Tag Archives: e in nren

Secrets uncovered – Weeknote #395 – 25th September 2026

After two weeks spent travelling across Europe, this week I was back in the UK. 

On Monday I was at the Jisc all staff conference in Birmingham. Originally I had planned to miss it, what with all my travelling over the previous two weeks, but I joined a new team on the 1st August and this was the first opportunity for us to all meet in-person. I had travelled up to Birmingham the day before.

It was a good event and a nice chance to chat and meet colleagues who for most of the time conversing is done via Teams.

WonkHE and KPMG have published a field guide to mergers in higher education.

This article by KPMG consultants examines why higher education mergers often succeed or fail, arguing that financial pressure alone is an insufficient reason to merge unless anchored by a clear strategic outcome. Most higher education mergers are effectively acquisitions of smaller, specialised institutions by larger ones, the authors advise leaders to be transparent about power dynamics, address cultural differences early, and select leadership quickly rather than focusing solely on legal agreements. Ultimately, they emphasise that true value is unlocked through detailed, bottom-up integration planning and open communication with staff, rather than top-down financial cost-cutting.

Having been involved in the collaboration agenda over the last few years, one concern not often expressed, is the impact of mergers on jobs. The amount of job reduction and redundancies across the sector is huge compared to the recent past. A merger between two universities will mean there is duplication across both academic teams and professional services. Much of this duplication can be at management level. Another aspect of merger is the reduction in the university estate as well.

Another concern is about loss of identity, though we have seen with the London and South East University merger between Greenwich and Kent, that merger doesn’t always mean losing identity.

We have seen similar scenarios from the Further Education sector. We have seen that in the large number of FE college groups that exist, where the local campus has retained their individual identities despite being part of a larger group structure. That same sector though has also seen job cuts and campus closures.

I had an informal meeting with The Knowledge Equity Network (Leeds University) about Open Education and proposed Open Education Alliance that we have both been part of discussions about.

Spent some time organising and managing a review of GÉANT Co-Ordination Group Education Digital Infrastructure and Interoperability. This will involve meetings and discussions with NREN colleagues from across Europe as well as core staff from GÉANT.

Spent time thinking and reflecting on the conferences and meetings attended over last two weeks.

Another conversation I had this week was on shared services. Something that has to be remembered, shared services are in their very nature a compromise. You aren’t necessarily going to get the same level of service (or cultural fit) that you would get with a bespoke institutional service.

However, shared services (or outsourcing) is really a solution to a different problem, they are not a problem to be solved, they are a solution to a different problem.

The compromise is the loss of independence, the benefit potentially could be lower costs.

As someone who delivered shared services and procured shared services, I always recognised that individual institutions could provide better services, the challenge was could they afford to.

Last weekend I visited Orford Ness over in Suffolk. What was once a secret military base was sold to the National Trust back in 1993. I had sailed past the Ness as a child in the 1970s and 1980s, but had never visited there until last weekend.

While I was there I took a bunch of photographs including one of a mysterious concrete ring in the shingle.  The information boards implied no one was sure what the purpose was.

Then three days later the BBC News published this news item on their site, Mystery of concrete ring ‘solved after 30 years’.

The purpose and function of a mysterious concrete ring at a former military testing site has been uncovered, the National Trust said. The 50m (164ft) ring at Orford Ness, Suffolk, had baffled staff and volunteers at the coastal nature reserve since the trust acquired the site in 1993. However, it said the mystery was solved after researchers Steve Clifton and Olaf Kirchner discovered the ring was part of a radar known as the R-System – designed to detect nuclear explosions and rocket launches during the Cold War.

Coincidence? Of course it was… Or was it…

Rationalisation – Weeknote #390 – 21st August 2026

This week I took part in a second workshop looking at next steps and ways of working in regard to E in NREN. 

Did some more planning and objective setting for the year ahead. Reminded that though everything is important, we can’t do everything. Sometimes we need to prioritise and rationalise what we are doing and what we want to do.

group
Photo by Annie Spratt on Unsplash

Had an useful meeting with a Jisc colleague in regard to LLE and modular study. The implications of LLE is that this will lead to an increase in modular study in higher education. This did get me thinking about the mode of study for modules, we shouldn’t necessarily assume that modular always means part-time.

I got to the Bristol office on Friday. I also took a day’s leave this week and headed to Brixham. 

I can smell burning – Weeknote #389 – 14th August 2026

Still had issues with the hosting company behind the blog, but think I have sorted it now. I have added previous week notes in the correct weeks.

Did more planning this week, as well as planning some trips to Europe where I am attending various meetings and a conference. Some are in awkward places, so took a while to work out the best way to get there, and where to stay.

We had an E in NREN workshop this week, as we start to decide how best to move forward over the next twelve months. It would have been nice to have that in person, but in the end it was undertaken online. It is the first of four workshops over the next four weeks.

One distraction, we had a wildfire in the local area, about 200m from my house. The area around here is very dry and, it didn’t take much (a few sparks from a constriction site) for the grass to catch fire. Luckily it didn’t spread, and the local fire and rescue service managed to contain it.

I had planned to go to the Bristol office this week, but my lunch meeting was rescheduled to September. I decided that I would avoid the traffic and work from home, especially as it was cooler as well.

Sun Loungers and Towels – Weeknote #375 – 8th May 2026

sun loungers by a pool
Photo by Andres Siimon on Unsplash

A shorter week with the bank holiday and all that.. Talking of holidays, I read this news article on the BBC News site about reserving sun loungers with towels.

A German tourist has won a payout of more than €900 (£850) after he was unable to secure a sun lounger due to other guests reserving them with towels.

Of course if you were to go down to the swimming pool you would find that there were plenty of empty sun loungers (with towels on them). Reminds me why I never used PC booking software when running my libraries. Students would reserve PCs with their “towels” and then never turn up. The PC was unused and unavailable for others to use. Same can be said with sun loungers.

rock formation

I had a number of meetings this week about the creation of a GÉANT group building on the success of NRENS 4 Education and the work we have been doing looking at student mobility. 

The end of the week saw me attending a meeting with the OfS, one of the regular meetings Jisc has with the OfS. I spoke about some of the work we have been doing in the student experience space.

steam train

The current consultancy project I am involved in is going well. 

Wonderful, Wonderful Copenhagen – Weeknote #368 – 20th March 2026

Nyhavn, Copenhagen

This week was a slightly shorter week, as I took a day off and did another crazy extreme day out, this time to Copenhagen, the capital of Denmark. I have been there before back in July 2004 staying with family. I am anticipating that future extreme day trips will be curtailed, as they become more expensive due to the spike in jet fuel prices. Though I recently did see one to Palma for £40. Hmmm…

laptop and headphones
Image by Regina Störk from Pixabay

So, what about work then?

Well at one point I was planning to attend a meeting in Helsinki in Finland, but this was cancelled last week. I also didn’t attend the UCISA Leadership Summit that was taking place in Liverpool this week. Mainly, as it clashed with the potential visit to Helsinki, but also as I found two years ago in Edinburgh that the sessions in the conference had less applicability and reference to the work I am doing.

I did a presentation to my team on my work and how it was coming together. It was useful to actually build a slide deck that told the story of the different forks of my work and how they have now come together. I always thought they would at some point, but wasn’t planning for it to be this year.

I also did some preparation for next week where I am presenting at the HESCA (Higher Education Smart Campus Association) conference in Oxford, looking at collaboration and what this means for the future.

I had an excellent discussion with a colleague who works in the part of Jisc that does HEDD and Prospects and how the work I am doing on the EHEIF (European Higher Education Interoperability Framework) is aligned. The process of qualification verification is something that HEDD has been doing for years, whilst Prospects provides a discovery services for post graduate courses, core aspects of the student journey in the EHEIF. This discussion is one of many I am having as start to understand where the UK is currently standing in the EHEFI landscape, where Jisc is in that same landscape, what this could mean for LLE (Lifelong Learning Entitlement), the data requirements, and where are the gaps and what are the potential opportunities.

online meeting
Image by Lynette Coulston from Pixabay

I did write a post about conference connections.

One of the nice things about attending any in person conference is connecting and reconnecting with people and friends.

I discuss how sometimes you lose that connection in an online space that you find in a physical in-person conference.

It had been a draft for a while, but I did get around to finishing it. I have been attempting to write more blog posts for this blog, as I was finding that though I was good at getting my weekly work notes out, I was writing less and less other kinds of posts. 

A crisis of trust – Weeknote #363 – 13th February 2026

The wet weather still seems to be haunting us. Even so I did make it to the office one day this week, which though was quite quiet in comparison to other days I have spent in the office, I was a productive and constructive workspace. I also had a day’s leave this week as well, visiting Stourhead (in the rain).

After a tip off from that Lawrie, I read Peter Bryant’s most recent essay in his Mirror University series of blog posts: The Mirror University 7: Trust is the only currency that matters in higher education: Rebuilding a culture of trust in an era of distrust.

The central argument of the article is that trust is the real existential crisis facing higher education. While public debates fixate on generative AI, academic integrity, declining attendance, or marketisation, these are symptoms of a deeper erosion of trust between students, academics, institutions, government, and society.

As with much of what Peter writes it’s a piece that makes you stop and think. Peter does come from this, from an Australian perspective, but there is much in there that resonates with the current climate in the UK towards higher education. Well worth taking the time to read.

I had my regular check in with my colleagues within NRENs 4 Education, or as I call it E in NREN. The team is presenting at TNC in Helsinki in June, I hope to be attending. 

As part of my work on E in NREN I have been developing some position papers on the eight use cases from the European Higher Education Interoperability Framework and where they sit within the UK context, where they sit within Jisc, and what are the links with a potential student data model and the proposed future of LLE (Lifelong Learning Entitlement). The key word is developing, rather than writing, as because as they are developed I am not only writing what I know, but also what I know I don’t know. In addition the act of development is helping me understand what I don’t know I don’t know. One of the challenges with all eight use cases are the multiple stakeholders involved. Jisc on its own, is not the solution, but is part of the solution.

Positioning Interoperability – Weeknote #361 – 30th January 2026

This week I made it to the Bristol office to work and meet with colleagues. I had a chance meeting with a member of the OpenAthens team which was useful and we sat down and had a discussion about trust and identity. I do like going to the office, and have decided I will try and get in more than I have been going. I think the wet weather probably puts me off. The other aspect is that if I have a lot of online meetings, then actually going into the office is makes that more challenging, as I would need to book a meeting room, and on some days, when the office is busy, there are fewer meeting rooms available.

I wrote an article on Erasmus+ for the internal comms team, which did draw on the article I wrote for this blog back in December.

I did write three blog posts this week. The first was on students’ perceptions of their providers’ response to financial challenges.

What this report and analysis is showing is that student satisfaction is being impacted by the financial situation in higher education.

The second was on the news from the University of Nottingham about their course closures and staff student ratios.

The university is planning to consolidate the number of faculties from five to three and reduce the number of courses that are delivered at the university by suspending recruitment on 42 courses. 

The two stories are somewhat linked. The financial crisis impacting on the higher education sector is not just about numbers and figures, it is about people. As well as the impact on staff and redundancy, we are also seeing the negative impact on the student experience and student satisfaction. Alas, this can be a somewhat downward spiral if we see student numbers drop. Having said that the news from UCAS this week was 338,940 UK 18-year-olds have applied for university – a record high and 4.8 per cent more than the 323,360 that applied in 2025. That increase though is driven by demographics, the number of 18 year olds in 2026 is largest for 35 years. Probably better to look at the application rate as a percentage of that demographic, and then the figure has remained relatively static at 40.7%, it was 40.6% in 2025. There was a peak of 42.8% in 2022. What we can say then is the rise in applications is down to population growth.

Going forward if applications stay around the 40% mark then we will in the future see the number of applications fall. Of course not all of those 40% actually go to university and then there are others who will choose later to go having not made an UCAS application.  The recent government white paper no longer talks of the 50% going to university but does talk about 67% undertaking some form of higher level education. What does that look like going forward?

The third blog post was on generalisations and assumptions.

As I said earlier, as a society technology and digital has become more embedded into our lives, the concept of post-digital echoes the sentiment that as technology becomes part of our everyday lives, the less we see it as technology. At the end of the day we are probably all digital now, living in a post-digital world.

I have been looking at the European Higher Education Interoperability Framework, in the main for the work I have been doing in the E in NREN landscape, but also how it could support LLE in the future. It is also been used within the UCISA work on the student data model.

I have been researching and planning some position papers on the European Higher Education Interoperability Framework, looking at the current UK landscape and what Jisc is doing or could do in that landscape.

I have also been having discussions about collaboration and sharing. One question that sometimes comes up, is do we know how to collaborate?

Though there has been ample talk about collaboration and sharing, it is one of those things that is probably easy to talk about and more difficult to actually do. Part of the challenge is how universities are inconsistent in their approaches to managing themselves, which then makes it even more challenging to work together or collaborate.

We need to remind ourselves that collaboration and sharing within higher education isn’t the problem we need to solve, it is in fact a solution (and not the only solution) to a (probably not well defined) problem. We need to be clear about the problem, define that problem, and then we can start thinking about possible solutions, one of which may be collaboration and sharing.

Competing collaborators – Weeknote #360 – 23rd January

This week I was working from home. There was lots of rain and wind. The space I had gave me time to write up the workshop I attended last week. The write up also included the work I have been doing and the meetings I have had in this space over the last two months. I also had a number of meetings on the work.

This week I also presented at a GÉANT webinar on education. My part was discussing about possible alignment with existing funded work by NRENs across Europe. There is real diversity across the NERNs in Europe about the services they provide for higher education and research. Some, like Jisc, provide a range of education based services, others go further and even provide VLEs. There are though many NRENS whose primary area is research. Obviously it’s not that education doesn’t happen in that country, but that responsibility is down to other organisations.

Image by rawpixel from Pixabay
Image by rawpixel from Pixabay

On Friday the CMA (Competition and Markets Authority) published guidance on collaboration in higher education. This clarity about collaboration within the sector has to be welcomed. The law has not been changed, but the clarification can provide reassurance to the sector that looking to work together, sharing services and resources, as well as more formal collaboration is potentially possible. Part of me though does wonder, if the apprehension about collaboration was using the CMA and competition law as an excuse for not looking at collaboration rather than an actual reason not to collaborate. This new guidance mitigates that excuse now.

It’s coming home – Weeknote #355 – 19th December

The big news for me this week was the news that the UK will be (re)joining Erasmus+. The UK lost access to Erasmus following Brexit but this announcement means that in 2027 UK students will be able to study in the EU more easily. So what does the Erasmus announcement mean for UK higher education and for Jisc. I wrote up some thoughts from me on this.

We had our team Christmas meal and get together this week. Usually quite challenging for us to get everyone in the same place, as we are quite a geographically distributed team, even this time we didn’t have everyone. 

I continued my work into a student data model and the work SURF over in the Netherlands have done on this and the accompanying OOAPI. 

I also had some final meetings of the year with my European colleagues on various projects we are working on and potential routes to funding.

As the year comes to a close, the whole sector goes dark, as people take leave for the holidays. It is quite nice in some respects as virtually everyone takes the two weeks off, so there is little email and Teams messages.

Who controls the past controls the future. Who controls the present controls the past – Weeknote #342 – 19th September

This week I actually spent three days of my working week, working in the Bristol office. It was a very busy office, and as a result there was a real buzz. Some of my colleagues in my team were also in the office, so there was much discussion and in-person collaboration.

The beginning of the week I was in a meeting looking at improving internal communication and collaboration within our directorate. It was an interesting meeting.

Spent a lot of time on organising and planning next week. I am off to the Netherlands for a GÉANT TF-EDU (Education Taskforce) meeting in Delft and then will be attending the 1EdTech Learning Impact conference before ending the week meeting up with Dutch colleagues from SURF. I helped put together a presentation which Jisc will be presenting next week at the conference looking at sharing and collaboration.

I did look at travel options for the trip; my first choice was to actually drive and use the Harwich Hook of Holland ferry. Though this would take a lot more time, most of which would be driving to Harwich in Essex, which with charging would be a six or even seven hour drive followed by an eight hour ferry crossing. Another option was to catch the train. There are direct trains from London to Amsterdam, but the timings are challenging as it is a nearly a five hour train journey, but I would need to get to London first, and then at the other end get to Delft. In the end it was easier, quicker (and cheaper) to fly from Bristol. It’s a seventy-five minute flight, though I have to get from Schiphol to Delft, however that is less than an hour away on the train.

lecture theatre
Image by Wokandapix from Pixabay

The OfS has proposed a revised TEF (Teaching Excellence Framework) and is consulting how it assesses and regulates higher education. One key point is putting a lower burden on high-quality institutions; and increased scrutiny on weaker ones. There is still some reliance on NSS scores, which we know sometimes skews how universities interact with students.

There’s something for everyone in the latest rethink of the Teaching Excellence Framework, but as David Kernohan suggests at WonkHE, bringing disparate approaches together can highlight fundamental weaknesses.