Last month, I had the opportunity to attend the HEPI Annual Conference 2025, one of the most anticipated events in the UK Higher Education calendar. Organised by the Higher Education Policy Institute, the conference is a gathering place for university leaders, policymakers, and experts who come together to reflect on the sector’s challenges and shape its future.
Having worked in Higher Education myself before joining Thesis SM, and now working directly with institutions implementing change, I found the discussions incredibly relevant—not just for those in governance or policy roles, but for anyone who plays a part in improving the student experience. The conference tackled a wide range of themes, but a few stood out clearly as the key issues the sector must address going forward.
Changing Perceptions: A “Sea Change” in UK Higher Education
The day began with an address from Professor Dame Sally Mapstone, Vice-Chancellor of the University of St Andrews, who described the current state of higher education as undergoing a “sea change.” She reminded us that despite all the transformation the sector is experiencing—or perhaps because of it—students must remain at the heart of every decision and reform. It was a simple but powerful opening that set the tone for the rest of the day.
That message carried into the keynote from Vivienne Stern MBE, Chief Executive of Universities UK. She opened with a metaphor that resonated more than I expected: she likened the mood of the sector to “Eeyore’s gloomy place”—a bit boggy, a bit sad. It may have sounded light-hearted, but it captured the mood well.
Stern pointed to several systemic issues: long-term erosion of funding, declining perceptions of value for money, and increasing public and political scepticism about the value of degrees. Students and graduates are questioning whether higher education delivers on its promises. But she also highlighted the need to reassert the importance and value of universities—as drivers of local and national economies, and as essential contributors to the country’s technological and social progress.
There was also recognition that the sector is entering a new era—one that demands radical thinking and collective responsibility. As Vivienne put it, there is a need to rethink the structure of the system itself, from the traditional 3-year degree model to how institutions engage with employers and students.
The Applicant Experience: More Questions, More Choice
One of the most illuminating sessions for me was the update from Dr Jo Saxton, Chief Executive of UCAS, who shared insights into the changing applicant landscape. UCAS is more than just a “post box” for applications, but plays an active role in shaping the pre-application journey.
A few statistics really stood out:
- In 2024, 1.2 million students created UCAS accounts, but only 750,000 submitted applications.
- Of those, around 560,000 accepted a place.
That gap between interest and actual application reflects a lot of uncertainty and barriers—particularly among young women, international students, and adult learners, who might need to be redirected towards the Further Education sector to meet entry requirements for the paths they are interested in (such as teaching and nursing).
Another major theme was choice. Students are increasingly making later decisions, with STEM subjects surging in popularity. There’s more focus now on what comes after study—degrees are increasingly seen as a means to an end, not an end in themselves. The personal passion that once drove subject choices is giving way to career pragmatism.
Degree apprenticeships, for example, continue to grow in popularity—particularly among students from disadvantaged backgrounds - yet students apply for them outside of the UCAS system. UCAS is making changes to support students from a range of backgrounds, including the waiving of application fees for students on free school meals and the launch of a new scholarships and bursaries portal this autumn.
It was also fascinating to hear how Clearing has evolved. The largest group entering Clearing now are those who proactively choose it, rather than those who miss out on results day. Many applicants return to one of their original five choices, sometimes even the same course. It’s now a deliberate and strategic route, not just a fallback.
Belonging, Mental Health, and the Student Experience
The session on the student experience was another highlight, particularly the insights from the HEPI / Advance HE Student Academic Experience Survey. The data was clear: when students don’t feel higher education offers value for money, the top reasons cited are:
- Cost of living (38%)
- Tuition fees (28%)
- Teaching Quality (25%)
- Career Prospects (21%)
There’s been a dramatic shift in the number of students working during study—up from 45% in 2022 to two-thirds today. That’s time taken away from academic engagement, and universities are being encouraged to factor this reality into their models. More work hours mean less contact time, less sense of community, and lower academic outcomes.
A related survey question asked whether students would make the same choices again. While some would change their course (6%), university (8%), or both (6%), or undertake a degree apprenticeship (8%). notably, 11% said they wouldn’t go into higher education at all.
Another key issue is the feeling of belonging, which plays a big part in a positive student experience. Students—especially those from underrepresented backgrounds—often question whether they will truly fit in when they arrive at university. Students with disabilities are another group that often faces hidden barriers—many do not declare their disability, and their transition from school adjustments to university support isn’t always smooth. There was a strong push for universities to go beyond Freshers’ Week, offering support that helps students settle, build community, and feel part of the institution throughout their journey.
The survey also asked students to report how many academics they believed knew their name and their course progress. On average, students estimated that four academics did; while 42% believed that between one and four academics knew their name and had an idea of their progress, 7% felt that none did. These findings underscore the persistent challenge of fostering personal connections within large institutions.
A New Era of Flexibility and Skills
The final panels turned to the graduate experience and the sector’s relationship with work, skills, and employer expectations. The discussion around the Lifelong Learning Entitlement (LLE) was particularly relevant - emphasising the need for more flexibility in how, when, and where students study. One year of study at a time, modular delivery, and the ability to change course or pathway mid-journey were all flagged as ways to make HE more adaptable to students’ lives.
A key takeaway was the growing divide between expectations and outcomes. Students expect their degrees to lead to meaningful employment, and when that doesn’t happen, it impacts satisfaction and trust. Institutions need to align more closely with business needs and offer not just academic learning but transferable skills that enhance employability. The balance between supporting students in gathering the critical skills needed to succeed in their future employment whilst still encouraging a love of learning and passion for study is a critical question for institutions to consider.
It was also noted that students in Scotland, where degrees are typically longer and more flexible, report higher satisfaction rates—perhaps a lesson in designing models that balance academic depth with practical skills.
Finally, the conversation touched on whether the traditional divide between further and higher education still makes sense. With policies like the LLE breaking down the distinction between the two, there’s an increasing opportunity—and perhaps necessity—for more collaboration between Further and Higher education providers.
Closing Reflections
What I appreciated most about the HEPI Annual Conference was the honesty in the discussions. There was no attempt to gloss over the difficulties the sector is facing—whether that’s funding pressures, student wellbeing, or the growing demand for flexibility. But there was also a strong sense of shared purpose and a commitment to doing things differently, and better.
As someone working closely with universities implementing new student systems, I came away with a renewed sense of the importance of agile, student-focused change. Whether it’s improving the application experience, increasing the sense of institutional belonging, or supporting flexible learning, the conversations at HEPI reinforced that technology, policy, and people all need to move together if we want the sector to thrive.
We’re proud at Thesis SM to support institutions through this transformation. The work isn’t always easy—but events like this are a timely reminder of why it matters.
Alison Tesh
Implementation Manager
Alison joined Thesis SM in 2018 after a decade of experience in UK higher education. As Implementation Manager, she leads the UK team in delivering smooth rollouts and refining implementation methodology.
Alison values the passion and dedication of the Thesis team and takes pride in how Thesis SM empowers users through its Student Information System with intuitive interface and no-code workflow.