Feature article

Insight on how global trends will dictate the direction of innovation in transnational education

Innovative approaches to transnational education

Vangelis Tsiligiris outlines the key areas for innovation in the design and delivery of transnational education based on changing needs and developments in the global higher education landscape

Vangelis Tsiligiris

Nottingham Trent University

Advice on preparing international students for potential culture shock when they arrive at an overseas institution

Taking the shock out of culture shock: helping international students navigate transitions, part one

Inga Ackermann outlines what steps institutions can take to prepare international students for the potential culture shock they may experience on arrival at their new university

Inga Ackermann

The University of Edinburgh

Leaks and holes: beyond the pipeline versus process debate on diversity

A pipeline does exist in higher ed, but process and structural violence in education writ large keep puncturing the pipe, says Pardis Mahdavi

Pardis Mahdavi

Arizona State University

Advice on bringing international and intercultural dimensions into your curricula

Bringing international and intercultural dimensions into your programmes

Jeanine Gregersen-Hermans and Karen M. Lauridsen address how educators may create an internationalised learning experience for all students by including global and intercultural dimensions in curriculum design and delivery

Jeanine Gregersen-Hermans, Karen M. Lauridsen

Zuyd University, Aarhus University, Università Cattolica del Sacro Cuore

Advice on developing communities of practice to foster virtual collaboration between universities

How a community of practice can foster virtual collaboration

Eugene Schulz and Dagmar Willems share insights and takeaway lessons from creating a community of practice for higher education instructors to develop virtual exchanges with international partners

Eugene Schulz, Dagmar Willems

German Academic Exchange Service (DAAD)

A mixed group of students of varying demographics. This is becoming the norm in HE and the sector must listen to and respect the challenges these students face

If we want non-traditional results, we need non-traditional approaches

We must listen to − and respect − the needs and aspirations of learners as they are, not as we wish them to be, say Gregory Fowler and Kate Smith

Gregory Fowler, Kate Smith

University of Maryland Global Campus, Rio Salado College

Advice on building global perspectives into your curricula to internationalise your teaching from home

Engaging with the world from your home classroom: tips for internationalising the curriculum

Tanja Reiffenrath shares advice on giving curricula an international dimension that helps students develop global perspectives

Tanja Reiffenrath

University of Göttingen

Advice on the key considerations for setting up a branch campus overseas

The dos and don’ts for setting up an international campus

Tobias Kliem offers insight on what to prioritise and what to avoid when setting up a branch campus overseas

Tobias Kliem

Arden University

Advice on setting up and running an effective virtual exchange programme

Top tips for developing an effective virtual exchange programme

Justine Seran and Randall Reinhard offer guidance on building a virtual exchange programme to provide flexible international learning opportunities for students who cannot travel abroad

Justine Seran, Randall Reinhard

The University of Edinburgh

University leaders must demonstrate an adaptive mindset and be aware they don't have all the answers

University leaders need to demonstrate an adaptive mindset

With huge change ahead, leaders must be brave and accept that the right decisions may not always deliver the best spreadsheet results, say Alasdair Blair and Sarah Jones

Alasdair Blair, Sarah Jones

De Montfort University

Advice on developing regular quizzes that test students' understanding so they can address any gaps in their knowledge

Designing ‘knowledge checker’ quizzes that motivate students to review feedback and revise learning

Jonathan Sim advises on designing regular quizzes as a tool to ensure students review their assignment feedback and address gaps in their understanding

Jonathan Sim

National University of Singapore

Advice on explaining to students why they should keep their cameras on during online classes

Stay in the frame: how to persuade students to keep cameras on in lessons

Paul Moss shares advice on how to convince students that making themselves visible during online classes is in their own interest and will aid learning outcomes

Paul Moss

Adelaide University

A lecturer speaks to university students, but what is the role of the lecture in modern HE?

What is the purpose of a university lecture?

We must continue to question the true role of the lecture and how lecture recordings fit in to the effective delivery of higher education, says Jill MacKay

Jill MacKay

The University of Edinburgh

Advice on what mental health support universities should put in place for international students

Mental health support for international students: five key steps

Frank Haber explains what support mechanisms universities must put in place to protect international students’ mental health

Frank Haber

Oldenburg University, Constructor University

Students need effective information, advice and guidance to make informed post-18 decisions

Targeted advice and guidance is crucial for widening participation

Especially post-Covid, pupils need a strong foundation that prepares them for future post-18 decisions

Billy Huband-Thompson

Centre for Education and Youth

Advice on providing comprehensive support for remote students through academic advising

Building a community of support for remote students through academic advising

Janet Morrison details academic advising strategies that keep students feeling connected and supported throughout their educational journeys when learning online

Janet Morrison

Champlain College Online

The word ‘play’ and a downward arrow in neon

Ready, player one? How video games can help engage students

Engaging, rewarding and a great way to encourage active participation, games are a brilliant addition to a teaching and learning environment, says Chris Headleand

Chris Headleand

University of Lincoln

Advice on running successful tutorials in transnational courses

Running effective tutorials in transnational education

Michael Daw explores the challenges and misconceptions related to running interactive tutorials in joint international courses, based on his experience teaching a UK-China programme in China

Michael Daw

The University of Edinburgh, Zhejiang University

Advice on using lego to support active learning in lectures

Teaching with Lego: using plastic bricks to encourage play and interaction in class

Dan Swanton explains how using Lego to demonstrate and apply lessons in class promotes play and interaction leading to better engagement and peer discussion as part of active learning design

Dan Swanton

The University of Edinburgh

Most students need a helping hand, but giving every student the same thing does not necessarily equate to good support

Do we need equity or equality to make things ‘fair’? Actually, we need both

Fair, to some people, means everyone getting the same thing. But that’s only fair if everyone begins at the same place and needs the same things to succeed, says Todd Zakrajsek

Todd Zakrajsek

University of North Carolina at Chapel Hill

Advice on fostering fruitful relationships between students from all over the world

Relationship building among globally diverse students in a borderless university

Monika Foster offers insights into why and how to encourage relationship-building between global learners by celebrating diversity and encouraging collaboration in teaching, learning and assessment

Monika Foster

University of Sunderland

Advice on how to successfully use your research in your teaching to benefit students and enrich the research

How to refine, enrich and expand research through teaching practices

Adrian Lam offers tips on how academics can use their teaching to refine, enrich and expand their research methods

Adrian Man-Ho Lam

The University of Hong Kong

A magnifying glass among scattered letters represents problem solving

Follow the (learning) science and put problem solving at the centre of teaching

Rather than a digital transformation, universities should undergo a learning transformation that supports effective technology and evidence-based teaching, argue Carl Wieman and Bror Saxberg

Carl Wieman , Bror Saxberg

Stanford University

An overview of how cognitive load can be used to determine how challenging your learning content can be before it risks alienating students

How challenging can my content be?

Paul Moss explores the concept of cognitive load as a way to determine how challenging your learning content should be to remain effective

Paul Moss

Adelaide University

Early career researchers must master the art of saying no and not be too eager to please

Early career researchers can say no, too

Coming up with a series of questions for ECRs about each ‘opportunity’ as it arises can help them decide what is worthy of their time, says Lucas Lixinski

Lucas Lixinski

UNSW Sydney

Three benefits of moving final year assignments online

Virtual classroom connections: enhancing three presence elements via online tools

Nguyen Hoang Thuan and Pham Cong Hiep provide practical tips for enhancing three types of presence – teaching, social and cognitive – in online learning and teaching, based on their research

Nguyen Hoang Thuan, Pham Cong Hiep

RMIT University Vietnam

Advice on how institutions can support professional development among academic researchers

Developing research skills post-pandemic: creating space for reflection and conversation

Three research advisers share advice on how institutions should support researchers to develop their professional skills and confidence post-pandemic

Jennifer Boyle, Rachel Herries, Joanna Royle

University of Glasgow

Advice on selection ed-tech tools that will improve the students' learning experience rather than distract from teaching

How to assess if online tools will enhance learning experiences

Elizabeth Ellis offers five tips for assessing and selecting digital education tools that will improve rather than distract from your teaching

Elizabeth Ellis

Arden University

Advice on working with employers to develop courses that teach the skills needed in the workplace

Teaching the skills wanted by employers in 2021 and beyond

Dilshad Sheikh makes a case for universities to work more closely with employers to shape industry-relevant courses and expose students to more real-world practical training and assessment

Dilshad Sheikh

Arden University

Selection criteria in academia often creates invisible barriers for underrepresented groups

We must dismantle the invisible career barriers in HE

Despite surface appearances, universities’ recruitment and selection practices still present hidden obstacles to under-represented groups

Rebecca Jarrett

Cranfield University

Advice for designing and building immersive, large-scale teaching experiences in video games

Generating immersive, large-scale teaching experiences in video games

Richard Fitzpatrick and Thomas Little offer insights for designing and developing immersive learning experiences using video games, based on their experience using Minecraft in their teaching

Richard Fitzpatrick, Thomas Little

The University of Edinburgh

Why primary sources are so important as a learning tool

Why are primary sources important in teaching?

Seth Cayley explains why primary sources are important learning tools to help students gain a better understanding of current events and hone critical-thinking skills

Seth Cayley

Gale Primary Sources

A framework for guiding students in effective peer review to boost their learning outcomes

Guiding students to learn from each other through peer feedback

Sam Evans and David Collett share a framework to guide students in effective peer review to boost learning outcomes

Sam Evans, David Collett

Xi’an Jiaotong-Liverpool University

Advice on developing a pedagogy with care and compassion at its core

A pedagogy of kindness: the cornerstone for student learning and wellness

Fiona Rawle outlines a pedagogy founded on human connection, care and compassion that improves student learning outcomes

Fiona Rawle

University of Toronto Mississauga

Advice on why introducing time for reflection deepens undergraduates understanding of research methods

Creating time and space for reflection in undergraduate research methods

Adrian Lam offers insights on how keeping a weekly application diary helps enhance students’ reflections on the power and limits of research methods

Adrian Man-Ho Lam

The University of Hong Kong

Self-directed learning is becoming overlooked by a sector to keen to talk about asynchronous learning and other buzz terms

Self-directed learning is becoming the forgotten ingredient in HE

In the heady rush to extol the virtues of asynchronous learning, we are watering down the main element of students’ learning experience, says Linda Kaye

Linda Kaye

Edge Hill University

Japanese students, as well as the country's institutions, would benefit from greater multiculturalism

How can we solve Japan’s student mobility issues?

Japan struggles with multiculturalism as a concept, let alone a reality, and overseas students can suffer. But online education could offer help, says Haruko Satoh

Haruko Satoh

Osaka University

Advice for taking a course like maths requiring detailed step by step instruction online

Taking challenging courses requiring step-by-step instruction online

Pam Benz offers tips for translating challenging courses, which necessitate students seeing problems worked out step by step, to online instruction modes

Pam Benz

University of West Florida

Advice on moving practical application based teaching to online formats

New modes of practicum – synergising online and offline teaching modes

Rohnii Tse provides insight on how teaching the practical application of a subject can be adapted to work via online or remote channels

Rohnii Tse

Yew Chung College of Early Childhood Education

Advice on working with employers and leveraging technology to train students in creative problem solving

Using tech to train students in creative problem-solving 

Alison Watson explains how institutions can guide students in developing creative solutions to real-world problems, better preparing them for the demands of the future workplace

Alison Watson

Arden University

Insight on funding options for arts and humanities research

The arts and humanities have not been forgotten: finding funding post-pandemic

Edward Harcourt on why the arts and humanities are vital to tackling societal challenges and what funding streams are available to research within these disciplines

Edward Harcourt

Arts and Humanities Research Council

Advice on training students in presenting

Make yourself presentable

Richard Gratwick sketches a course designed to develop students’ presentation skills, whether in person or online, using principles that are universal

Richard Gratwick

The University of Edinburgh

A laptop, coffee and apple depict an unrealistic working from home set-up

Let’s embrace flexible learning as much as we have flexible working

Much like working from home, remote teaching and learning come with a range of benefits to learners if we just make room for them

Matt Jenner

FutureLearn

Advice on designing university curricula that nurture creativity

How to embed creativity more fully into university curricula

Five key strategies to enhance student creativity through university curricula that encourage exploration and enquiry

Gareth Loudon

Royal College of Art

Guidance on building space into curricula for creative exploration and discussion of topics

Making space for creativity in higher education

Paul Moss explains why and how university tutors should create opportunities for creative exploration among students within their courses

Paul Moss

Adelaide University

Blended learning is too bland - universities need to punk it up and improve their content

Blended learning is so bland − we need to punk things up

Just like musicians on tour, we must focus more on delivery and start holding ourselves to the same standards as any broadcaster or media company, says Jonathan Wilson

Jonathan Wilson

Regent’s University London

Advice on what to put in place to remotely guide and monitor students in work placements

How to support students in work placements remotely

Duminda Jayaranjan and Maruj Limpawattana explain what institutions need to put in place to remotely guide and monitor students on work placements via digital channels

Duminda Jayaranjan, Maruj Limpawattana

Siam University

Advice on designing online courses that spur critical thinking among students

Tips for spurring critical thinking among students online

Michelle Horton shares three online course design strategies that will help students develop their critical thinking skills

Michelle Horton

University of West Florida

Advice on using blogs to showcase and assess students' knowledge

Students as educators: the value of assessed blogs to showcase learning

Assessed blogs can help translate the thrill of interactive learning into tangible outcomes that enrich and showcase students’ knowledge. Here’s how to do it

Matt Davies

University of Chester

Advice on distilling the lessons of the last 18 months to inform future strategic plans

Don’t lose the lesson: planning design to future-proof higher education

Patrick Sanaghan explains how universities can distil the lessons of the past 18 months of crisis to inform strategic future plans

Patrick Sanaghan

The Sanaghan Group

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