Many university public relations strategies are still primarily developed for a traditional media ecosystem that has changed dramatically over the years. As the number of op-eds dwindles and newsrooms continue to shrink, higher education communicators should consider helping faculty build lasting, direct publishing platforms through tools like Substack and LinkedIn newsletters.
Teacher-led content platforms have the potential to:
- Audiences that institutional channels may never reach
- Engage journalists, collaborators and future students
- Add depth, variety and timeliness to school narratives
Tim Hussey, associate dean and chief communications officer at Harvey Mudd College, has seen the impact firsthand. His colleague Professor Josh Brake is the author of Substack, Absentee——medium sizeindeed professor.
“These posts may benefit admissions by reaching students interested in the work Harvey Mudd is doing; they may reach faculty at other institutions working in similar spaces and become a vehicle for sharing best practices and encouraging collaboration,” Hussey explained. “This kind of public scholarship for faculty truly expands the scope and impact of the academy’s work.”
Traditional media relations efforts should not be abandoned but should be supplemented with faculty-led direct publishing and engagement strategies. For many communications departments, this will require a shift from controlling messaging to enabling voice; from pitching stories to scaling academics; from measuring success through placements to focusing on sustained impact, relevance and engagement. Here’s how communicators can make this shift.
1. Meet the teacher
We need to be sensitive to teachers’ existing workloads. Creating content on each platform should not be considered another obligation. If publishing feels like a chore, it won’t last, and it won’t be good. This should not be an agency mandate.
Support starts with understanding individual goals, motivations and comfort levels. The communications team acts as advisors, not enforcers, respecting academic freedom and autonomy.
Quanda Hunter is director of marketing and communications at the Gerald R. Ford School of Public Policy at the University of Michigan. Ford School faculty engage in independent public scholarship through platforms such as Substack; Professor Don Moynihan, whose newsletter has more than 23,000 subscribers, is a notable example.
“For those who are interested in expanding their reach or trying new platforms like Substack or LinkedIn, we will support them just as we have always supported them in engaging with traditional media,” Hunter said. “Whether it’s sharing examples, offering advice, or brainstorming ideas together, we provide guidance in whatever feels most helpful. Sometimes, it’s just a conversation to help someone think about their approach. Ultimately, we hope to lower barriers, build confidence, and celebrate faculty efforts in public scholarship, whatever form they take.”
2. Encourage authentic voices and personal perspectives
Substack and LinkedIn Newsletters allow teachers to showcase their ideas, not just the content they post. They can respond quickly to current events and emerging debates. Teachers’ voices are more visible and credible when they are not overly branded or mediated.
Ashley Cimino has teamed up with several professors at Duke University’s Fuqua School of Business who have a dynamic personal publishing platform: Professor Cam Harvey’s Video Podcast cut through the noise;Professor Dan Vermeer’s substack exist timewatershed;Professor Sharik Hassan’s Newsletter super additive; with Professor Scott Dillon Tax Chat Podcast (Co-hosted with Jeff Hoopes, University of North Carolina).
“The authenticity of these channels adds depth to how we showcase the diversity of faculty experience and expertise,” she said. “Faculty-led content complements our institutional pipeline by expanding the number and richness of stories we are able to share.
“When our teachers communicate directly with their audience, their passion and personality shine through more than when filtered through more traditional brand channels,” Hunter noted.
Communicators should consider training teachers on how to share content through such channels. Encouraging this activity can go a long way, and training is a key enabler.
3. Rich content
Support doesn’t always mean editing or mentoring. Sometimes it just needs help with content spreading. The simplest win-win is amplification of faculty-created content through institutional channels.
“The Office of Communications is excited to share and promote Josh Brake’s Substack with Harvey Mudd’s audience across our social media channels, internal newsletters, parent and alumni newsletters, and in the media,” said Hussey. “These personal, first-hand experiences from faculty resonate with our community and serve to showcase the innovative teaching and learning that is happening every day at the college.”
Promoting contributions can signal institutional recognition and expand reach beyond faculty’s existing networks.
“When we share teacher content through our channels, it helps demonstrate impact and expand reach, which can be motivating,” Cimino said.
This amplification can play an important role in supporting a culture that normalizes teacher contributions through their own channels. This builds confidence among individual faculty contributors and bystanders of the institution. It can help reduce uncertainty and encourage others to experiment in a low-risk way.
“We share and celebrate their content and achievements across our network,” Hunter said. “It shows that their efforts are valued and can encourage others to explore new ways to get involved.”
Questions to consider
The next time you’re asked to pitch a study and you deliver a beautifully personalized message to 100 journalists and get no feedback, consider how you and your colleagues might adapt. ask:
- How do we help teachers reach their audiences directly, rather than relying solely on traditional media intermediaries?
- Which faculty voices and perspectives could benefit from greater visibility on personal platforms?
- Which teachers are already creating content that can be more intentionally amplified?
- What training or accessible support could lower the barriers for faculty interested in direct publishing?
- Beyond media placement, how do we measure success in incorporating teacher-driven platforms that are relevant to our overall goals?
