As I draft this editorial, I am mindful of the critical moment universities are facing, wrestling with fundamental questions about their purpose and role. In Australia, the unveiling of the Australian Universities Accord final report (Department of Education, 2024) has catalysed a thorough re-evaluation of the nation's higher education landscape. A central ambition of the Accord is to elevate Australia's tertiary attainment rate from its current 60% to at least 80% by 2050. Moreover, the Accord emphasises bolstering financial assistance for students, and advocates for funding adjustments to fortify various facets of the system. Additionally, it champions the creation of new pathways for a more seamless tertiary education experience and endeavours to enhance students' access to work-integrated learning opportunities. Notably, the Accord also reaffirms a commitment to high-quality learning and teaching, student well-being, and student safety. A similar conversation is unfolding in New Zealand, albeit shaped by a different set of priorities, constraints, and circumstances.