THE STATEOF STUDENTSUCCESS& ENGAGEMENT
THE STATE OF STUDENT SUCCESS & ENGAGEMENT In Higher Education
2022 YEAR-OVER-YEAR GLOBAL RESEARCH STUDY & TRENDS
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2022 STATE OF HIGHER EDUCATION
03 Table of Contents KEY: 07 APAC = Asia Pacifc
NORAM = North America
LATAM = Latin America
EMEA = Europe, Middle East, Africa
GLOBAL TRENDS & INSIGHTS 17 The Great Reset: Global Higher Education’s New Directive
The Results
Six Key Trends
STUDENT SUCCESS & 22 ENGAGEMENT Preparing Students for the World of Work
Teaching Relevant, Sharable Skills in a Changing World
Replacing Lectures with Active Tech-Enhanced Learning 27 Enable and Support Learning Options From Anywhere
SOCIOECONOMIC FACTORS Equity and Access for All Learners
Psychological Well-being and Student Success are Intertwined
POST-COVID* PERCEPTIONS Post-Pandemic* Attitudes Toward Online Learning, Digital Materials, and Open Education Resources
APPENDIX Research Methodology
Research Demographics
GLGLOBAL OBAL TRENDSTRENDS & INSIGHT& INSIGHTSS
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THE GREAT RESET OBALHIGHER EDUCATION’SNEW DIRECTIVE
GLOBAL TRENDS & INSIGHTS
: GLTHE GREAT RESET: GLOBAL HIGHER EDUCATION’S NEW DIRECTIVE The experiences of the past few years have shaken loose many of
higher education’s conceptual mainstays about the future makeup of
the student body, what a campus should look like, and what students
need to succeed.
This research seeks to shed light on the path ahead for higher education’s new directive.
It’s a directive that has rapidly evolved as the urgency of the
pandemic-induced shift to online learning has subsided and the
lessons of the past three years are carrying us into the future. In
this new reality, students are more focused on return on investment
in their education. They are demanding more convenience and
fexibility, and are aware of the need and value of services that
support their physical and mental well-being as drivers for their
academic—and lifelong—success.
The following trends encapsulate the past twelve months with additional
data and observations from the past three years of year-over-year
research of the global higher education space. Our continued aim has
focused on understanding the state of student success and the key
drivers in student engagement.
23 COUNTRIES
7, 572 STUDENTS, ADMINISTRATORS & FACULTY
We are pleased to share results from our global 2022 study, the State of Student Success and Engagement in Higher Education. We worked with Hanover Research to feld a survey in 23 countries, asking 7,572 current students, administrators, and faculty from 2-year, 4-year, public, and private higher education institutions to defne measurements of student success and identify factors for engagement.
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GLOBAL TRENDS & INSIGHTS
The Results Across all regions, we found that students, faculty, and administrators believe career readiness, skill competency, and student educational goals are three of the most important factors for measuring student success. While the two top factors remain similar from 2021, the importance of student educational goals has supplanted holistic well-being as the third most important factor.
Worldwide in 2022, the top contributors to student success include
the quality of the faculty, as well as the availability of engaging content,
hands-on instruction, and technology.
Meanwhile, socioeconomic factors including access to the internet,
learning resources, and technological devices continue to be barriers
to student success and engagement, as does psychological well-
being. Ofering educational technology resources and professional
development for educators in technology training are seen as the top
ways to help address student success struggles. While institutions are
recognizing the importance of supporting student mental health, this
is still seen as an area of opportunity for institutions.
As we’ve collectively responded to the educational and personal needs
of students since COVID-19 entered our lives in 2020, higher education
is indelibly altered. Students, faculty, and administrators are much more
inclined to opt for online courses, digital materials, and open education
resources than in the past. The convenience and fexibility ofered with
online or hybrid courses is changing the way students live and learn.
IN RESPONSE TO THESE FINDINGS, THE FOLLOWING QUESTIONS REMAIN TOP OF MIND:
? How can students stay engaged and successful throughout their educational experience and graduate prepared for the modern workforce?
? How can faculty continuously leverage technology to transform pedagogy to be more engaging, innovative, and inclusive?
? How can institutions reset and commit to new directives with solutions that better address student and campus goals?
?
It is critical for higher education institutions to understand and prepare for what students believe they need to be successful and engaged. In this report, we ofer a detailed look into the research, our overall perceptions of what it means, and considerations for institutions as they plan for 2022 and beyond.
We hope you’ll fnd valuable insights from these year-over-year fndings as we experience the great reset in global higher education and address educations’ new directives together.
GLOBAL TRENDS & INSIGHTS
Six Key Trends Our study revealed that the six key trends students, administrators, and faculty around the world identifed as most important to student success and engagement in 2022 are:
STUDENTS ARE DEMANDING CONVENIENCE AND FLEXIBILITY.
Learners now expect a higher standard of
online course design as part of any teaching
and learning experience and want options
between in-person, online, or hybrid courses.
CAREER READINESS IS OF PARAMOUNT IMPORTANCE.
Preparing students for a career path after
graduation, whether they are traditional students,
part-time students, or mid-career, is still the primary
concern of students, faculty, and administrators.
However, administrators and students agree that
this is the area where institutions struggle most.
COMPETENCY-BASED AND SKILLS-BASED LEARNING IS IN GROWING DEMAND.
There will always be learners that seek
to pursue the traditional degree-learning
programs. However, other groups of students
are looking to complete skills-based learning
that allow them to enter the workforce quickly
or enable career progression opportunities in
a cost-efective and efcient way.
TECH-ENHANCED PEDAGOGY IS CRITICAL FOR STUDENT ENGAGEMENT.
Student success today requires the
availability of technology resources, as well
as engaging content and instruction from
technology-profcient faculty.
THE DIGITAL DIVIDE, OR GAP BETWEEN THOSE WITH AND THOSE WITHOUT THE INTERNET, DIRECTLY IMPACTS STUDENT SUCCESS.
Internet connectivity continues to be
one of the most basic needs of learners
across the globe. Institutions are
responding to students’ needs, including
focusing on bridging the digital divide in a
variety of ways.
THE PSYCHOLOGICAL WELL-BEING OF STUDENTS IS AT THE FOREFRONT OF THE CONVERSATION ON STUDENT SUCCESS.
Building a culture of care is more important than
ever. This is especially true in the wake of the
pandemic, which necessitated periods of isolation
and changed both the nature of the collegiate
experience and the sense of community fostered on
campus. The framework of the college experience
continues to evolve; fortunately, institutions are
responding to an increased focus and desire for
mental health care as an integral part of the higher
education support system.
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S& ENGAGEMENT
TUDENT SUCCESSSTUDENT SUCCESS & ENGAGEMENT
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PREPARINGSTUDENTS FOR THEWORLD OF WORK
The Digital Divide Socioeconomic factors impact all areas of the student experience. In 2022, 84% of respondents reported that household income has a moderate or major impact on student engagement, signifcantly higher than last year (79%).
Work/Career Readiness
Work/Career Readiness
Work/Career Readiness
Student Educational Goals
Skill Competency
Skill Competency
Holistic Development
Holistic Development
Student Educational Goals
78%
84%
82%
76%
81%
81%
75%
80%
79%
Respondents predict that work-career readiness (71%), skill competency (69%), and skill diversity (68%) will continue to become more important in the coming year, with LATAM (81%) respondents placing signifcantly greater importance on skill competency compared to respondents in other regions.
Further, administrators (56%) are signifcantly more likely to believe student retention rates will be more important moving forward than students (42%).
2020
Defning Student Success
2021
2022
STUDENT SUCCESS & ENGAGEMENT
PREPARING STUDENTS FOR THE WORLD OF WORK Respondents across all regions defne student success as career readiness, skill competency, and student educational goals. Administrators (87%) place signifcantly higher importance on skill competency than students (81%).
From 2021 to 2022, however, the percentage of respondents
who listed career readiness as a primary indicator of student
success fell by 2%. Those indicating work readiness as
important say being prepared for employment is the mark of a
student who has succeeded.
Additionally, student educational goals replaced holistic
development as the third most important factor in defning student
success, with student educational goals rising by 3%. Also, from
2021 to 2022, holistic development fell to the ffth most important
identifed factor in defning student success, highlighting higher
education’s evolving role in a person’s lifelong learning journey.
The rise of student educational goals can be attributed to
the increase in non-traditional students and the increase in
individual paths to education student by student. To that end,
increased evidence of skill-based learning exists in that nearly
half of institutions ofer non-degree programs to supplement
traditional two-year to four-year oferings. Additionally, 68% of
respondents say having defnable skills is more important than
course titles or a degree.
“ [Student success factors are] academic assistance, being in a welcoming environment, and feeling comfortable with who they are, developing their skills, and being exposed to diversity.
– US, STUDENT
“ I defne student success, long term, by students that have jobs in their feld after graduation.
– US, ADMIN
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STUDENT SUCCESS & ENGAGEMENT
Defning and Supporting Student Success Overall, 2022 respondents were almost just as likely as 2021 respondents and signifcantly more likely than 2020 respondents to agree that student success is much more than grades or marks (2022: 79% vs. 2021: 80% vs. 2020: 75%) and that technology helps make life more organized (2022: 75% vs. 2021: 74% vs. 2020: 69%).
When asked, “Which of the following do you believe will become more or
less important to measuring student success in the next 12 months?” Work/
career readiness (2022: 71% vs. 2021: 71% vs. 2020: 66%), skill competency
(2022: 69% vs. 2021: 69% vs. 2020: N/A), skill diversity (2022: 69% vs.
2021:69% vs 2020: N/A), and holistic development (2022: 66% vs. 2021:
67% vs. 2020: 60%) were the factors noted most often. The data shows
that ofering skills-based learning programs and recognizing the increased
demand for a positive ROI for higher education are the cornerstones for
the great reset of global higher education.
We continue to see the shift in the overall student identity as it relates
to success. While grades remain important—especially to students—
administrators, faculty, and students are defning success more
holistically and adjusting campus support to match that defnition of
success and to show the value of a degree.
Across all regions, student academic support (52%), grants for
fnancially disadvantaged students (46%), educational technology
resources (39%), general well-being resources and internship/
externship placement (36%), laptops/tablets for student use (35%),
career development services (34%), and student healthcare options
(34%) are methods for supporting students.
Diferent regions around the world rely on culturally appropriate
academic resources. NORAM institutions (44%) are signifcantly
more likely to provide general wellbeing resources, while LATAM
institutions utilize grants (56%).
A student who has a full understanding of the learning area. Who achieves specifc learning goals in the topic and can demonstrate a comprehensive personal understanding in assessment and within real life examples.
– APAC, STUDENT
I defne student success by the level of mastery of the course material and placement after graduating.
– NORAM, ADMIN
Learning not only about the subjects taught in school, but also learning about life, responsibility, life in society.
– LATAM, STUDENT
Finding the right subjects to study, feeling comfortable with the requirements and achieving good grades within the degree and socializing with fellow students.
– EMEA, ADMIN
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STUDENT SUCCESS & ENGAGEMENT
Our Perspective In previous reports, we forecasted that skills-based learning would be more prominent in the future, and in 2022, we saw that come to light. With student success continuing to be defned by career readiness, skills-based learning initiatives can help students demonstrate defnable competency to potential employers and show mastery of skills—sometimes in place of a traditional degree.
Today’s learners are eager to pursue education via non-traditional
2- or 4-year programs and increasingly turn to YouTube, certifcate
programs, internships, bootcamps, and apprenticeships1 in their
pursuit of employable skills, which is important to note as institutions
consider how they will meet changing student demand.
Additionally, the focus on holistic well-being continues to play an
important role in student success and engagement; the strides made
during the pandemic to recognize the importance of where students
are coming from, their mental well-being, available support systems,
and personal development alongside their career goals, should be
carried forward and expanded on.
CONSIDERATIONS:
Prioritize outcomes-based education to ensure students graduate with the skills necessary to get a job in their desired feld of study and succeed.
Evolve education programs to accommodate student demand for certifcates, bootcamps, and other skills-based methods of preparing for careers or upskilling. Ofering micro-certifcates or badges in specialty areas, for example, is one way to move forward.
Continue to support student academic success through a variety of methods including career development services, internship placements, and educational technology resources to bridge socioeconomic gaps and support all students.
A robust job market and ongoing worker shortages will continue to make it easier for students to step into careers at a rapid pace. Partnerships with various industries or businesses can help bridge the gap, while supporting the continued value of a higher education degree.
1 “1 in 3 recent high schools grads skipping college because it was ‘a waste of money,” Intelligent, August 24, 2022.
TEACHING RELEVANT, SHARABLE SKILLS IN A CHANGING WORLD
STUDENT SUCCESS & ENGAGEMENT
TEACHING RELEVANT, SHARABLE SKILLS IN A CHANGING WORLD Administrators and students across NORAM, LATAM, and APAC primarily defne student success by their level of preparedness for their career after schooling. In EMEA, skill competency ranked slightly higher than career readiness.
Despite this high ranking, 32% of students and 29% of administrators
globally say that career readiness is the area most needing
improvement. This is markedly lower than in 2021, and roughly
in line with 2020.
When comparing regions, LATAM (41%) and APAC (36%) respondents are
signifcantly more likely to believe their institution struggles with work/
career readiness than NORAM (27%) and EMEA (23%) respondents. All
regions list career readiness as becoming more important in the next 12
months, as they did in previous years.
However, students are still less likely than administrators to cite the
availability of career development services (33% vs. 36%) on campus,
perhaps indicating an information gap. Further, the awareness and/
or availability of career development services appears to be waning
from 2022 to 2021, when 38% of students and 42% of administrators
cited that these resources were used by their institution to support
student success struggles.
The region with the highest internship/externship placement services is APAC at 42%, with other regions averaging 36%; though here too, those numbers were slightly lower than in 2021 (45% and 38% respectively).
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STUDENT SUCCESS & ENGAGEMENT
Providing evidence of academic achievement over time through digital credentialing can help institutions validate competencies, drive engagement, improve completion, and increase enrollment across the gamut of learning opportunities – for part-time, full-time, and even lifelong learners.
Our Perspective Skills-based learning is at the forefront of the pursuit to help students achieve their educational goals. Since students are largely focused on their readiness to enter the workforce, they’ll beneft from institutions that ofer them opportunities to defne realistic, determinable career aspirations and a practical plan for achieving their goals.
Given this focus, mechanisms that support students’ ability to record and
share their confrmed skills with faculty and future employees will grow
in importance. Providing evidence of academic achievement over time
through digital credentialing can help institutions validate competencies,
drive engagement, improve completion, and increase enrollment across
the gamut of learning opportunities – for part-time, full-time, and even
lifelong learners.
Additionally, continued eforts to connect with businesses and
community partners as well as alumni can provide students with
opportunity to work collaboratively and develop skills needed
for today’s workplace. Faculty can also leverage online badging
and certifcates to assess student learning while helping students
showcase their skills through completed projects.
CONSIDERATIONS:
Provide digital credentialing and badging to advance skills-based education and hiring while giving students more agency over their education and career paths.
Elevate student success and empower students with the ability to build marketable skills portfolios that demonstrate real-world competencies.
Align curriculum with workforce outcomes and ofer opportunities for students to showcase skill sets.
Connect students with alumni and potential employers through virtual networking, internships/ externships, mentorship programs, and strategic partnerships.
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REPLACING LECTURESWITH ACTIVE TECH-ENHANCED LEARNING
STUDENT SUCCESS & ENGAGEMENT
REPLACING LECTURES WITH ACTIVE TECH-ENHANCED LEARNING Students and administrators alike feel student success is driven by academic factors such as the quality of faculty (90%), engaging content/instruction (90%), available technology (88%), and hands-on instruction (88%).
With continued emphasis from respondents on the quality of faculty
each year in our State of Higher Education reports, we’re interested in
learning how instructor professional development evolves over time.
We learned that institutions worldwide primarily provide educators with
technology training (2022: 49% vs 2021: 52%), diversity, equity and
inclusion training (2022: 46% vs 2021: 47%), and periodic workshops
(2022: 45% vs. 2021: 53%), although less so this year than in 2021.
Like our 2021 fndings, NORAM faculty (60%) are most likely to have
access to professional development opportunities for new technology
training. In 2022, LATAM faculty are the most likely to have access to
periodic workshops (62%) and APAC faculty (56%) are most likely to
have access to research funding.
Technology training
Diversity, equity and inclusion training
Periodic workshops
52%
47%
53%
49%
46%
45%
Institutions worldwide primarily provide educators with:
2021 2022
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STUDENT SUCCESS & ENGAGEMENT
Our Perspective As higher education evolves away from the lecture hall model, tech-enhanced learning whether delivered in class or online will be paramount in meeting students’ needs.
Mobile apps, two-way video technology, and discussion forums can
be used to create interactive learning experiences through in-person
or virtual formats. Finding ways to utilize technology to emulate,
replace, or enhance personal interactions is critical to institutional,
student, and faculty success. After all, while technology is a critical
facilitator, it is teachers who empower students toward success.
MOVING FORWARD, THIS STUDY SUGGESTS HIGHER EDUCATION INSTITUTIONS SHOULD BE ASKING THEMSELVES THE FOLLOWING QUESTIONS:
? Are faculty properly supported to deliver online learning?
? Are they properly trained?
? Is the necessary technology available to deliver quality online courses at scale?
?
CONSIDERATIONS:
Raised on or accustomed to apps and on-demand media, students can access almost anything, merely by clicking a link. Institutions should provide digital services that keep up with students’ desire for convenience through mobile apps, centralized services, and fexible advising opportunities.
Tech-enhanced learning helps to eliminate the barriers to education imposed by space and time. Students no longer have to meet in the same place at the same time to learn together from an instructor or meet with an advisor. By ofering fexible online tutoring, coaching, mentorship, and advising hours, all students can beneft from faculty coaching without having to enter campus.
Provide a comprehensive tech suite that supports student success coupled with faculty training sessions to give educators everything they need to efectively incorporate technology into their teaching.
Utilize online discussions no matter the course type. Discussions can take many forms, from discussion boards to video chat. The value of the online discussion is that even those students who are shy and timid can fnd the time to express their views, and more in-depth dialogue between students can occur.
The intentional use of technology will continue to propel pedagogy into the next generation.
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REDEFINING STUDENT ENGAGEMENTSUPPORT LEARNING OPTIONS FROM ANYWHERE
75%
STUDENT SUCCESS & ENGAGEMENT
REDEFINING STUDENT : ENABLE &ENGAGEMENT: ENABLE &
SUPPORT LEARNING OPTIONS FROM ANYWHERE According to students in 2022, the most impactful engagement strategies involve hands-on instruction (51%) and experience-based learning (48%), similar to previous years, where hands-on instruction (2021: 53% and 2020: 47%) and experience-based learning (2021: 53% and 46%) also led the list.
Respondents also cite methods like interactive instruction, in-person
instruction, smaller class sizes, project-based learning, personalized
instruction, individual learning goals, and a mix of online and in-person
learning, as factors that increase student engagement.
Signifcantly more than administrators (39%), students (43%) believe
immediate feedback increases engagement.
APAC institutions are signifcantly more likely to fnd a blended mix
of online and in-person learning (44%) more impactful on student
engagement than other regions.
The use of a learning management system (LMS) increases two-way
communication and student engagement, regardless of the course
delivery type. Three-quarters of respondents believe their LMS
positively impacts student engagement in classes and lectures (75%),
signifcantly more so at APAC institutions (84%). Administrators (84%)
are signifcantly more likely to fnd learning management systems
positively impactful than students (73%).
LMSs are used for a multitude of purposes, most often for homework/
assignments (79%), material sharing (78%), and tests/quizzes (78%).
LATAM institutions (70%) are signifcantly more likely to use learning
management systems for conducting classes than other regions.
of all students reported feeling engaged with their
classes and coursework.
64%69% 65%
20212020 2022
of students say technology helps make75% their life more organized.
Additionally, administrators are signifcantly more
likely to use their LMS for communication (83%) than
students (74%).
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STUDENT SUCCESS & ENGAGEMENT
Our Perspective Our fndings make it clear that institutions should be adapting to meet learners where they are – both literally and fguratively, as happy students are more engaged students, and engaged students are successful students.
More than ever, students demand convenient and fexible learning
options. And increasingly, convenience and fexibility are perhaps
even more important than the pedigree of a diploma.
Choice is the future — and technology enhances all forms of
learning, whether online, hybrid, or in-person. It makes sense then,
that giving students options to choose where and how they learn
gives them power over their trajectory.
Ultimately, our study shows that students are interested in
personalized, engaging instruction in both virtual and in-person
learning environments. We anticipate that emerging technologies
such as virtual reality, immersive tools, and interactive video
will continue to open up new adaptive learning channels
and mechanisms for student engagement. Combining these
capabilities with collaboration tools that provide instant feedback,
peer comments, and formative feedback loops creates further
opportunities for increased engagement.
CONSIDERATIONS:
Measure the balance of available courses and continue to expand online oferings to meet diverse needs.
Provide immersive learning experiences through interactive video, mobile apps, or other technology resources that are inclusive to all students and learning styles.
Leverage technology to focus on two-way communication, peer-to-peer collaboration, and immediate feedback for students.
Gamify badges and certifcates. Ofer badges as rewards for achieving profciencies to encourage continued student engagement.
Utilize LMS capabilities to increase student engagement and deliver dynamic learning experiences.
SOCIOECONOMICSOCIOECONOMIC FFAACTCTORSORS
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EQUITY AND ACCESS FOR ALL LEARNERS
60%56%
When prompted, respondents also identify family dynamics as another socioeconomic factor that influences student success. Especially outside of the US, those who take care of families and work simultaneously have shared they now have the opportunity to access learning via online or hybrid courses in the post-COVID* world.
Psychological well-being 88%
92%
91%
Access to the technology devices 87%
91%
90%
Access to learning resources 88%
92%
90%
Access to the internet 89%
93%
92%
Socioeconomic factors that drive student success:
Psychological well-being 87%
91%
90%
Access to the technology devices 86%
90%
89%
Access to learning resources 86%
90%
89%
Access to the internet 88%
92%
91%
Socioeconomic factors that drive student engagement:
2020 2021 2022
SOCIOECONOMIC FACTORS
EQUITY AND ACCESS FOR ALL LEARNERS Similar to perceptions of student success, socioeconomic factors
greatly impact student engagement. From 2020-2022, the top four
socioeconomic factors impacting student success and engagement
increased in importance, with psychological well-being taking over
learning resources for the second spot under student success. We see
again that access to the internet, learning resources, and technology
devices remain paramount for bridging the digital divide and ofering
equitable paths to success for all learners.
In an open-ended question seeking additional factors that infuence student success, respondents named:
Access to mental Access to quality Access to mentorship health resources health care
Access to outdoor Safety in the home Transportation options spaces/nature
Learning disabilities Access to outside Number of parents at
Exposure to crime academic support home during childhood
and/or violence Physical disabilities
In response to student needs, half of institutions address student
struggles through academic support (52%). Additional methods or
resources include: providing educational technology resources (39%),
providing general well-being resources (36%), providing internship
placement (36%), ofering laptops for student use (35%), ofering
student health care options and career development services (34%),
and free or low-cost transportation options (30%).
60% 56%
of NORAM institutions report providing student academic support
of LATAM institutions report utilizing grants for fnancially disadvantaged students
“[Student success requires the] ability to complete work at your own pace. One of the hardest learning environments as a student is when you’re being forced to rush work. I think less standardized testing and more focus on personal skill development would really beneft students too.
– UNITED KINGDOM, STUDENT
“Poverty and having to work jobs while also going to school afects students extremely and there should be either more assistance to students or less of a monetary barrier to attending college.
– US, STUDENT
92% 92%94%
Respondents from LATAM are signifcantly more likely than other regions to identify the impact of access to the internet (94%), technological devices (92%), and learning resources (92%) on student success.
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SOCIOECONOMIC FACTORS
Our Perspective Heightened awareness of what keeps students from succeeding and attention to removing those barriers as students pursue an education is key2 for meeting students where they are.
As institutions continue to move forward within the great reset,
providing access to tools that support student engagement and
success is crucial. Addressing the barriers to success, including
access to the internet and digital tools is necessary in the pursuit
of equity and access for all learners. Financially-based support
programs, such as grants, scholarships, paid internships, and low-
cost housing and transportation, can be implemented to make
headway against inequity. Further, providing more fexibility around
academic support, access to technology for student use, self-paced
learning, and even extracurricular opportunities are important ways
to impact student engagement.
Continued focus on overall mental and physical well-being through
programs that identify and target individual student wellness should
be the norm, and the increase in attention on these factors during the
pandemic should be seen as an ongoing strategy to help institutions
increase their impact.
1 “Barriers and facilitators to the retention and participation of socially, economically and culturally disadvantaged university students. An international systemic review,” International Journal of
Educational Research, Volume 113, 2022, 101968.
CONSIDERATIONS:
Allow students to engage on their terms according to their learning styles, e.g., asynchronous video, transcripts, online quizzes, and downloadable resources.
Consider all student group communities and their unique needs – traditional, non-traditional, full-time, part-time, frst generation, English language learners, international students, etc.
Ofer virtual mentorship, counseling, or advising services so that all students can participate no matter where they learn from, removing the need to commute to school.
Partner with local technology companies and nonprofts to ofer internet and digital resource access to students who need it most.
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Our institution takes mental health very seriously and constantly keeps themselves in touch with the students to know about their current health status.
– AUSTRALIA, STUDENT
Other things that would motivate student participation is the encouragement of mental health studies in each and every program at the college.
– CANADA, STUDENT
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PSYCHOLOGICAL WELL-TUDENT
SUCCESS ARE INTERTWINED
SOCIOECONOMIC FACTORS
PSYCHOLOGICAL WELL-BEING AND SBEING AND STUDENT SUCCESS ARE INTERTWINED Institutions across the globe are grappling with supporting student (and faculty) mental health as the pandemic enters its sixth semester. Institutions are motivating student engagement through support/counseling, study groups, and social activities.
When asked what institutions are doing to support student and faculty mental health, respondents said:
52%
45%
33%
27%
IN-PERSON OR VIRTUAL COUNSELING
CAMPUS WELL-BEING EVENTS
MENTORSHIP PROGRAMS
STAFF TRAINING
25%
2%
13%
MENTAL HEALTH APPS
OTHER
NONE OF THE ABOVE
Similar to last year, students from self-identifed lower-income homes
see the value of technology in supporting engagement and are
almost as likely (72% vs. 76%) to believe their institution’s learning
management system has positively impacted their classroom
engagement, yet they still fnd it difcult to stay engaged in online
and remote learning at a higher rate.
56%42%56% 42% Globally, administrators are signifcantly more likely to believe that their institution is doing well to address mental health issues (56%) compared to students (42%).
ADMINISTRATORS
STUDENTS
54%54% APAC respondents (54%) are signifcantly more likely to think that their institution is doing well to address student mental health issues.
SOCIOECONOMIC FACTORS
Our Perspective Mental health continues to be a top concern for higher education.
That’s no surprise given that student mental health impacts retention
and student success as a whole. And students right now are
dealing with the emotional, behavioral, cognitive, and interpersonal
ramifcations of unprecedented and challenging events throughout the
pandemic, adding to challenges they may already have been facing.
The way institutions do business must now shift, the way we provide
services has to shift, and the conversation about what those demands
mean for the types of services higher education has to be ready to
provide must remain at the forefront.
Organizations that are able to implement a ‘culture of care’ focusing on
supporting each and every student will help position themselves and
their students and faculty for optimal well-being.
CONSIDERATIONS:
Institutions can proactively share mental health information with students during orientation to increase awareness of what supports are available. Integrating mental health support into the student experience helps to create a cohesive support system for students, where disparate services puts the onus on students to discover resources.
Engage student alumni in mentorship opportunities, alumni panels, short videos, or other innovative avenues to help struggling students feel less isolated.
Normalize mental health checkups and awareness by offering free mental health screenings with information regarding additional resources and supports, as needed.
Ofer free self-help courses online or partner with a mental wellness app to support students.
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POSPOSTT-CO-COVID*VID* PERCEPTIONSPERCEPTIONS
22
23
POST-PANDEMIC ATTITUDES TOWARD ONLINE LEARNING, DIGITAL MATERIALS, AND OPEN EDUCATION RESOURCES
72%70%49%
POST-COVID PERCEPTIONS
POST-PANDEMIC ATTITUDES TOWARD ONLINE LEARNING, DIGITAL MATERIALS, AND OPEN EDUCATION RESOURCES While COVID-19 continues to impact communities worldwide, our
collective understanding of the disease continues to grow, leading
to the development and prevalence of treatment options. COVID-19 72% LATAM students (72%) are signifcantly more likely than other regions to want to take some
response has become increasingly manageable. That factor has led courses in a fully online format.
many countries and industries to move into a post-pandemic state.
Higher education is aligned with this approach, and in the fall of
2022, many students returned to campus to engage in traditional
university life, including in-person education, housing, and social 70% APAC students (70%) are signifcantly more likely to want more technology used in in-person courses.
activities3. Still, there is a marked shift in what they desire in their
learning experience.
As a result, we evolved our questions related to learning in the pandemic. Interestingly, here’s where we perhaps see 49%
NORAM respondents (49%) are signifcantly less likely to want to take courses as a combination of in-person and online.
most keenly how the pandemic response has created shifts in how students and faculty prefer their courses to be taught. A growing number of students and faculty want to take fully online courses or a mix of online and in-person courses. They also want to see more technology and digital resources used as part of the teaching and learning experience.
I want to take some of my courses in a fully online format.
68%
54%
57%
72%
I want to take some of my courses as a combination of in-person and online.
64%
49%
52%
71%
I want more technology use in my fully in-person courses.
70%
52%
52%
61%
I want more digital materials and digital resources in my courses.
53%
51%
42%
48%
Based on our 2022 results, two-thirds of students want to take some courses fully online after the pandemic.
APAC n=1,269
NORAM n=1,803
EMEA n=1,698
LATAM n=1,633
3 “Students returning to campus want the ‘university experience’ missed during COVID-19,” The Conversation, August 2, 2022.
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87%40%
POST-COVID PERCEPTIONS
LATAM faculty (87%) are signifcantly more likely to want to teach some courses in a fully online format.87% EMEA faculty (40%) are signifcantly less likely to want more technology used in40% fully in-person courses.
Additionally, since the pandemic, respondents have a more
positive attitude towards using digital materials and open education
resources. Today, respondents are more likely to have a positive
opinion of using digital materials (69%); open education resources
(65%); courses that combine in-person and online instruction (61%);
online learning (59%); and online exam proctoring (51%).
LATAM respondents (78%) are signifcantly more likely to have a
positive opinion of digital resources.
APAC respondents (78%) and LATAM respondents (77%) are signifcantly
more likely to have a positive opinion of open education resources.
Globally, admins (72%) are signifcantly more likely to have a more
positive opinion towards online learning compared to students (56%).
Online Classes
Overall, roughly two-thirds of students and faculty would like to take or teach an online or hybrid class post-pandemic.
APAC students (68%) are signifcantly more likely than
students from other regions to want to take classes
online and APAC (68%) and LATAM (63%) students are
signifcantly more likely to want to take hybrid classes.
APAC (81%) and LATAM (78%) faculty are signifcantly
more likely to want to want teach classes online
post-pandemic compared to NORAM (57%) and EMEA
(62%), and APAC (82%) and LATAM (77%) faculty are
signifcantly more likely to want to want teach hybrid
classes post-pandemic compared to NORAM (57%)
and EMEA (62%).
I want to teach some of my courses in a fully online format.
77%
56%
64%
87%
I want to teach some of my courses as a combination of in-person and online.
80%
60%
61%
83%
I want more technology use in my fully in-person courses.
56%
54%
40%
59%
I want more digital materials and digital resources in my courses.
79%
54%
57%
74%
Based on our 2022 fndings, three-quarters of faculty want to teach some courses either fully online or a combination of in-person and online.
APAC n=96
NORAM n=151
EMEA n=159
LATAM n=210
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POST-COVID PERCEPTIONS
Our Perspective While online learning was already prevalent and increasing in popularity prior to the pandemic, institutions are experiencing a fundamental and seismic shift in the perception and acceptance of widespread online education.
Institutional resilience now depends on having a strong tech stack to
support the ability to provide increased opinions with online and hybrid
learning for both faculty and students. This strong tech stack requires
purposeful training for educators through formal training, peer-to-peer
support and mentorship, and engagement in online communities, such
as the Canvas Community.
This focus on intentional tech will not only help students in their
pursuit of traditional degrees and their overall engagement, but
also position them for today’s modern workforce by augmenting
digital literacy and increasing skill sets.
The ability to scale up and down in online, hybrid, and in-class
capabilities appears to be the way forward for student, faculty, and
institution success.
CONSIDERATIONS:
Faculty training for online teaching pedagogy is more important than ever. Provide professional development for educators that focuses on technology training, which includes methods to engage students virtually to foster a supportive and inclusive digital environment.
Continue to champion the benefts and fexibility of asynchronous, on-demand courses that ft non-traditional students’ lifestyles and encourage students to take ownership of their learning.
Evaluate the gains achieved during the shift to online learning during the pandemic and strive to keep them in place, building upon those successes. Navigating the shift in learning preferences while managing students’ physical return to campus requires special attention to both.
Engage faculty champions who can help bring other educators along in the move to online teaching and learning, sharing resources and best practices to encourage peer engagement.
Navigating the shift in learning preferences while managing students’ physical return to campus requires special attention to both.
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IN CLOSINGIN CLOSING Institutions have continued moving forward, harnessing the opportunities stemming from forced digital transformation and increasing empathetic understanding amongst faculty and students. As technology and society evolve, so will the defnition of student success. Higher education can adapt to this new reality, and institutions that keep these evolving trends in mind will better attract, retain, and engage students in the years ahead.
This is just a glimpse of the fndings from our study.
Throughout the year, we’ll be reporting on more specifc
results including countries and regions, institution types, and
student types. If you’d like to receive research updates or have
any questions on this report, we invite you to contact us at
For institutions to thrive in the current challenging and changing environment, they must become intentionally innovative, while improving the student experience. It is often purposeful technology that will facilitate that innovation.
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APPENDIXAPPENDIX Research Methodology We developed the State of Student Success and Engagement
in Higher Education survey in coordination with Hanover
Research. The survey was designed to understand how higher
education students and administrators defne student success
and engagement and how that varies around the globe year
over year.
The survey was felded in July 2022 and was cleaned and
analyzed by Hanover Research. After felding and data
cleaning, the study consisted of 7,572 qualifed, completed
responses. The data was then cut into crosstabs by region,
country, and role, along with various additional subsegments,
such as socioeconomic status. We performed statistical
signifcance testing across segments with a 95% confdence
level using a Z-Test with p = less than 0.05 and a margin of
error +/- 1% for the overall sample size. For any questions
regarding the underlying methodology or data, please contact
us at [email protected].
About Hanover Research
Founded in 2003, Hanover Research is a global research and
analytics frm that delivers market intelligence through a unique,
fxed-fee model to more than 1,000 clients. Headquartered in
Arlington, Virginia, Hanover has been named a Top 50 Market
Research Firm by the American Marketing Association every
year since 2015. To learn more about Hanover Research, visit
www.hanoverresearch.com.
*We recognize that the COVID-19 pandemic has not been
eradicated and is still impacting lives across the globe. We use
the term “post-pandemic” and “post-COVID” to describe the state
of the higher education industry in taking lessons learned during
the past three years and moving into the future with intention.
Respondent Characteristics
PRE COVID-19 CLASSES (N=6,403)
On-campus 69%
Hybrid (mix of on-campus and online) 19%
Online 12%
MAJOR/DEGREE PROGRAM (N=6,403)
Business 16%
Liberal Arts 13%
Visual and Performance Arts 5%
Prefer not to respond 4%
Engineering and Technology 19%
Medical and Life Sciences 24%
Other 19%
HOUSEHOLD STRUCTURE (N=6,403)
Two parents in home 63%
One parent in home 66%
No parents in home/Raised by guardian 67%
Other 24%
Prefer not to respond 4%
FAMILY EDUCATION HISTORY (N=6,403)
Siblings attended before me, but parents did not attend 21%
Parents and grandparents attended college or university before me 15%
Prefer not to respond 4%
First in family to attend college/university 31%
Parents attended before me, but 28%grandparents did not attend
Other 1%
NUMBER OF STUDENTS (N=7,572)
Less than 1,000
1,000 to 4,999
5,000 to 9,999
10,000 to 14,999
15,000 to 19,999
20,000 to 24,999
25,000 or more
I don’t know/Prefer not to respond
NUMBER OF EMPLOYEES (N=7,572)
0 to 249 20%
12%
6%
30%
250 to 499
500 to 999
1,000 to 4,999
5,000 to 19,999
20,000 or more
I don’t know/Prefer not to respond
JOB ROLE (N=1,169)
Academic staf 29%
53%
Administrator
Faculty member
YEARS OF EXPERIENCE (N=1,169)
2 to 5 years
6 to 10 years
11 to 15 years
16 to 20 years
21 years or more
AGE (N=7,572)
9% 18 to 24
18%
11%
6%
22%
69%
13% 35 and older 13%
25 to 34 18%
GENDER (N=7,572)
7% Male 31%
16%
Female 67%
Other 1%
Prefer not to say 1%
EMPLOYMENT (N=7,572)
18% Employed part-time 3%
Employed full-time 12%
Student 85%
11% EDUCATION INSTITUTE TYPE (N=7,572)
3%
18% INSTITUTE LOCATION (N=7,572)
28% Prefer not to say
0 to 1 years 5%
28%
10%
3%
17%
13%
Private, 2-year college or university 5%
Private, 4-year college or university 14%
Public, 2-year college or university 17%
Public, 4-year college or university 44%
University 19%
Urban area 62%
Suburban area 25%
Rural area 10%
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