February 14, 2025 • 19 mins
Digital Transformation in Higher Education: The Future of Learning and Teaching
Higher education is changing fast. This podcast covers how colleges market themselves, the role of AI, data privacy concerns, and the balance between technology and human connection in learning.
We also discuss financial transparency and new programs making college more accessible. If you work in higher ed or just want to stay informed, this podcast breaks down what matters.
Timestamps:
00:00 Introduction
00:34 College Marketing Changes
02:09 AI and Ethics in Marketing
02:58 Privacy Lawsuit Against the Department of Education
04:26 Financial Aid Transparency
05:58 College Branding
08:13 Digital Transformation’s Impact
10:24 Financial Accountability
13:47 Technology in Learning
16:20 Final Thoughts
Learn more about the Higher Education Marketing Institute:
- Website: https://highereducationmarketinginstitute.com/
- X: https://x.com/HEMInstitute
- LinkedIn: https://www.linkedin.com/company/higher-education-marketing-institute/
- YouTube: https://www.youtube.com/@HigherEducationMarketing
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Jack (00:00):
Welcome in everyone This time we're taking a close look
at how digital transformation isimpacting higher education from
how colleges are marketingthemselves to some pretty big
ethical and financial questions.
Jill (00:10):
It's a huge topic for sure.
It
Jack (00:11):
really is.
We've got some great sourceslined up today.
Uh, blog posts, some articles,and even a look at a really cool
new program here in New YorkCity.
Jill (00:18):
Should be interesting.
Jack (00:19):
Definitely.
By the end of this deep dive,you'll have a much better grasp
on the major trends that areshaping higher education, some
of the controversies thatthey're stirring up, and what it
all means for the future of, uh,education.
Well, the future of going tocollege.
Jill (00:31):
Yeah, it's a pretty dynamic time to be in higher ed.
Jack (00:33):
It really is.
And one of the most obviouschanges is, well, how colleges
are marketing themselves thesedays.
I came across this quote in ourresearch that I thought really
captured this shift.
Higher education marketing isundergoing a transformation one
that prioritizes community,authenticity, and digital first
engagement.
Jill (00:50):
Hmm, that's a great quote.
You're right.
It really sums up the shiftwe're seeing.
Those old school marketingstrategies, they just aren't as
effective as they used to be.
Jack (00:57):
I can see that.
Jill (00:58):
Students today, they're digital natives.
They've grown up online andtheir expectations are totally
different.
Colleges have to meet them wherethey are, you know, in the
digital world.
Jack (01:06):
Makes sense.
So it's not just about having awebsite anymore.
What does this digital firstapproach look like in practice?
Jill (01:13):
Well, think virtual open days, for example.
Students can explore a campusfrom their couch.
No need to travel, no need to,you know, schedule a visit
months in advance.
It's all right there at theirfingertips.
Jack (01:24):
That's pretty convenient, especially for students who
maybe live far away or can'tafford to travel.
Jill (01:29):
Exactly.
And then you have digital campustours that are super interactive
and engaging.
They're not just there.
These static, boring videosanymore.
Some universities are even usinglike augmented reality and 360
degree views to create thesereally immersive experiences.
Jack (01:44):
Wow.
That's cool.
It's almost like they'rebuilding an entirely new digital
world for students toexperience.
Jill (01:49):
They are in a way, and webinars and online events are
becoming much more popular too.
They allow universities toconnect with students from all
over the world, which isespecially important in today's
globalized society.
Jack (02:01):
It seems like technology is breaking down a lot of the
traditional barriers to highereducation.
Jill (02:05):
It is in a lot of ways, but of course, there are some
downsides as well.
Jack (02:08):
Right.
One of our sources, Terminal 4,talks about the growing role of
AI in higher education,especially when it comes to
marketing.
And while it sounds superefficient, I have to admit, it
kind of creeps me out a little.
Jill (02:18):
I get it.
It can feel a little Big Brotherish.
Jack (02:20):
Yeah, but how is AI actually being used in college
marketing?
Jill (02:24):
Well, one of the most exciting possibilities is hyper
personalized outreach.
Imagine receiving emails or adsthat are tailored precisely to
your interests and academicgoals.
No more generic brochures ormass emails.
AI can analyze your onlinebehavior, your academic history,
even your social media activity,to create a very personalized
experience.
Jack (02:45):
So colleges are Like collecting all this data about
us to target us with superspecific marketing.
That's a little unnerving.
Jill (02:53):
I can see why some people might feel that way.
It definitely raises someconcerns about privacy.
It
Jack (02:57):
does.
And speaking of privacy, thatbrings us to this lawsuit that
college students have filedagainst the Department of
Education.
It seems like there's a realtension here between using data
to improve education andprotecting individual privacy.
Jill (03:11):
Yeah, it's a tricky balance for sure.
Jack (03:13):
Can you tell us a bit more about what this lawsuit is
about?
Jill (03:15):
Sure.
Essentially, students arepushing back against how the DOE
is collecting and storing theirpersonal data.
They argue that it violatestheir privacy rights and that
the DOE doesn't have clearenough guidelines on how this
data can be used.
Jack (03:27):
I can understand that.
When you apply to college, youhave to hand over so much
personal information.
Your grades, your test scores,your financial information.
It can feel like you're givingup a lot of privacy.
Jill (03:38):
Right.
And this article we have citesconcerns about just how much
data is being collected.
It's everything from grades andtest scores to, like you said,
financial info, but even onlineactivities included.
And the lawsuit is saying thatit's just not clear who has
access to all this data or howit might be used in the future.
Jack (03:56):
It's a good point.
It makes you wonder about allthe data that colleges collect
about you and who's looking atit.
This lawsuit definitely throws awrench into the whole
conversation about digitaltransformation.
It's not just about cool newtechnologies, it's about the
ethical implications too.
Jill (04:09):
Right.
It's a reminder that with anynew technology, there are always
potential downsides.
And it's important to have theseconversations about privacy and
transparency before things gotoo far.
Jack (04:19):
Absolutely.
It's not all sunshine and roses,that's for sure.
And this issue of transparencyisn't limited to data privacy.
The article we read also talksabout a growing concern about
transparency in financial aiddecisions.
Jill (04:31):
Yeah, and it's an important one.
Students and families are facingrising college costs and complex
financial aid processes.
There's a real need for moreclarity and communication around
how these decisions are made.
Jack (04:42):
Right.
The article mentions asignificant increase in the
number of financial aid appeals,which suggests that maybe those
decisions aren't being explainedclearly enough, or maybe
justified well enough.
Jill (04:53):
That's a valid point.
And, you know, if you've everhad to navigate the financial
aid system, you know howcomplicated and confusing it can
be.
You're filling out forms, you'retrying to understand different
types of loans and grounds, andyou're often left wondering, how
did they come up with thisnumber?
Why am I eligible for this muchaid, but not more?
Jack (05:10):
It's like a black box.
Jill (05:11):
It can feel that way.
Yes.
And this lack of transparencycan create a lot of anxiety and
frustration for students,especially for those who are
first generation collegestudents or come from low income
backgrounds.
Jack (05:22):
Right, because they might not have the resources or
support to navigate this complexsystem.
So it's not just about thetechnology itself.
It's about how it's used and whoit benefits.
We've got this tension betweenembracing digital tools to make
things more efficient andpersonalized, but also making
sure that those tools are beingused in a way that's ethical and
equitable.
Jill (05:42):
Absolutely.
It's a complex issue with a lotof different factors at play,
and there are no easy answers.
But one thing is.
For sure.
We need to be having theseconversations and thinking
critically about how technologyis impacting higher education.
Jack (05:55):
I agree.
So we've talked about data.
We've talked about money.
Let's shift gears a little bitand talk about branding.
We came across this interestingarticle about universities
investing in these brand camps.
I had never even heard of thatbefore.
Jill (06:07):
Brand camps, yeah, they're becoming more and more common.
Essentially, it's a workshop orretreat where universities bring
together their marketing teams,faculty, students, you know, all
sorts of stakeholders to reallydefine and refine their brand
identity.
Jack (06:20):
It sounds intense, like boot camp for college branding.
Jill (06:23):
In a way it is.
It's about clarifying theuniversity's mission, values,
and what makes them unique.
They work on crafting consistentmessaging, visuals, and
communication strategies.
You know, everything you need toproject a strong and unified
brand image.
Jack (06:36):
That makes sense.
So, why are colleges putting somuch emphasis on branding these
days?
Is it really that important?
Jill (06:43):
Well, in today's competitive higher education
landscape, a strong brand can bea huge asset.
It can help attract students,boost fundraising efforts, and
even improve morale amongfaculty and staff.
A strong brand can help auniversity stand out from the
crowd and differentiate itselffrom all the other institutions
out there.
Jack (06:59):
I can see that.
Especially with so many collegesfacing declining enrollment and
budget cuts, having a strongbrand can be a real advantage.
Jill (07:06):
Exactly.
But, you know, there's also acounter argument to all this.
Some people believe thatfocusing too much on branding
can actually distract from thecore educational mission of the
university.
Jack (07:15):
Right, like it's more about appearances than
substance.
Jill (07:18):
Yeah, the article we read highlights this concern that an
overemphasis on branding canlead to this kind of superficial
focus on marketing and imagerather than on, you know,
providing a high qualityeducation and focusing on
student success.
Jack (07:32):
It's a valid point.
Like, you don't want to choose acollege just because it has a
cool logo or a catchy slogan.
Jill (07:36):
Exactly.
It's about finding the rightbalance.
How do you showcase yourstrengths and attract students
without losing sight of whattruly matters?
The quality of the educationyou're providing.
Jack (07:46):
It's like that old saying, you can put lipstick on a pig.
But it's still a peg.
You know, a fancy brand can'tdisguise a Sysopar education.
Jill (07:53):
Exactly.
You said it better than I couldhave.
It's all about substance overstyle.
But it's definitely a balancingact.
Universities need to find a wayto market themselves effectively
in today's digital world withoutlosing sight of their core
mission.
Jack (08:06):
That's a really good point.
And it seems like a lot ofcolleges are struggling with
that balance.
But, hey, let's end on a morepositive note.
Are there any examples out thereof how universities are using
digital transformation to createpositive change and address
issues of equity and access?
Jill (08:22):
Oh, absolutely.
And this one program reallycaught my eye.
It's a new early college programhere in New York City that's
partnering with Delaware StateUniversity and HBCU.
Jack (08:32):
Oh, interesting.
Tell me more about that.
Jill (08:33):
So this program gives high school students the chance to
earn college credits whilethey're still in high school.
They can potentially even earnan associate degree before they
graduate and then they'reguaranteed admission to Delaware
State University if they want tocontinue their education there.
Jack (08:48):
That's amazing.
It's like a fast track tocollege.
Jill (08:51):
It is, and it's specifically designed to help
students who might not have hadthose opportunities otherwise.
The article we write highlightshow the program is really
focused on increasing access tohigher education for students
from underrepresentedbackgrounds.
You know, students who might befirst generation college
students or who come from lowincome families.
Jack (09:09):
That's fantastic.
It's really encouraging to seeuniversities thinking outside
the box like this and usingtechnology to create change.
Pathways to opportunity for allstudents.
Jill (09:19):
Yeah, it really is.
And it's a reminder thattechnology can be a powerful
force for good when it's usedthoughtfully and intentionally.
Jack (09:25):
It gives me hope.
It shows that digitaltransformation doesn't have to
be all about marketing and datacollection.
It can also be about breakingdown barriers and creating a
more equitable and justeducation system.
Jill (09:36):
I couldn't agree more.
Jack (09:37):
Well, we've covered a lot of ground in this first part of
our deep dive.
We've seen the excitement andpossibilities but also the
ethical challenges and potentialdownsides.
It's a complex and rapidlyevolving landscape, for sure.
Jill (09:50):
It is, and it's one that we need to keep our eyes on and
keep asking critical questionsabout as we move forward.
Jack (09:55):
Absolutely.
And in our next part, we'regoing to dig even deeper into
some of these issues,specifically looking at the
financial side of highereducation and how technology is
changing the way students learn.
So, stay tuned.
Jill (10:06):
It's going to be good.
Welcome back to our deep dive ondigital transformation in higher
ed.
Jack (10:10):
I'm glad to be back.
We've already talked about somuch AI powered marketing,
branding, data privacy.
It's a lot.
Jill (10:16):
It really is.
There's so much going on in thisspace.
It's hard to keep up sometimes.
Jack (10:20):
And in this part, we're going to get into something that
I think everyone cares about,money.
We talked a bit about financialaid appeals in the last part,
but let's zoom out and talkabout funding and transparency
in higher ed more broadly.
Jill (10:31):
Yeah, it's a critical issue.
One of our sources actuallyraised some concerns about the
Department of Education and, youknow, how they're handling large
sums of money.
There's a real push for moretransparency and more
accountability.
People want to know how thatmoney's being spent, you know?
Jack (10:44):
It's like, show me the receipts.
Tuition is expensive.
Students and families want toknow where their money's going.
What do you think about thispush for greater financial
transparency?
Jill (10:57):
I think it's a good thing, honestly.
I mean, it's part of a biggertrend, you know?
People are demanding moretransparency from all kinds of
institutions, not justuniversities.
They want to know that theirmoney is being used responsibly,
that it's aligned with theirvalues.
Jack (11:09):
Yeah, that makes sense.
And in higher ed, this meansunderstanding, like, How tuition
dollars are being used howfinancial aid decisions are made
how colleges are trying to makeeducation more affordable,
Jill (11:21):
right?
Exactly.
Jack (11:22):
It's not just about the big picture either.
Is it this need for transparencyis also really important at the
individual student level
Jill (11:28):
Oh, absolutely.
We talked about this financialaid appeals, but the whole
financial aid process can be anightmare It's so complicated
for students to navigate allthose forms the different types
of loans and grants And thenthey get a financial aid package
and they're like, wait, how didyou even come up with this
number?
Jack (11:44):
It really is like a maze, isn't it?
Jill (11:46):
It is.
It can be super frustrating.
And I worry that thiscomplexity, this lack of
transparency, you know, isdiscouraging some students from
even applying to college in thefirst place.
Jack (11:55):
That's a good point.
It makes you wonder, is thissystem really designed to be
accessible to everyone?
Or is it, you know,inadvertently creating barriers
for students who might need themost support?
Like first generation collegestudents or students from low
income backgrounds.
Jill (12:09):
Yeah, that's a really important question.
And I think technology couldactually play a role here.
You know, we could be usingtechnology to simplify these
financial aid processes, to makethem more transparent, to give
students more personalizedinformation about their options.
I
Jack (12:22):
like that.
Use technology to make it moreuser friendly, more equitable.
It shouldn't feel like you needa Ph.
D.
in finance just to figure outhow to
Jill (12:31):
Exactly.
And this actually connects backto something we talked about
earlier, equity and access inhigher education.
Remember that HBCU early collegeprogram in New York City?
Oh
Jack (12:40):
yeah, that one was really interesting.
Jill (12:42):
I think it's a great example of how universities can
be proactive in creatingopportunities for students who
might not have had themotherwise.
Jack (12:50):
Can you remind us what made that program so unique?
Jill (12:53):
So high school students in this program can actually start
earning college credits whilethey're still in high school.
They could even get anassociate's degree.
And then they're guaranteedadmission to Delaware State
University when they graduate.
Jack (13:04):
Wow, that's a huge advantage.
Jill (13:05):
It is.
It's like a pipeline to success.
It's removing those barriers tohigher education and creating a
clear pathway for thesestudents.
And I think it's a model thatcould be replicated elsewhere.
Jack (13:15):
Yeah, I agree.
Other universities could partnerwith high schools, especially
those in underservedcommunities, to create similar
programs.
It's about recognizing thattalent and potential exist
everywhere, but opportunitiesdon't.
Jill (13:28):
Absolutely.
And it's not just about access.
It's about support, too.
These programs often providestudents with academic guidance,
mentorship, a sense ofbelonging, all these things that
are so important for success incollege.
Jack (13:40):
It's about creating a holistic support system so
students can thrive.
You know, not just academically,but personally, too.
Jill (13:46):
Yes, exactly.
And this brings us to anotherreally important aspect of the
digital transformation in highered, and that's how technology is
changing the actual learningexperience.
I mean, we've been talking aboutAI powered tools and marketing
and stuff, but what about theclassroom itself?
How is technology changing theway students learn?
Jack (14:03):
Yeah, I'm curious about that, too.
What are you seeing out there?
Jill (14:05):
Well, I'll tell you, we're seeing a big shift away from
those traditional lecture basedclasses.
You know, the professor standsin the front of the room and
talks for an hour.
Students are zoning out.
Nobody's really engaged.
We're moving toward moreinteractive, engaging approaches
to learning.
Jack (14:18):
Okay, so what does that look like?
Give me some examples.
Jill (14:20):
Think virtual reality simulations, where students can
experience historical events orscientific concepts firsthand.
Or gamified learning platformsthat make learning fun and, well
More like a game, and AI poweredtutors that can give students
personalized feedback andsupport.
Jack (14:37):
That sounds a lot more engaging than sitting through a
boring lecture, that's for sure.
But some people might worry thattechnology is like replacing
human interaction in theclassroom.
Is that a valid concern?
Jill (14:47):
I think it's something to be mindful of.
Yes, technology is a tool, andlike any tool, it can be used
for good or for bad.
But it's important to rememberthat technology should enhance
human connection in education,not replace it.
Jack (15:00):
Yeah, the teacher's still really important, right?
Jill (15:01):
Absolutely.
Teachers are still essential forguiding discussions, fostering
critical thinking, mentoringstudents, providing that human
connection that's so crucial forlearning.
Technology can't do all of that.
Jack (15:11):
So it's about finding the right balance, using technology
to empower teachers and createmore engaging learning
experiences for students, whilestill recognizing the importance
of human interaction andmentorship.
Jill (15:22):
You got it.
It's about leveraging the bestof both worlds to create a truly
transformative learningexperience for all students.
Jack (15:28):
I like that.
So it seems like the key here isintentionality, using technology
thoughtfully and purposefully,not just because it's new and
shiny, but because it canactually enhance the learning
experience and make educationmore accessible and equitable
for all students.
Jill (15:44):
That's a great way to put it.
Intentionality is key.
And as we continue to explorethis digital transformation in
high ed, I think it's importantto keep asking these big
questions.
How is technology impactingaccess, equity and
affordability?
Are we creating a more inclusivelearning environment for all
students?
And are we using technology in away that truly enhances the
(16:06):
human experience of education?
Jack (16:08):
Those are great questions, and they're ones that we'll
continue to grapple with in theyears to come.
But for now, let's take a quickbreak and come back for our
final part, where we'll wrap upour discussion and leave you
with some thought provokingquestions to consider.
Welcome back to the Deep Dive.
We've talked about so muchalready, it's kind of mind
blowing.
Jill (16:24):
I know, right?
From AI powered marketing tobranding, data privacy, even how
technology is actually changingthe way students learn.
Higher education is goingthrough some massive changes.
Jack (16:34):
It really is.
It feels like we're at thiscrossroads, trying to figure out
How to use all this newtechnology in a way that
benefits everyone.
Jill (16:41):
It's definitely a balancing act.
There are so many excitingpossibilities, but also some
real challenges that we need toaddress.
Jack (16:47):
One of the things that really struck me is just how
fast everything is changing.
Colleges are having to adapt andinnovate at a pace we've never
seen before.
Jill (16:55):
Yeah, the digital world moves fast and universities
can't just stand still.
They have to be proactive.
They have to be willing toexperiment and try new things if
they want to keep up.
Jack (17:03):
And amidst all this change, there's this growing
demand for transparency, right?
Students, faculty, even thepublic.
They want to know how decisionsare being made, especially when
it comes to money and data.
Jill (17:14):
Transparency is key.
It builds trust.
And trust is essential for anyinstitution, especially in
higher education.
Think about it.
Students are entrustinguniversities with their
education, their future.
They deserve to know how theirdata is being used, how
financial aid decisions aremade.
Basic respect.
Jack (17:30):
I agree.
And for me, it all comes back tothe core purpose of higher
education.
It's not just about ivory towersand fancy degrees.
It's about preparing studentsfor the real world, about making
society better, about creating amore equitable future for
everyone.
Jill (17:44):
Well said.
And technology plays a huge rolein all of that now.
It's shaping how we learn, howwe interact with institutions,
how we connect with each other.
It's literally changing thefabric of higher education as we
know it.
Jack (17:55):
Which raises some really big questions, like what role
will technology play in closingthe achievement gap and making
sure everyone has the chance tosucceed, no matter their
background?
How do we make sure studentshave the skills they need for a
job market that's constantlyevolving?
Jill (18:10):
Those are tough questions, and honestly, we don't have all
the answers yet, but we need tokeep asking those questions,
keep having those conversations.
The future of higher educationdepends on it.
Jack (18:19):
One of the things that I keep coming back to is this.
How do we make sure thattechnology enhances the human
experience of education ratherthan diminishing it?
Jill (18:28):
That's the million dollar question right there.
We have to be really careful notto let technology replace human
connection, mentorship, criticalthinking.
Those things are still at theheart of what makes education
valuable and transformative.
Jack (18:41):
It's about using technology as a tool to empower,
to connect, to create newpossibilities.
But we have to be the ones incontrol.
We have to be the ones settingthe direction, making sure that
it's serving humanity, not theother way around.
Jill (18:53):
I couldn't agree more.
The future of higher educationis ultimately in our hands.
It's up to all of us, students,faculty, administrators, policy
makers, everyone, to shape thatfuture and make sure that it's a
positive one.
Jack (19:03):
And that's a perfect note to end on.
Thank you for joining us on thisincredible deep dive into the
world of higher education in thedigital age.
We hope you've learned a lot,maybe sparked some new ideas,
and that you'll continue toexplore these complex and
fascinating issues with us.
Jill (19:18):
Thanks for having me.
It's been great.
Jack (19:20):
Until next time, keep learning, keep questioning, and
keep pushing the boundaries ofwhat's possible in education.
Welcome in everyone This time we're taking a close look
at how digital transformation isimpacting higher education from
how colleges are marketingthemselves to some pretty big
ethical and financial questions.
Jill (00:10):
It's a huge topic for sure.
It
Jack (00:11):
really is.
We've got some great sourceslined up today.
Uh, blog posts, some articles,and even a look at a really cool
new program here in New YorkCity.
Jill (00:18):
Should be interesting.
Jack (00:19):
Definitely.
By the end of this deep dive,you'll have a much better grasp
on the major trends that areshaping higher education, some
of the controversies thatthey're stirring up, and what it
all means for the future of, uh,education.
Well, the future of going tocollege.
Jill (00:31):
Yeah, it's a pretty dynamic time to be in higher ed.
Jack (00:33):
It really is.
And one of the most obviouschanges is, well, how colleges
are marketing themselves thesedays.
I came across this quote in ourresearch that I thought really
captured this shift.
Higher education marketing isundergoing a transformation one
that prioritizes community,authenticity, and digital first
engagement.
Jill (00:50):
Hmm, that's a great quote.
You're right.
It really sums up the shiftwe're seeing.
Those old school marketingstrategies, they just aren't as
effective as they used to be.
Jack (00:57):
I can see that.
Jill (00:58):
Students today, they're digital natives.
They've grown up online andtheir expectations are totally
different.
Colleges have to meet them wherethey are, you know, in the
digital world.
Jack (01:06):
Makes sense.
So it's not just about having awebsite anymore.
What does this digital firstapproach look like in practice?
Jill (01:13):
Well, think virtual open days, for example.
Students can explore a campusfrom their couch.
No need to travel, no need to,you know, schedule a visit
months in advance.
It's all right there at theirfingertips.
Jack (01:24):
That's pretty convenient, especially for students who
maybe live far away or can'tafford to travel.
Jill (01:29):
Exactly.
And then you have digital campustours that are super interactive
and engaging.
They're not just there.
These static, boring videosanymore.
Some universities are even usinglike augmented reality and 360
degree views to create thesereally immersive experiences.
Jack (01:44):
Wow.
That's cool.
It's almost like they'rebuilding an entirely new digital
world for students toexperience.
Jill (01:49):
They are in a way, and webinars and online events are
becoming much more popular too.
They allow universities toconnect with students from all
over the world, which isespecially important in today's
globalized society.
Jack (02:01):
It seems like technology is breaking down a lot of the
traditional barriers to highereducation.
Jill (02:05):
It is in a lot of ways, but of course, there are some
downsides as well.
Jack (02:08):
Right.
One of our sources, Terminal 4,talks about the growing role of
AI in higher education,especially when it comes to
marketing.
And while it sounds superefficient, I have to admit, it
kind of creeps me out a little.
Jill (02:18):
I get it.
It can feel a little Big Brotherish.
Jack (02:20):
Yeah, but how is AI actually being used in college
marketing?
Jill (02:24):
Well, one of the most exciting possibilities is hyper
personalized outreach.
Imagine receiving emails or adsthat are tailored precisely to
your interests and academicgoals.
No more generic brochures ormass emails.
AI can analyze your onlinebehavior, your academic history,
even your social media activity,to create a very personalized
experience.
Jack (02:45):
So colleges are Like collecting all this data about
us to target us with superspecific marketing.
That's a little unnerving.
Jill (02:53):
I can see why some people might feel that way.
It definitely raises someconcerns about privacy.
It
Jack (02:57):
does.
And speaking of privacy, thatbrings us to this lawsuit that
college students have filedagainst the Department of
Education.
It seems like there's a realtension here between using data
to improve education andprotecting individual privacy.
Jill (03:11):
Yeah, it's a tricky balance for sure.
Jack (03:13):
Can you tell us a bit more about what this lawsuit is
about?
Jill (03:15):
Sure.
Essentially, students arepushing back against how the DOE
is collecting and storing theirpersonal data.
They argue that it violatestheir privacy rights and that
the DOE doesn't have clearenough guidelines on how this
data can be used.
Jack (03:27):
I can understand that.
When you apply to college, youhave to hand over so much
personal information.
Your grades, your test scores,your financial information.
It can feel like you're givingup a lot of privacy.
Jill (03:38):
Right.
And this article we have citesconcerns about just how much
data is being collected.
It's everything from grades andtest scores to, like you said,
financial info, but even onlineactivities included.
And the lawsuit is saying thatit's just not clear who has
access to all this data or howit might be used in the future.
Jack (03:56):
It's a good point.
It makes you wonder about allthe data that colleges collect
about you and who's looking atit.
This lawsuit definitely throws awrench into the whole
conversation about digitaltransformation.
It's not just about cool newtechnologies, it's about the
ethical implications too.
Jill (04:09):
Right.
It's a reminder that with anynew technology, there are always
potential downsides.
And it's important to have theseconversations about privacy and
transparency before things gotoo far.
Jack (04:19):
Absolutely.
It's not all sunshine and roses,that's for sure.
And this issue of transparencyisn't limited to data privacy.
The article we read also talksabout a growing concern about
transparency in financial aiddecisions.
Jill (04:31):
Yeah, and it's an important one.
Students and families are facingrising college costs and complex
financial aid processes.
There's a real need for moreclarity and communication around
how these decisions are made.
Jack (04:42):
Right.
The article mentions asignificant increase in the
number of financial aid appeals,which suggests that maybe those
decisions aren't being explainedclearly enough, or maybe
justified well enough.
Jill (04:53):
That's a valid point.
And, you know, if you've everhad to navigate the financial
aid system, you know howcomplicated and confusing it can
be.
You're filling out forms, you'retrying to understand different
types of loans and grounds, andyou're often left wondering, how
did they come up with thisnumber?
Why am I eligible for this muchaid, but not more?
Jack (05:10):
It's like a black box.
Jill (05:11):
It can feel that way.
Yes.
And this lack of transparencycan create a lot of anxiety and
frustration for students,especially for those who are
first generation collegestudents or come from low income
backgrounds.
Jack (05:22):
Right, because they might not have the resources or
support to navigate this complexsystem.
So it's not just about thetechnology itself.
It's about how it's used and whoit benefits.
We've got this tension betweenembracing digital tools to make
things more efficient andpersonalized, but also making
sure that those tools are beingused in a way that's ethical and
equitable.
Jill (05:42):
Absolutely.
It's a complex issue with a lotof different factors at play,
and there are no easy answers.
But one thing is.
For sure.
We need to be having theseconversations and thinking
critically about how technologyis impacting higher education.
Jack (05:55):
I agree.
So we've talked about data.
We've talked about money.
Let's shift gears a little bitand talk about branding.
We came across this interestingarticle about universities
investing in these brand camps.
I had never even heard of thatbefore.
Jill (06:07):
Brand camps, yeah, they're becoming more and more common.
Essentially, it's a workshop orretreat where universities bring
together their marketing teams,faculty, students, you know, all
sorts of stakeholders to reallydefine and refine their brand
identity.
Jack (06:20):
It sounds intense, like boot camp for college branding.
Jill (06:23):
In a way it is.
It's about clarifying theuniversity's mission, values,
and what makes them unique.
They work on crafting consistentmessaging, visuals, and
communication strategies.
You know, everything you need toproject a strong and unified
brand image.
Jack (06:36):
That makes sense.
So, why are colleges putting somuch emphasis on branding these
days?
Is it really that important?
Jill (06:43):
Well, in today's competitive higher education
landscape, a strong brand can bea huge asset.
It can help attract students,boost fundraising efforts, and
even improve morale amongfaculty and staff.
A strong brand can help auniversity stand out from the
crowd and differentiate itselffrom all the other institutions
out there.
Jack (06:59):
I can see that.
Especially with so many collegesfacing declining enrollment and
budget cuts, having a strongbrand can be a real advantage.
Jill (07:06):
Exactly.
But, you know, there's also acounter argument to all this.
Some people believe thatfocusing too much on branding
can actually distract from thecore educational mission of the
university.
Jack (07:15):
Right, like it's more about appearances than
substance.
Jill (07:18):
Yeah, the article we read highlights this concern that an
overemphasis on branding canlead to this kind of superficial
focus on marketing and imagerather than on, you know,
providing a high qualityeducation and focusing on
student success.
Jack (07:32):
It's a valid point.
Like, you don't want to choose acollege just because it has a
cool logo or a catchy slogan.
Jill (07:36):
Exactly.
It's about finding the rightbalance.
How do you showcase yourstrengths and attract students
without losing sight of whattruly matters?
The quality of the educationyou're providing.
Jack (07:46):
It's like that old saying, you can put lipstick on a pig.
But it's still a peg.
You know, a fancy brand can'tdisguise a Sysopar education.
Jill (07:53):
Exactly.
You said it better than I couldhave.
It's all about substance overstyle.
But it's definitely a balancingact.
Universities need to find a wayto market themselves effectively
in today's digital world withoutlosing sight of their core
mission.
Jack (08:06):
That's a really good point.
And it seems like a lot ofcolleges are struggling with
that balance.
But, hey, let's end on a morepositive note.
Are there any examples out thereof how universities are using
digital transformation to createpositive change and address
issues of equity and access?
Jill (08:22):
Oh, absolutely.
And this one program reallycaught my eye.
It's a new early college programhere in New York City that's
partnering with Delaware StateUniversity and HBCU.
Jack (08:32):
Oh, interesting.
Tell me more about that.
Jill (08:33):
So this program gives high school students the chance to
earn college credits whilethey're still in high school.
They can potentially even earnan associate degree before they
graduate and then they'reguaranteed admission to Delaware
State University if they want tocontinue their education there.
Jack (08:48):
That's amazing.
It's like a fast track tocollege.
Jill (08:51):
It is, and it's specifically designed to help
students who might not have hadthose opportunities otherwise.
The article we write highlightshow the program is really
focused on increasing access tohigher education for students
from underrepresentedbackgrounds.
You know, students who might befirst generation college
students or who come from lowincome families.
Jack (09:09):
That's fantastic.
It's really encouraging to seeuniversities thinking outside
the box like this and usingtechnology to create change.
Pathways to opportunity for allstudents.
Jill (09:19):
Yeah, it really is.
And it's a reminder thattechnology can be a powerful
force for good when it's usedthoughtfully and intentionally.
Jack (09:25):
It gives me hope.
It shows that digitaltransformation doesn't have to
be all about marketing and datacollection.
It can also be about breakingdown barriers and creating a
more equitable and justeducation system.
Jill (09:36):
I couldn't agree more.
Jack (09:37):
Well, we've covered a lot of ground in this first part of
our deep dive.
We've seen the excitement andpossibilities but also the
ethical challenges and potentialdownsides.
It's a complex and rapidlyevolving landscape, for sure.
Jill (09:50):
It is, and it's one that we need to keep our eyes on and
keep asking critical questionsabout as we move forward.
Jack (09:55):
Absolutely.
And in our next part, we'regoing to dig even deeper into
some of these issues,specifically looking at the
financial side of highereducation and how technology is
changing the way students learn.
So, stay tuned.
Jill (10:06):
It's going to be good.
Welcome back to our deep dive ondigital transformation in higher
ed.
Jack (10:10):
I'm glad to be back.
We've already talked about somuch AI powered marketing,
branding, data privacy.
It's a lot.
Jill (10:16):
It really is.
There's so much going on in thisspace.
It's hard to keep up sometimes.
Jack (10:20):
And in this part, we're going to get into something that
I think everyone cares about,money.
We talked a bit about financialaid appeals in the last part,
but let's zoom out and talkabout funding and transparency
in higher ed more broadly.
Jill (10:31):
Yeah, it's a critical issue.
One of our sources actuallyraised some concerns about the
Department of Education and, youknow, how they're handling large
sums of money.
There's a real push for moretransparency and more
accountability.
People want to know how thatmoney's being spent, you know?
Jack (10:44):
It's like, show me the receipts.
Tuition is expensive.
Students and families want toknow where their money's going.
What do you think about thispush for greater financial
transparency?
Jill (10:57):
I think it's a good thing, honestly.
I mean, it's part of a biggertrend, you know?
People are demanding moretransparency from all kinds of
institutions, not justuniversities.
They want to know that theirmoney is being used responsibly,
that it's aligned with theirvalues.
Jack (11:09):
Yeah, that makes sense.
And in higher ed, this meansunderstanding, like, How tuition
dollars are being used howfinancial aid decisions are made
how colleges are trying to makeeducation more affordable,
Jill (11:21):
right?
Exactly.
Jack (11:22):
It's not just about the big picture either.
Is it this need for transparencyis also really important at the
individual student level
Jill (11:28):
Oh, absolutely.
We talked about this financialaid appeals, but the whole
financial aid process can be anightmare It's so complicated
for students to navigate allthose forms the different types
of loans and grants And thenthey get a financial aid package
and they're like, wait, how didyou even come up with this
number?
Jack (11:44):
It really is like a maze, isn't it?
Jill (11:46):
It is.
It can be super frustrating.
And I worry that thiscomplexity, this lack of
transparency, you know, isdiscouraging some students from
even applying to college in thefirst place.
Jack (11:55):
That's a good point.
It makes you wonder, is thissystem really designed to be
accessible to everyone?
Or is it, you know,inadvertently creating barriers
for students who might need themost support?
Like first generation collegestudents or students from low
income backgrounds.
Jill (12:09):
Yeah, that's a really important question.
And I think technology couldactually play a role here.
You know, we could be usingtechnology to simplify these
financial aid processes, to makethem more transparent, to give
students more personalizedinformation about their options.
I
Jack (12:22):
like that.
Use technology to make it moreuser friendly, more equitable.
It shouldn't feel like you needa Ph.
D.
in finance just to figure outhow to
Jill (12:31):
Exactly.
And this actually connects backto something we talked about
earlier, equity and access inhigher education.
Remember that HBCU early collegeprogram in New York City?
Oh
Jack (12:40):
yeah, that one was really interesting.
Jill (12:42):
I think it's a great example of how universities can
be proactive in creatingopportunities for students who
might not have had themotherwise.
Jack (12:50):
Can you remind us what made that program so unique?
Jill (12:53):
So high school students in this program can actually start
earning college credits whilethey're still in high school.
They could even get anassociate's degree.
And then they're guaranteedadmission to Delaware State
University when they graduate.
Jack (13:04):
Wow, that's a huge advantage.
Jill (13:05):
It is.
It's like a pipeline to success.
It's removing those barriers tohigher education and creating a
clear pathway for thesestudents.
And I think it's a model thatcould be replicated elsewhere.
Jack (13:15):
Yeah, I agree.
Other universities could partnerwith high schools, especially
those in underservedcommunities, to create similar
programs.
It's about recognizing thattalent and potential exist
everywhere, but opportunitiesdon't.
Jill (13:28):
Absolutely.
And it's not just about access.
It's about support, too.
These programs often providestudents with academic guidance,
mentorship, a sense ofbelonging, all these things that
are so important for success incollege.
Jack (13:40):
It's about creating a holistic support system so
students can thrive.
You know, not just academically,but personally, too.
Jill (13:46):
Yes, exactly.
And this brings us to anotherreally important aspect of the
digital transformation in highered, and that's how technology is
changing the actual learningexperience.
I mean, we've been talking aboutAI powered tools and marketing
and stuff, but what about theclassroom itself?
How is technology changing theway students learn?
Jack (14:03):
Yeah, I'm curious about that, too.
What are you seeing out there?
Jill (14:05):
Well, I'll tell you, we're seeing a big shift away from
those traditional lecture basedclasses.
You know, the professor standsin the front of the room and
talks for an hour.
Students are zoning out.
Nobody's really engaged.
We're moving toward moreinteractive, engaging approaches
to learning.
Jack (14:18):
Okay, so what does that look like?
Give me some examples.
Jill (14:20):
Think virtual reality simulations, where students can
experience historical events orscientific concepts firsthand.
Or gamified learning platformsthat make learning fun and, well
More like a game, and AI poweredtutors that can give students
personalized feedback andsupport.
Jack (14:37):
That sounds a lot more engaging than sitting through a
boring lecture, that's for sure.
But some people might worry thattechnology is like replacing
human interaction in theclassroom.
Is that a valid concern?
Jill (14:47):
I think it's something to be mindful of.
Yes, technology is a tool, andlike any tool, it can be used
for good or for bad.
But it's important to rememberthat technology should enhance
human connection in education,not replace it.
Jack (15:00):
Yeah, the teacher's still really important, right?
Jill (15:01):
Absolutely.
Teachers are still essential forguiding discussions, fostering
critical thinking, mentoringstudents, providing that human
connection that's so crucial forlearning.
Technology can't do all of that.
Jack (15:11):
So it's about finding the right balance, using technology
to empower teachers and createmore engaging learning
experiences for students, whilestill recognizing the importance
of human interaction andmentorship.
Jill (15:22):
You got it.
It's about leveraging the bestof both worlds to create a truly
transformative learningexperience for all students.
Jack (15:28):
I like that.
So it seems like the key here isintentionality, using technology
thoughtfully and purposefully,not just because it's new and
shiny, but because it canactually enhance the learning
experience and make educationmore accessible and equitable
for all students.
Jill (15:44):
That's a great way to put it.
Intentionality is key.
And as we continue to explorethis digital transformation in
high ed, I think it's importantto keep asking these big
questions.
How is technology impactingaccess, equity and
affordability?
Are we creating a more inclusivelearning environment for all
students?
And are we using technology in away that truly enhances the
(16:06):
human experience of education?
Jack (16:08):
Those are great questions, and they're ones that we'll
continue to grapple with in theyears to come.
But for now, let's take a quickbreak and come back for our
final part, where we'll wrap upour discussion and leave you
with some thought provokingquestions to consider.
Welcome back to the Deep Dive.
We've talked about so muchalready, it's kind of mind
blowing.
Jill (16:24):
I know, right?
From AI powered marketing tobranding, data privacy, even how
technology is actually changingthe way students learn.
Higher education is goingthrough some massive changes.
Jack (16:34):
It really is.
It feels like we're at thiscrossroads, trying to figure out
How to use all this newtechnology in a way that
benefits everyone.
Jill (16:41):
It's definitely a balancing act.
There are so many excitingpossibilities, but also some
real challenges that we need toaddress.
Jack (16:47):
One of the things that really struck me is just how
fast everything is changing.
Colleges are having to adapt andinnovate at a pace we've never
seen before.
Jill (16:55):
Yeah, the digital world moves fast and universities
can't just stand still.
They have to be proactive.
They have to be willing toexperiment and try new things if
they want to keep up.
Jack (17:03):
And amidst all this change, there's this growing
demand for transparency, right?
Students, faculty, even thepublic.
They want to know how decisionsare being made, especially when
it comes to money and data.
Jill (17:14):
Transparency is key.
It builds trust.
And trust is essential for anyinstitution, especially in
higher education.
Think about it.
Students are entrustinguniversities with their
education, their future.
They deserve to know how theirdata is being used, how
financial aid decisions aremade.
Basic respect.
Jack (17:30):
I agree.
And for me, it all comes back tothe core purpose of higher
education.
It's not just about ivory towersand fancy degrees.
It's about preparing studentsfor the real world, about making
society better, about creating amore equitable future for
everyone.
Jill (17:44):
Well said.
And technology plays a huge rolein all of that now.
It's shaping how we learn, howwe interact with institutions,
how we connect with each other.
It's literally changing thefabric of higher education as we
know it.
Jack (17:55):
Which raises some really big questions, like what role
will technology play in closingthe achievement gap and making
sure everyone has the chance tosucceed, no matter their
background?
How do we make sure studentshave the skills they need for a
job market that's constantlyevolving?
Jill (18:10):
Those are tough questions, and honestly, we don't have all
the answers yet, but we need tokeep asking those questions,
keep having those conversations.
The future of higher educationdepends on it.
Jack (18:19):
One of the things that I keep coming back to is this.
How do we make sure thattechnology enhances the human
experience of education ratherthan diminishing it?
Jill (18:28):
That's the million dollar question right there.
We have to be really careful notto let technology replace human
connection, mentorship, criticalthinking.
Those things are still at theheart of what makes education
valuable and transformative.
Jack (18:41):
It's about using technology as a tool to empower,
to connect, to create newpossibilities.
But we have to be the ones incontrol.
We have to be the ones settingthe direction, making sure that
it's serving humanity, not theother way around.
Jill (18:53):
I couldn't agree more.
The future of higher educationis ultimately in our hands.
It's up to all of us, students,faculty, administrators, policy
makers, everyone, to shape thatfuture and make sure that it's a
positive one.
Jack (19:03):
And that's a perfect note to end on.
Thank you for joining us on thisincredible deep dive into the
world of higher education in thedigital age.
We hope you've learned a lot,maybe sparked some new ideas,
and that you'll continue toexplore these complex and
fascinating issues with us.
Jill (19:18):
Thanks for having me.
It's been great.
Jack (19:20):
Until next time, keep learning, keep questioning, and
keep pushing the boundaries ofwhat's possible in education.
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