Latest news with #studentexperience
Forbes
09-07-2025
- Business
- Forbes
Digital Is The New Campus: Thriving In Higher Ed's Hybrid Future
Chase Williams is cofounder and CEO of Pathify, a leading digital engagement hub for higher education. Higher education is undergoing a significant transformation. As student expectations evolve, institutions must reevaluate what it truly means to deliver a 'campus experience.' Increasingly, that experience begins not on the campus quad or student union but on a screen. Students today expect to fluidly engage with their college or university across both physical and digital spaces. Institutions that treat digital infrastructure as an afterthought are not just lagging—they fall further behind every day. Transitioning to a hybrid model isn't simply about offering online classes. It's about rethinking the student experience through a digital-first lens—how students connect with resources, stay informed, complete tasks and feel part of a broader community. In this hybrid future, the digital campus no longer complements the physical one—it stands as its equal and emerging foundation. Digital-First Thinking Starts At The Top What distinguishes institutions successfully navigating this shift is not access to better tools or deeper pockets but strategic commitment. The schools leading the way understand that digital engagement requires both investment and intention. At these institutions, IT is not a back-office function—it is a core part of executive leadership, often with the CIO at the cabinet level. When digital transformation becomes an executive priority, it shapes the institution's tech stack, culture and direction. One institution we work with, Montgomery County Community College, is a forward-looking example of that shifting mindset. It's developed a personalized academic profile, helping students instantly access critical information tailored to their journey—course schedules, deadlines, grades and support resources—all in one place. This intentional approach reflects an understanding that the digital campus is an essential front door. It's not enough to simply move legacy systems to the cloud or adopt new backend solutions. Institutions must also focus on the quality of the experience they're delivering to students every day. The User Experience Gap Unfortunately, that end-user experience is often the blind spot in digital modernization efforts. Many colleges and universities celebrate cloud migrations or system integrations as milestones but overlook how students, faculty and staff actually navigate and experience the digital campus. These infrastructure upgrades are important but invisible to most end users. Meanwhile, students log into outdated portals, juggle multiple logins and struggle finding essential information, reinforcing the feeling that their school's digital experience is 'just average.' That perception is backed by data. According to the 2025 EDUCAUSE Horizon report, students increasingly expect personalized, seamless tech experiences that mirror what they get from consumer apps. Yet many feel their campus technology doesn't deliver. This gap is understandable: Consumer technology companies invest billions into refining user experience. Higher education, constrained by tight budgets, long procurement timelines and legacy systems, often lags behind, struggling to match the ease and efficiency students expect. The institutions that succeed in this landscape will be ones that close the gap by aligning their digital investments with what students actually need: mobile-first design, intuitive interfaces and personalized access to tools that help them thrive academically and socially. Bridging The Physical And Digital Worlds Striking the right balance between physical and digital engagement requires a nuanced approach. Students still crave the structure and community of in-person experiences. Labs, study groups, club meetings and hands-on learning remain irreplaceable. But they also need the flexibility to manage their lives around work, family and health challenges. The answer is not choosing between in-person and online—it's building systems that support (and enhance) both. That means leaning into the physical where it matters most and ensuring the digital campus is accessible 24/7 for everything else. Students should never have to wait for business hours to ask a question, complete a form or get academic support. The expectation is always available access. To strike this balance, institutions and organizations can take a few critical steps: • Map the full user journey and identify friction points: Which tasks are still paper-based, time-limited or physically dependent and could be digitized? • Centralize access to services, content and communication in one digital hub that's intuitive and mobile, eliminating the need to hunt through disconnected systems. • Support doesn't clock out. Leverage chatbots and other self-service tools so users get answers when they need—whether that's 9 a.m. or 9 p.m. • Make physical spaces smarter by integrating scheduling, navigation and real-time updates into the digital environment. • Listen to users and iterate often. Whether through student panels or analytics, ongoing feedback ensures digital tools stay aligned with real-world needs. • Meet students where they scroll. Offer digital check-ins for physical events, QR codes for campus resources or virtual access to academic advisors. Consider the work happening at another partner institution, Tallahassee State College. In response to students' desire for a more seamless hybrid experience, it introduced a digital wallet to replace physical student IDs. More than a convenience, it reflects a deeper commitment to valuing students' time, understanding their digital habits and investing in solutions and processes that improve daily campus life. The Future Belongs To The Digitally Ready Leadership plays a decisive role in making this happen. Digital transformation is not just an IT initiative—it's a strategic institutional imperative. When executive leadership prioritizes the digital student experience alongside academic and operational goals, meaningful change follows. That change must be reflected not only in IT investments but in how outcomes are measured, how teams are organized and how success is defined. Higher education now operates in a more competitive, outcome-driven environment, where student satisfaction plays a crucial role. With more options than ever, students form impressions based on digital interactions, long before they set foot on campus. Institutions must understand that a digital campus goes beyond the website, a portal or a mobile app—it's the entire virtual ecosystem students use to connect, belong and succeed. When that experience is personalized, frictionless and thoughtfully integrated with physical spaces, it empowers students to do their best work. And when institutions embrace this hybrid model as foundational—not supplemental—they don't just adapt, they lead. Forbes Technology Council is an invitation-only community for world-class CIOs, CTOs and technology executives. Do I qualify?
Zawya
20-06-2025
- Sport
- Zawya
Repton Dubai unveils bold new campus transformation
United Arab Emirates, Dubai, Repton Dubai is delighted to announce a major campus redevelopment that will transform the student experience and set a new benchmark for education in the region. The transformational campus upgrade is designed to elevate every aspect of school life. Every corner of the school is being thoughtfully reimagined to support world-class learning, creativity, and wellbeing. The new masterplan includes the creation of a state-of-the-art Performing Arts Centre and an expansive Sports Village – alongside extensive enhancements to Early Years Centre, and main School Reception. Taking place over the summer and due to be completed during Term 1 of the 2025-26 Academic Year, each space is purpose-built to inspire curiosity, nurture talent, and prepare students for a future without limits. The programme marks a bold step in Repton's commitment to providing an environment where students are rounded, grounded, and unbounded – equipped with the skills, confidence and character to thrive in a fast-changing world. At the heart of the redevelopment is the Repton Performing Arts Centre, a purpose-built, professional-grade facility that promises to transform the creative life of the school. Featuring a 600-seat auditorium, music practice rooms, dance and drama studios, recording suites and intimate rehearsal areas, the centre is designed to inspire. From Year 1 to Year 13, every Reptonian will have the opportunity to explore, perform, and flourish. In parallel, work is underway on the Repton Sports Village, which will offer world-class facilities for athletes at every stage. The new facilities will include two full-sized rugby/football fields, a junior pitch, a 200-metre running track, a 100-metre sprint track, and a large multi-sport astro-turf area with a central cricket square and integrated cricket nets. New shaded courts for netball, padel, and pickleball will further enhance year-round play. In addition, the two indoor basketball courts will be fully refurbished, and major enhancements to the swimming pools will ensure Reptonians benefit from top-tier facilities across every discipline. More than just infrastructure, this space will cultivate resilience, teamwork, and leadership – with renewed focus on coaching and wellbeing at every level. In the Early Years Centre, every element has been thoughtfully redesigned with child development at its core. Corridors and classrooms support cognitive, motor, social, and emotional growth through flexible, play-based environments that flow naturally between indoor and outdoor spaces. Signature features such as the Wonder Library, Imaginarium Theatre, and calming hideaway nooks enrich every stage of early learning. Creating a powerful first impression, the newly designed School Reception will act as a daily touchpoint for the entire school community. The welcoming atrium, anchored by a central café invites parents to linger, connect and feel at home. With diverse seating areas, warm aesthetics and thoughtful design details, the space celebrates the school's proud 450-year legacy with Repton UK while creating a calm, enriching experience from the moment parents and students arrive. Glen Radojkovich, Managing Director – UAE Schools for Cognita Middle East, said: "Across our schools in the UAE, we are committed to delivering outstanding environments that enrich every aspect of student life. This redevelopment at Repton Dubai reflects that ambition – creating inspiring, future-ready spaces where students can excel in the classroom, on the stage, and in sport." Mr. Khaled AlMheiri, Founder and Honorary Chairman of the Board of Governors at Repton Dubai, added: "Repton Dubai has always stood for excellence – built on a rich heritage dating back over 450 years to Repton UK. This transformation honours that tradition while boldly looking to the future. It's a proud moment for our school community and a statement of our ongoing commitment to world-class education." This transformation marks the first stage of a broader, multi-phase masterplan. Phase 1 includes the development of the Performing Arts Centre, Sports Village, and enhancements to Early Years, and School Reception which are currently underway and scheduled for completion during Term 1 of the 2025–26 academic year. Phase 2 will see the upgrade of the Science Laboratories, along with a wide-ranging series of further developments set to elevate the campus even more – details of which will be announced over the coming months. Repton Dubai's facilities upgrade represents an exciting future for its students, families and wider community. With innovation and care at its heart, the school is creating an environment where excellence can flourish—in every subject, on every stage, and in every moment of learning. About Repton School Dubai Repton School Dubai opened its doors in 2007 to offer world-class educational experience for children of all nationalities, from ages 3 to 18 and boarding experience from age 11. It is a sister school of Repton Al Barsha and Repton Abu Dhabi, both in the UAE, as well as a partner school of the reputed Repton School in the United Kingdom, which was founded in 1557, and which continues to boast a stellar reputation in both the academic and sporting fields. Combining the reputation and academic rigour of the UK curriculum, Repton Dubai has been consistently rated as 'Outstanding' by KHDA inspections since 2014 and endeavours to promote excellence in every area of a child's and student's life at school, within and outside the classroom. In the 2023-2024 academic year, the school celebrated a decade of Outstanding rating by the KHDA, and has also attained a significant milestone, ranked among the top 5 schools in Dubai and top 10 schools in the Middle East region in the prestigious Spear's Top 100 Schools Index 2024. Repton School Dubai offers a full range of the GCSE curriculum, in addition to the IB Diploma, IB Career Programme, BTEC and the A Level curriculum with a choice of 45 subjects to help achieve a deep understanding of varied academic fields. The school has two boarding houses and provides boarding accommodation for students, either full term boarding or a more flexible weekly boarding option. Both the junior and senior schools are located on a spectacular campus of 1.3 million sq. ft. in Nad Al Sheba, making it the largest school in the region. About Cognita Launched in 2004, Cognita is an extraordinary community of schools that span 16 countries and share one common purpose: to thrive in a rapidly evolving world. With over 100 schools in Europe and the US, the Middle East, Latin America, and Asia, Cognita employs over 18,000 teaching and support staff in the care and education of more than 90,000 students. Together, Cognita schools provide a uniquely global education that goes beyond grades, to develop all-round academic excellence – equipping young people with the agency, adaptability and positive attitudes that prepares them to grow, thrive and find their success in a rapidly evolving world. Cognita Middle East has nine schools within its portfolio, including: RGS Guildford Dubai, Repton Dubai, Repton Al Barsha and Repton Abu Dhabi, Horizon English School, Horizon International School, Ranches Primary School and Al Ain English Speaking School in the UAE, and Dasman Bilingual School in Kuwait.
CBC
04-06-2025
- Business
- CBC
Queen's University's fairy-tale castle was crumbling. A report cites 'ad hoc maintenance'
Herstmonceux Castle offered students a fairy-tale experience — the chance to learn at a centuries-old English estate, complete with a moat and peacocks strutting around the gardens. But behind its beautiful red-brick facade, parts of the building in East Sussex, U.K., were cracking and crumbling. In November 2023, Queen's University, which operates Bader College at the castle as its international campus, announced serious structural issues had been discovered and the site was no longer safe. The castle was closed for urgent repairs and almost all staff were laid off. Students looking forward to another semester abroad were sent home. "A lot of people were crying in the hallways," recalled Aaniqa Karmali, who was among those studying at the estate when it was abruptly shut down. No detailed inspection for 28 years The structural problems seemed to come without warning, but a report prepared by an architecture and surveying firm and obtained by CBC through access to information laws shows there hadn't been significant repairs or conservation of the castle's exterior in the decades since Queen's took it over. It also found the building had "suffered from a period of ad hoc maintenance" resulting in a list of defects, and that nearly 28 years had passed since it had undergone a detailed inspection called a quinquennial report. (Quinquennial means once every five years). A separate request revealed the inspectors drew up a five-year maintenance plan, providing an initial estimate of $14.2 million Cdn to fix all the issues they'd identified. However, Queen's has only approved $5.5 million of that repair bill so far — enough to cover the most urgently needed work, which has largely focused on the castle's gatehouse. The costly repairs come as the university, the largest employer in Kingston, Ont., grapples with an ongoing budget deficit that has forced layoffs, a hiring freeze and discussion about cutting courses with low enrolment. The 2025-2026 budget for Queen's projects an operating shortfall of $26.4 million. Once abandoned as romantic ruin The university had anticipated the repairs would be complete in time for next school year, but now says they will run into the fall. As the work at Bader College continues, the question remains: Can Queen's afford to keep its castle? Herstmonceux Castle dates back to 1441 and is considered an ancient monument, earning a Grade 1 listing from Historic England, the public body responsible for heritage sites in the U.K. It has been a fabulous gift, but it has not been an easy gift for the institution to manage. - Patrick Deane, Queen's University principal That's the highest level of protection available, meaning the castle is considered to be of "exceptional interest." One of the largest and earliest-built brick structures in the country, the castle was abandoned as a romantic ruin in the 18th century before restoration began. It was eventually purchased by Alfred and Isabel Bader in the early 1990s. Alfred, a wealthy Queen's alumnus, then gifted the castle to his alma mater. "It has been a fabulous gift, but it has not been an easy gift for the institution to manage," said the university's principal Patrick Deane, who's also chair of the Bader College board of trustees. 'It's not a holiday resort' Administrators have always felt a moral as well as an academic obligation to "cherish" the facility, said Deane, who noted some maintenance has been done at the castle since the university became its owner. However, he was unable to explain why inspectors found no significant repairs had been done to the building's exterior since the early 1990s, nor could he share specific details about past inspections of the estate, including whether they were carried out by trained professionals such as engineers or architects. Asked about the optics of spending millions on a castle in England while dealing with a deficit at home, Deane defended the purpose of the college. "I would encourage you to think of it not as a castle in Europe, but as a campus in another country," he said. "It's not a holiday resort we have. It's an important part of the university infrastructure." Karmali, the Queen's student, was selecting courses for her first year when she came across the option to study in a castle. She said she was drawn by Bader College's small class sizes, opportunities to learn in the field — and of course, the idea of staying at a picturesque estate in the English countryside. "The whole experience was very surreal," Karmali said, describing a campus that offered bucolic bliss with major cities and other European destinations just a short trip away. "When I look back at pictures, I'm in awe that I got to experience that." But roughly three months into her time at the castle, she and her classmates at Bader received an email stating the building was no longer safe. Karmali said they were shocked. "Everyone was really disappointed, really sad," she said. Despite having her castle experience torn away, Karmali treasures her time there and said if she was given another chance to spend a semester at Bader she'd take it. Still, the 21-year-old said she's frustrated that problems with the building weren't discovered sooner. "I think it would have been smartest to do those inspections and do any necessary repairs before the next cohort of first-years came to the castle," she said. 'Ad hoc maintenance' in recent years CBC obtained two documents about the castle through freedom of information requests. The first is an August 2024 report to the college's board of trustees seeking approval for the repairs and outlining their financial impact. The second is an April 2024 quinquennial inspection report completed by a company called Gould Baxter for Queen's after the site was shut down. The university initially refused to disclose the report to CBC, arguing in part that doing so "could affect the future viability of the Castle and its ability to earn revenue." After CBC pushed back, Queen's released a copy with all but 77 of 321 pages redacted. Following an appeal to the Information Privacy Commissioner of Ontario, the university released more of the report detailing what the castle inspection uncovered. It states that between 1993 and 1994, the building underwent renovations to prepare for its new role as a U.K. campus for the university. "It is our understanding that no other significant repairs or conservation works have been carried out to the external fabric since 1994," the report reads, though it noted evidence of some recent maintenance. The authors added: "During the course of our inspection it was evident that the Castle has suffered from a period of an ad hoc maintenance policy in recent years. This has resulted in a number of defects … which will need to be addressed in the short term." Those defects were rated on a scale from one — meaning no repairs needed — to three, described as being "considered serious or urgent," and requiring repair or further investigation as soon as practicable. Of the 896 areas or aspects of the castle that were inspected, 188 or roughly 21 per cent were scored "Condition Rating 3." In the majority of cases, the probable cause of the issue is described as a lack of maintenance, damp penetration or a combination that included those factors. Rotted window sills, weathered stone, damp stains, buckets on a conference room floor to catch drips from a leaky roof and a 10-millimetre crack from ceiling to floor were all among the report's findings. It tells a story that's less a fairy tale and more in keeping with a centuries-old building showing its age, including a "fungal fruiting body" blooming in the corner of one bathroom. No legal requirement for regular inspections Historic England, which oversees heritage sites in the U.K., has been working with Queen's on the repairs and said it's aware of the findings in the report. Asked if the organization had any concerns about what the inspectors found, and whether it believes the castle is being properly maintained, a spokesperson for the organization did not answer directly. An emailed statement said much of the estate is in a "good state of repair," but noted it's a large and complex site, making it difficult to monitor some areas. "We are extremely pleased that the owners of Herstmonceux Castle are implementing the proposed recommendations of the report," stated Historic England. "We would not expect significant conservation works to be regularly undertaken … but it is appropriate that periodically more significant works might be expected on such an important building, along with smaller scale/localised repairs and maintenance in between." The organization said there's no legal requirement for owners to routinely maintain or inspect a protected monument — every five years as part of a quinquennial report, for example. However, a spokesperson wrote, quinquennial inspections are a "good way of planning repairs to ensure historic buildings are looked after for future generations," particularly when it comes to large buildings or estates. Queen's could have been a better steward: professor Mario Santana compares caring for historic sites to looking after your teeth with daily brushing and flossing. "Let's say you wait 10 years to go to the dentist. When it comes [time] to go, the bill is going to be bigger, right? Because there are many things that have happened to you," said the Carleton University professor who specializes in architectural conservation. Santana is a former secretary general of the International Council of Monuments and Sites, which develops standards to help protect heritage buildings around the world. He has worked with Historic England in the past and reviewed the copy of the quinquennial report obtained by CBC. Detailed inspections, usually every five to 10 years, are important for the upkeep of such historic sites — especially ones that are open to the public, he said. "That's something that probably should have happened. It didn't happen," the professor said. Santana said he doesn't believe there was any "malice" underlying the university's treatment of the castle, though it could indicate a lack of experience with handling historic sites. The professor said he was specifically struck by the part of the report stating no significant repairs or conservation had been carried out to the castle's exterior since 1994. While that doesn't mean no repairs were carried out, Santana said based on what he read, there doesn't appear to have been a priority list or systematic approach to preserving the castle — a common issue for heritage buildings. "What that denotes is that there was no management plan, no maintenance plan," he said. "Probably, they should have been a better steward of the castle." New business model needed Deane, the Queen's principal, said while the problems with the castle are unfortunate, Herstmonceux has not been "neglected for 30 years." "There would always have been other things commanding the attention of the leadership at the castle, and therefore the resources of Bader College to attend to it," Deane said. "That's the only explanation I can give." The principal said the repairs done so far have been covered through the university's capital budget, just like any other campus building. Annual returns for Bader College posted on the U.K. Charities Commission website show frequent budget deficits over the past five years, along with regular cash injections of $1 million or more from Queen's. The documents describe the "key risk" to the campus as a sudden or persistent decline in income, and said student enrolment is needed to maintain a strong financial position. Last year's budget report for Queen's shows a recommended tuition of $22,356 for each semester, with a planned intake of 155 students. The estate itself does bring in some revenue from visitors who purchase tickets to tour the grounds and gardens, and as a venue for conferences and weddings. Still, the returns show the site finishes most years with either a marginal profit or a loss. Report calls for millions more While the documents obtained by CBC show $5.5 million has been set aside to fix up the castle's gatehouse, roof and some windows, Deane said he couldn't speak to whether Queen's will spend the other $8.7 million estimated by the quinquennial report. "No decision has been made on any additional castle repairs at this time," the board of trustees report concludes in bold letters. Despite the struggle and expense, Deane said Queen's is not considering selling its castle. Instead, he said Bader College needs to find a different model, and suggested one that would see professors bring cohorts of students from Queen's and other universities to the site for anywhere from a couple of weeks to a month-and-a-half. At the same time, the principal said he believes commercial activity at the estate must increase, and suggested the administration look to U.K. government programs that could reward the college for "rewilding" some of its sprawling 121-hectare grounds. He pledged part of the castle's future will include a more proactive approach to repair and maintenance by building reviews and funding for fixes into its business model. Historic England also said it's working with Queen's to come up with a recommended monitoring and maintenance program of the type Santana mentioned, which will ensure the building is cared for beyond the current repairs. Deane said the Bader family's dream for the castle remains a "brilliant vision" that benefits both students and Queen's by giving the university a visible role on the global stage. "It is, in that sense, something that I think should make us the envy of the Canadian university sector," he said.
Malay Mail
01-06-2025
- Business
- Malay Mail
Fahmi urges Malaysian students in Japan to embrace disciplined work culture, return to help build nation
TOKYO, June 1 — Communications Minister Datuk Fahmi Fadzil has encouraged Malaysian students in Japan to adopt the country's disciplined and efficient work culture upon returning home, to contribute to national development. He also urged them to explore work opportunities in Japan to gain valuable experience that could benefit Malaysia in the long run. 'Insya-Allah, Malaysia is in a good position now, economically and in its role as ASEAN Chair. 'I hope you'll take full advantage of your time here to seek out work experience, and then return to help build the nation,' he said during a dinner and engagement session with members of the Malaysian diaspora and student community last night. Fahmi is in Tokyo to attend the Asia-Pacific Telecommunity Ministerial Meeting (APT-MM) 2025, held from May 30 to 31. The meeting aims to boost regional cooperation in telecommunications and information technology. Also present at the gathering were Deputy Head of Mission at the Malaysian Embassy in Tokyo Anwar Udzir and embassy staff. The session was attended by 38 participants, including 11 members of the Malaysian diaspora and 27 students from various universities in and around Tokyo. — Bernama
The Guardian
29-05-2025
- General
- The Guardian
UK first year students: share your experiences of university teaching
We would like to hear from first and second year undergraduate students about their experiences of university teaching following the Easter break. How much contact time with tutors do you have and how many lectures are you offered each week this term? Has teaching time met your expectations? You can tell us your experiences of university teaching using this form. Please include as much detail as possible. Please note, the maximum file size is 5.7 MB. Your contact details are helpful so we can contact you for more information. They will only be seen by the Guardian. Your contact details are helpful so we can contact you for more information. They will only be seen by the Guardian. If you include other people's names please ask them first.
