. In combination with a flexible technology partner, this helps avoid mistakes that can cost your reputation as well as your budget.

Last summer I began interviewing students and prospective students in the UK and Australia about their experiences, and have continued the project right through the pandemic. This has given me the opportunity to observe the attitudes and priorities that are emerging among students. Here, I take a look at three categories of students with distinct concerns that have emerged, or become more critical during this period, and how universities can respond to their needs.

Locked out students

These groups of students are concerned that they will be locked out of at least some aspects of the university experience.

Financial

Students and money worries have always gone together, but the pandemic has substantially worsened the picture. Prior to the outbreak, many students told us they planned to fund their study by working over the summer and part-time during term-time.

"Over the summer, I’m looking at working in a language café in South Korea so I can save some money for my accommodation, and then when I start at university I’ll need to be working to fund my living costs." 

"I’ll live in halls for the first year, and then at home. I’ll work in my year out and save.
And I’ll get part time work to help."

Most expected to be reliant on the hospitality industry, which has been hit hard, so they are no longer confident of finding work in cafes and restaurants. Others who previously felt financially secure, have had a change in family circumstance, and are now much more cost conscious. With uncertainties about the viability of on-campus teaching, even those students who currently feel financially secure are increasingly reluctant to committing to paying for accommodation they may not need. Many students were in disputes with landlords to get their costs from the first half of 2020 refunded.

"I’ve signed so many petitions to get my money back, and I’m in discussions with my landlord."

Universities have recognised that for some, the situation is not tenable. One student described how unspent funds from cancelled social events have been used to create a fund for students who are struggling. Other universities are sharing the locations of local food banks which, sadly, may be essential for some students. Even if they make it to campus, this group is concerned that they will miss out on social opportunities and have their learning compromised.

Read more about diversity and inclusion

International students

Appealing to overseas students has, up to now, been a successful strategy for institutions in Australia and the UK. In 2019, the UK hosted more than 425,000, while in Australia, there were more than 720,000, with students from China, Hong Kong, Malaysia, and India being important to both countries. However, from pre-sessional courses and visa limitations, to ongoing uncertainty around travel, the virus has made the situation more difficult. The decision to continue studying has been exacerbated by frequently changing advice and conflicts between government and university communications.

‘There have been mixed messages from the start. The university told us that if you go home you risk not being able to come back. The Singapore government said come back now. It’s not really got any clearer."

There are continued government efforts to enable students to enter their country of study. In Australia, this includes pilot programmes organised by the Australian government. These are dependent on local conditions and travel restrictions. They currently will not provide a solution for students in India for example, resulting in a fall of 47% in applications for student visas for Australia. A drop in international student numbers hits the diversity and culture of your university, as well as the revenue streams. For students who are already enrolled, there is an incentive to complete their education, but for those yet to start, the concerns weigh even more heavily. As well as the overall viability of studying overseas, students are uncertain about the quality of online education they will receive if they are unable to attend in person, and anxious about facing a health crisis in a foreign country.

Access Scott Smith's piece on supporting international students

Vulnerable students

For most universities, economically disadvantaged, and international students have been on the radar for some time. However, a new category of ‘locked out’ students has emerged as a direct result of the pandemic: those students who are clinically vulnerable. This includes a wide range of long-term medical conditions, including heart disease and diabetes. This group of students fears that they will be unable to access aspects of higher education, from attending face-to-face teaching sessions, accessing essential content in shared areas such as the library, and bonding with their peers.

Meeting the needs of ‘locked out’ students

These groups fear being locked out from higher education, but institutions that are willing to recognise and respond to their needs could improve their reputations. Policies and investment that appeal to these groups are likely to have a broader benefit. Students generally have higher levels of anxiety than other young people of the same age. Positioning your university as being student centred and conscious of concerns will be widely welcomed.

Certainty of costs

Students with financial concerns are likely to continue to rise due to the lack of employment opportunities. For these students, it is important provide certainty, including any additional expenses they will be expected to bear, such as textbooks and laptops. To commit to university, they need to be confident they can manage these costs. In essence, they are looking for the equivalent of an all-inclusive holiday, where there are no nasty surprises. Some universities already avoid hidden costs by providing students with all they need for their course. It is more effective (although more costly) to offer the same deal to all students, rather than position your offer as solely available to widening participation students. This can stigmatise those who need it, and make them reluctant to participate. It also dilutes the recruitment message, and prevents teaching staff from leveraging the benefits of knowing that all students have access to the content that they need from day one.

Commuter students

Students who are cutting costs have historically looked at local universities as a way to avoid the expense of accommodation. This means considering transport links and parking, but also how to make them feel as though they belong. Those who are career focussed and looking for an industry recognised qualification may also look for accelerated courses which reduce the costs and duration of study. Universities that are investing in an infrastructure to support online learning will find that it can improve the experience for students who live off campus, including commuter students and day release students. They can, for example, access the content that they need from home. Many would prefer to be on campus, if only they could be guaranteed affordable accommodation for the duration of their studies.

Some vulnerable students may also find it more practical to commute into university for socially distanced face-to-face sessions, avoiding the risks of living with other young people who may not consider their condition. However, some institutions are making provisions for this group core to their offering, and treating it as an accessibility issue, just as they ensure that they can meet the needs of blind or mobility impaired students. This might include housing vulnerable students together, requiring masks to be worn in shared campus spaces outside their accommodation bubble, and providing material through parallel channels so that it is equally available to students who cannot be on campus. There are clear advantages of this approach in an environment that may shift between different levels of lockdown during an academic term, but it may require a change of culture in some universities where student needs are not central to the structure and processes.

For some students in both groups, there is also an appetite to split their study between face-to-face teaching at a local university and online study at a, perhaps more prestigious, university that is further away.

Online courses

Strategically investing in an infrastructure to support online learning can support all three groups of students, whether through the provision of online only courses, or by providing a parallel online solution.

• For international students, the provision of online courses in parallel to face-to-face teaching may overcome their concerns about international study, and allow universities to retain this financially and culturally important segment.

• For vulnerable students, it provides reassurance that a university will be able to meet their needs even if they decide that the risks of on campus study are too great.

• For financially disadvantaged students, they provide a more cost-effective option.

A scalable, online infrastructure also supports new business models, such as flexible courses that allow students to easily flip between online and studying face-to-face. And of course, this approach also has the advantage of future proofing the university in the event of campus closures.

However, this is not simply an IT project, but a change in strategic direction. It needs to be embedded institution-wide, and funded accordingly.

• Student support is an emergency service for online students – both academic services and wellbeing. All students have high levels of anxiety, but for students studying in a pandemic, who are off campus and missing out on contact with their lecturers and peers, it can be unmanageable. This means investing over and above your regular provision for on-campus students. They take pressure off your academic team, and protect your retention rates.

• Online teaching and learning is more than simply delivering your face-to-face programme online. Students studying off campus tend to require more scaffolding; this can be particularly important for international students who may have a culturally different approach to learning. Distractions are higher, so best practice for online courses includes a high level of active learning. Submitting assignments and receiving feedback needs to be seamless, and students paying high fees need to feel they are receiving value, which tends to be associated with face-to-face interaction.

• EdTech Teams can provide expertise and cutting-edge knowledge of what works. However, in some universities the culture, and organisational structure may be necessary for them to be able to be effective. It can be difficult for academics who are used to owning their courses to work as a team with EdTech staff who take a different approach.

• Library Services are not generally resourced to provide distance learners with their own copy of core learning material. Adding digital textbooks to their portfolio can provide the university with useful learning analytics, which helps direct future strategy, but may require new skill sets.

• IT Services are essential to ensure a robust infrastructure that is also scalable, and supports ongoing innovation.

The COVID-19 crisis has presented huge challenges for institutions. However, it also presents an opportunity for you to move away from legacy approaches, and reinvent higher education. The risk/benefit balance has changed. Investment in digital learning was previously nice to have, transformation through technology was resource intensive and risky. Now they are essential for a university’s survival, and the risks of standing still are increasing.

Some universities will emerge from this period far closer to the needs of their students and with the vision, infrastructure, and skill sets necessary to deliver education to a generation that has relied on technology like no other before it. At some point, the current crisis will settle, but it is unlikely that higher education will be the same. As Brian Schmidt, Australian National University said in his June update: “We don’t expect to ever return to business as usual pre-Covid".

This piece is part of our Perspectives series. Higher Education is changing fast, moving beyond emergency online teaching to provide a robust and satisfying student experience. As your institution plans to manage the challenges of this uncertain environment, stay aware of how others are responding. Each week we’ll share insights and discussion including student views, research, and interviews with academic leaders. Sign up for the series using the form to the right.

Further reading

https://www.jisc.ac.uk/guides/how-to-shape-your-digital-strategy

https://www.pwc.co.uk/assets/pdf/the-2018-digital-university-staying-relevant-in-the-digital-age.pdf