Student engagement doesn’t work when institutions are in survival mode
— key insights from Jonathan Eaton & Helena Lim
A recent, thought-provoking article published by Wonkhe challenges current assumptions and offers practical ways forward. We’ve pulled out the key points in the below summary.
UK HE is in survival mode
In their recently published article for Wonkhe, Jonathan Eaton, Pro Vice-Chancellor, Learning & Teaching, University of Cumbria and Helena Lim, Academic Lead, evasys posit that many UK higher-education institutions currently find themselves in “survival mode,” constrained by financial pressures, regulatory demands and the rising costs of the student experience, a position that, they say, undermines authentic student engagement.
What follows distils their key arguments, themes and recommendations; a summary of their call for a strategic re-thinking of engagement in modern higher education.
Jonathan Eaton
Pro Vice-Chancellor, University of Cumbria
Helena Lim
Academic Lead, evasys
A city under siege
The higher-education sector in the UK is no longer just facing “difficult challenges”. In 2025, many institutions are grappling with an existential crisis. The traditional university model is under increasing pressure from funding constraints, regulatory complexity, the cost-of-living crisis and the evolving realities of student life.
Described metaphorically as a “city under siege,” the authors highlight a multi-headed threat – one that now includes the rise of artificial intelligence and the shifting expectations and learning habits of Generation Z. While AI introduces opportunities for personalised learning, it also increases risks around isolation and academic integrity. Meanwhile, Gen Z’s digital behaviour and “continuous partial attention” challenge long-standing teaching approaches.
Under such strain, institutions often retreat into survival mode, centralising processes, tightening metrics and prioritising KPIs, completion rates and attendance over connection.
People, place and partnerships
Jonathan and Helena caution that when “survival” becomes the prevailing mindset, it squeezes out the human and relational dimensions that make for genuine engagement. Belonging is hard to build when staff time is stretched and every decision must justify itself through efficiency or compliance.
They argue that authentic student engagement must be an institutional design choice, not something left for students to generate alone. To move beyond survival mode, the authors propose a new framework built around People, Place and Partnerships:
Jonathan and Helena outline five practical steps to help institutions shift toward this model:
- 1
Use data to inform, not drive, decisions
- 2
Prioritise belonging at key transition points
- 3
Give staff flexibility, time and recognition for relational work
- 4
Build visible feedback loops that show students their input leads to action
- 5
Embed co-creation structurally, not sporadically
Their message is clear:
Student engagement cannot be achieved through metrics alone. It requires culture, commitment and spaces where students feel seen, valued and able to influence their experience. This is not a quick fix, but a strategic rethink of what universities are for and what they could be.
To read the full article, visit the Wonkhe website.