Student insight: What is A-level results day really like?

Are the 2026 NSS results too good to be true? It's a fair challenge. At a time when universities are under unprecedented financial and operational pressure, why has student satisfaction increased across every NSS theme? In our latest analysis, we tested some of the most common explanations. The evidence points to a more interesting conclusion than many might expect.

It would be easy to file the OfS Business Plan 2026-27 alongside every other regulatory publication: skim it, note the deadlines, move on. That would be a mistake. Beneath the familiar language of quality, student protection and compliance sits a much bigger signal about what the regulator expects universities to look like over the next few years.

Strive Higher thanks Melody Askari for co-hosting this webinar with Emma Bayne and Laura Jackson. Watch the full webinar for insight, challenge and optimism about the future of higher education in the age of AI.

Treating empathy as a strategic lens shifts planning to a roadmap for real human outcomes, and that shift changes what we prioritise, how we measure progress, and fundamentally whether strategies are realised.

Given the Office for Students’ stated concerns regarding algorithm design and the credibility of degree outcomes, we were commissioned to provide external assurance in advance of implementation. The purpose of the work was to confirm that the revised policy operated as specified, that its impact on degree outcomes was understood in context, and that the change could be evidenced and explained if subject to regulatory scrutiny.

With strategic foundations in place, UK higher education providers can turn their attention to how digital transformation is experienced in practice. This second insight builds on the principles outlined in part one of this series and focuses on redesigning end-to-end user journeys, developing organisational readiness, managing risk, and applying AI where it delivers tangible value. Together, these elements enable sustainable, phased transformation that improves both efficien

UK HE providers are operating in an environment of heightened competition, rising expectations, and increasing regulatory complexity. While AI, automation, and cloud technologies promise significant gains, their value can only be realised when institutions put the right strategic and technical foundations in place. The first of this two-part insight series focuses on the strategic prerequisites for digital transformation.

Strive Higher’s latest sector insights report, Highlighting innovation in our sector, reveals how UK universities are creatively tackling today’s biggest challenges – from transforming services and reimagining experiences to reshaping culture and developing future talent.

Our first sector insights report examines the role of innovation within the regulatory framework for English HEIs. Using the institutional capabilities required to respond to regulatory change as a lens, we examine the relationship between regulation and innovation within this part of the sector.

The conversation reaffirmed something many of us feel instinctively: the old language of 'students as customers' simply doesn’t capture the depth, complexity, or potential of the student–university relationship. Yes, the consumer-rights framing sharpened standards and transparency, but as Jo noted, it has always felt a bit clunky, and it doesn’t speak to the personal transformation at the heart of higher education. Learning isn’t a transaction; it’s a developmental, human par

In this fast-paced world with increasing cost of living, advancements in technology, such as generative AI, and changing student expectations, is it time to consider how the student experience is changing, how far it might change and where our attention needs to focus?

We cannot think of AI in terms of efficiency alone. If adoption is transactional, we could lose the qualities that make higher education transformative: empathy, trust, and human connection. The real challenge is not whether to adopt AI, but how to integrate it in ways that amplify the human experience.

The student–university relationship is too important to be reduced to a service contract. In a world where challenges are complex and change is constant, partnership is not just an ideal; it’s a necessity.

The Lifelong Learning Entitlement represents both opportunity and challenge. Success requires strategic thinking, operational excellence, and commitment to transformation. With the right preparation and support, institutions can position themselves as leaders in the evolving landscape of professional and lifelong learning, creating value for learners, employers, and their communities while building sustainable futures for their organisations.

Comprehensive and accessible disability services are essential to remove barriers and support diverse needs throughout the student journey.

Moving to a service culture with a clearly defined service catalogue enables everyone to understand the ‘what, how, who and when’.

Higher education students’ identities are constructed in different ways, by them individually, by higher education institutions and within society. This article introduces different ways of thinking about student identities, considers what this might mean for student expectations, and finally reflects on what this might say about different forms of student engagement.

This article outlines issues relating to defining belonging, explains why belonging is important and highlights the work Strive Higher has done to foster belonging in practice.

The student journey is marked by diverse experiences, intellectual growth, and needs. As higher education institutions face increasingly high expectations from students, the role of technology is pivotal in enhancing the educational experience and supporting students throughout their journey to have a positive outcome.