Research distilled

When plans meet people: navigating the friction of group assessment

Not all group work runs smoothly but educators can deal with disruptions more effectively if they have time- and situation-sensitive moves in their teaching repertoire. Here, Sarah Sholl and Stephen Yorkstone offer advice to stop group assessment falling apart

Sarah Sholl, Stephen Yorkstone

Edinburgh Napier University, Independent consultant

How female academics can turn network awareness into advancement

The ability to map, navigate and capitalise on professional connections – and disconnections – is not gender neutral, as Eric Quintane explains

Eric Quintane

ESMT Berlin

AI won’t replace qualitative researchers – it might help them

Large language models may not simply replicate human analyses of qualitative data; they can offer additional insights and both challenge researchers' assumptions and prompt further reflection on their interpretations

Dimitris Raidos, Sarah Jenner

Ipsos UK, University of Southampton

A guide to help journal editorial boards introduce ECRs to academic publishing

Academic publishing can be a harsh landscape. Here, a partnership model offers language and strategies to support new authors as they navigate early submissions and review

Jesper Hansen, Kristy Campbell

UCL, King’s College London

How universities can support employability for international students

If you work in higher education, you are part of the employability journey, writes Gemma Kenyon. And career readiness is a key driver for international enrolments

Gemma Kenyon

City St George’s, University of London

Digital assumptions versus global realities in transnational education

Connectivity and access remain key challenges as universities in the Global North extend provision beyond their borders. Reflective questions about the experience of TNE students and staff can help ensure courses remain relevant and inclusive

Tabetha Newman, Elizabeth Newall

Jisc

Storytelling in STEM: connecting concepts, confidence and identity

Designing STEM classrooms that encourage students to reflect on their progress and share their stories takes intention, but the pay-off is enormous: more engaged, capable and confident learners

Karen Ho, Douglas B. Clark

Mount Royal University, University of Calgary

Motivating students isn’t magic – it’s music

When students see purpose, believe they can succeed and know educators care, you won’t have to pull them through the course. They’ll walk, maybe even run, on their own. Brett Jones explains how to change their tune

Brett D. Jones

Virginia Tech

Beyond the creative supplement: reframing the value of arts-based research

When traditional methodologies struggle to capture sensory, emotional and lived dimensions of culture, researchers can turn to arts-based enquiry. This practical advice explains how to integrate audio, visual and reflective data collection into research design

Peng Liu

Macau University of Science and Technology

What universities gain from involving displaced students in civic engagement

Civic action not only gives displaced students and refugees a sense of belonging and agency, it brings academic communities benefits such as cultural insight and leadership skills

Jonathan Becker, Zarlasht Sarmast

Bard College

Faith, freedom and fairness: a balancing act for universities

Can UK universities protect the right for students to voice difficult views while ensuring that no student feels that their opinions or beliefs make them a target for prejudice?

Lucy Peacock

University of Cambridge

Beyond gut feeling: what should academic hiring panels consider?

Academic hiring often relies on gut feeling and bias. Olga Ryazanova and Peter McNamara show how evidence on early-career choices and research records can help panels make fairer, more informed decisions

Olga Ryazanova , Peter McNamara

Maynooth University

How to conduct research involving people who may not have capacity to consent for themselves

Studies involving people who may not be able to provide their own consent to take part in research can be daunting. These practical tips offer a guide to ethical and inclusive research with this population

Victoria Shepherd, Anna Anderson, Amy M. Russell

Cardiff University, University of Leeds

The autonomy paradox: why graduate apprentices need both freedom and support to thrive

Graduate apprentices who report high levels of autonomy in their workplace learning don’t necessarily achieve better outcomes. Here’s what they need to succeed

Elaine Jackson, Alan MacDonald

University of the West of Scotland

The challenge of building a diverse faculty in a world that has turned on diversity

In improving recruitment and retention of faculty from under-represented groups, universities can learn strategies from the corporate world – and let go of contentious remedies that do not work

Frank Dobbin, Alexandra Kalev

Harvard University, Tel Aviv University

How universities can move from DEI backlash to breakthrough

Identity threat – when individuals or groups feel devalued – can undermine equity, diversity and inclusion initiatives. But if universities reframe this conflict, it can result in growth and new perspectives, write Camellia Bryan and Brent Lyons

Camellia Bryan, Brent Lyons

University of British Columbia, York University

Beyond the buzz: how AI can be a coach, not a competitor, in the university classroom

Placing teaching tasks along a spectrum between AI and human strengths can help university educators make use of the best of both worlds

Meena Jha, Michael Cowling, Josiah Koh, Kwong Nui Sim

Central Queensland University, RMIT University, Western Sydney University

Is graduate employability a core university priority?

Universities, once judged primarily on the quality of their academic outcomes, are now also expected to prepare students for the workplace. Here’s how higher education is adapting to changing pressures

Katherine Emms, Andrea Laczik

The Edge Foundation

The unexpected benefits of academic blogging

Academic blogging can open doors to collaboration and career growth. Discover its benefits, and learn how to build a culture that supports it.

Jenny Scoles

The University of Edinburgh

What trauma-informed practice can learn from EDI in higher education

Equity, diversity and inclusion work reminds us that trauma doesn’t occur in a vacuum. Here are insights from EDI that can enrich trauma-informed practice

Maree Martinussen, Sarah O’Shea

Charles Sturt University

International students don’t need ‘fixing’

To internationalise education, and not just enrolments, educators need to move feedback on academic language from correction to collaboration. Here Nashid Nigar offers a framework for rethinking inclusion through literacy diversity

Nashid Nigar

University of Melbourne

How can higher education better support international students with disabilities?

Institutions need to work harder to understand international students with disabilities’ needs and challenges, and put in place more obvious and intentional communication with them

Carol Evans, Maurie van den Heever, Ralph E. McKinney

University of Salford, GoodX Software, Marshall University

The power of short courses in transforming the workplace

What started out as a business research project into low productivity became a commercially successful short course. Perhaps it’s time to think outside the box and respond to what businesses need

Richard Saundry

University of Westminster

‘Using GenAI is easier than asking my supervisor for support’

Doctoral researchers are turning to generative AI to assist in their research. How are they using it, and how can supervisors and candidates have frank discussions about using it responsibly?

Ross English, Rebecca Nash, Heather Mackenzie

University of Southampton

What does ‘age appropriate’ AI literacy look like in higher education?

As AI literacy becomes an essential work skill, universities need to move beyond developing these competencies at ‘primary school’ level in their students. Here, Fun Siong Lim reflects on frameworks to support higher-order AI literacies

Fun Siong Lim

Nanyang Technological University

Are you a jack of all GenAI?

Effective use of generative AI draws on a suite of skills that go beyond well-crafted prompts. Getting the best out of tech’s ubiquitous tool requires informed choices, field expertise, flexibility, diligence and a willingness to play

Einat Grimberg, Claire Mason, Andrew Reeson, Cécile Paris

Commonwealth Scientific and Industrial Research Organisation (CSIRO)

Harness the power of AI to preserve endangered art forms

Researchers breathed new life into Cantonese porcelain painting techniques using AI, equipping a new generation with traditional skills. Here’s how they did it

Henry Duh

The Hong Kong Polytechnic University

The power of participatory podcasts as a research method

Instead of seeing podcasting as an alternative output, producing a series with a group of youth curators helped Abigail Harrison Moore and Lauren Theweneti understand how significant it can be for participatory research

Abigail Harrison Moore, Lauren Theweneti

University of Leeds, Sheffield Hallam University

As students become more ‘distant’, can feedback still hit the mark?

Whether they are behind a computer screen or behind bars, all students need support with making effective use of feedback – whether or not the process is a two-way street

Robert Nash, Kieran Balloo

National Institute of Teaching, The University of Southern Queensland

We should be using social media more to understand students

How to use netnography to improve communication with prospective and current students

Alex Fenton

University of Chester

Inclusive co-teaching can draw on educators’ lived experience

Joint teaching between academic faculty and experts by experience offers not only professional development for future teachers, but benefits student understanding as well. Here’s how to put it into practice

Pablo Rodríguez Herrero

Universidad Autónoma de Madrid

Low-cost ways to support women academics

Offering mentorship opportunities, supporting peer groups and addressing bias are some of the ways institutions can support women academics

Asri Saraswati

The University of Indonesia

Practical strategies for greener transportation on your university campus

Focusing on electric vehicle use and optimising lead-acid batteries, Kumar Tripathi shares practical tips for improving campus sustainability through greener transport, based on a pilot study

Abhishek Kumar Tripathi

Aditya University

Colouring in: a big-impact, low-budget support for student well-being

The simple activity of colouring in could be an easy, budget-friendly way for university educators and professionals to help students reduce stress and improve well-being

Emma Palmer-Cooper

University of Southampton

Embrace the potential of dyslexic thinkers for the future of research

Academia has made progress in recognising neurodiversity, but dyslexic academics still face significant barriers. Here’s how universities can embrace cultural competency to support and unlock the potential of dyslexic thinkers

Edward Ademolu

King’s College London

When engaging young people in participatory research, trust is key

How can we collaborate with young people to co-produce research? Keep these three things in mind

Abigail Harrison Moore, Lauren Theweneti

University of Leeds, Sheffield Hallam University

How to achieve interdisciplinary research? Focus on the people

Restructuring research domains around four communities allowed academics to find their natural home, writes Andrew Linn. Here’s how to do it

Andrew Linn

University of Westminster

How to preserve academic credibility when engaging with social media

As political expression on social media can harm public perception of scientists, strategies such as sharing research, separating personal and professional identities, and engaging objectively are ways that academics can use it effectively while preserving credibility

Eleonora Alabrese, Francesco Capozza, Prashant Garg

University of Bath, WZB Berlin Social Science Center, Imperial College London

A guide to supporting student parents at university: part three

In the final piece in her series, Andy Todd explores ways personal tutors can help their tutees transition into university smoothly

Andy Todd

University of Chester

A guide to supporting student parents at university: part two

The second in a three-part series provides detailed, practical guidance on how student parents can be supported to succeed at UK universities

Andy Todd

University of Chester

A guide to supporting student parents at university: part one

The first in a three-part series provides an overview on how student parents can be supported to succeed at UK universities

Andy Todd

University of Chester

Peer feedback: a burden for students or route to better academic writing?

Asking students to give anonymous feedback on each other’s work can not only result in better writing skills but also offer them opportunities to try new approaches and refine assessment tasks

Alison Daniell

University of Southampton

Learning translational medicine can make doctors more effective

As doctors must apply the latest scientific results in daily practice as soon as possible, it follows that translation methodologies should be taught to medical students

Péter Hegyi

Semmelweis University

Building trust to support researchers’ mental health

Principal investigators should know what challenges to trust their research team may face at each stage of a project – from team building to post-project collaboration – so they can focus support effectively

Alex Zarifis

University of Southampton

Lessons in chemistry: widening university students’ participation through storytelling

Storytelling can bridge the gap between complex STEM content and student engagement – it gives learners a discovery-based approach and educators an inclusive teaching tool and means of assessment

Karen Ho

Mount Royal University

Teaching international students about academic integrity

Cultural misunderstandings can lead to international students being referred for academic misconduct. An answer for university educators can be to tailor course content to bridge gaps in your students‘ understanding

Julija Jones

University of Southampton

‘It just isn’t safe to disclose’

Neurodiverse academics face real and significant barriers to achieving positions of educational leadership. Here are considerations for universities to make promotion more equitable

Adrian J. Wallbank, Andrew Page-Towers

Oxford Brookes University

Can academic prenups help overcome barriers to interdisciplinary research?

A bottom-up approach could establish shared values, objectives, risk appetites and publication strategies as ways to mitigate challenges that hinder effective progress of interdisciplinary teams

Himanshu Kaul

University of Leicester

What work-based learners need from sustainability education

Flexible course design, reasonable time commitments and real-life practice are vital if universities expect to train the next generation of leaders and entrepreneurs in sustainable development

Jonathan Muir

University of Leeds

Effective ways to keep online language students motivated

A learning designer discusses tried and tested strategies to keep students engaged in online language courses

Nigel Gearing

The University of Auckland

Key questions to help universities measure societal impact

When societal impact has so many definitions, how can higher education institutions measure it without overlap or disengagement? This coordinated approach aims to find accepted, effective common ground

Olga Ryazanova , Peter McNamara , Tatiana Andreeva

Maynooth University

What can universities do to support academic couples?

What elements can make a university stand out as being partner-friendly? Here are ways for institutions to support academics in dual-career partnerships – and boost their ability to attract and retain the best talent

Torin Monahan, Jill A. Fisher

University of North Carolina at Chapel Hill

Embracing disagreement in research co-production

Co-producing a research project is not all consensus and harmony, so these four tips will guide research collaborators in how to allow and enable disagreements and dissenting voices

Gary Hickey

University of Southampton

How to choose an app that will encourage reporting of sexual violence on campus

Responsible technology can enhance university responses to gender-based violence reports. Here, Heather Flowe and Laura Stevens share what to look for and demand when choosing an app or platform

Heather D. Flowe, Laura M. Stevens

University of Birmingham

Curriculum reform to boost under-represented students’ success in higher education

Large-scale transition from traditional curricula to a block model can have a positive impact on student achievement. Here, Thomas Roche, Erica Wilson and Liz Goode describe five steps to implement whole-institution reform, based on a study of a regional public university in Australia

Thomas Roche, Erica Wilson, Liz Goode

Southern Cross University

How to face adversity and change in higher education with resilience

In times of stress and uncertainty, university leaders must model calmness, clarity and confidence in their ability to respond to and recover from challenges, writes Sonia Alvarez-Robinson. Here, she offers practical strategies based on her own experience

Sonia Alvarez-Robinson

Georgia Tech’s Center for 21st Century Universities

‘Strengthening institution-wide commitment to trans inclusion is more important than ever’

Guidance for museums, galleries and heritage has insight for universities as they prepare to bolster freedom of speech, write four academics

Suzanne MacLeod, Richard Sandell , Sharon Cowan, E-J Scott

University of Leicester, The University of Edinburgh, University of the Arts London

Heart skills to future-proof students

These 10 skills might sound as soft as the centre of a Valentine’s Day chocolate, but they are essential for the careers and employability of our students, writes Elizabeth Reid Boyd

Elizabeth Reid Boyd

Edith Cowan University

The transformative power of mentoring in historically black colleges and universities

HBCUs’ culture of generosity and community has much to offer all colleges and universities, write Marybeth Gasman and Levon T. Esters. Here, they distill their research into four key elements

Marybeth Gasman, Levon T. Esters

Rutgers University, Penn State University

HARKing forward: an argument for a polarising research practice

Hypothesising (or proposing) after results are known is seen as going against scientific principles. Here, however, Yehuda Barach argues for its use in the name of unhindered enquiry and discovery when the scholarship is transparent and properly reported

Yehuda Baruch

University of Southampton

The three Cs of the 21st-century workplace: cognition, character and career

Changing skill demands require a lifelong approach to education that prioritises self-efficacy, critical thinking and a growth mindset. Here is how these elements can fit together in learning and career preparation

Vijayakumari Seevaratnam, Russell Manfield

The University of Queensland

What is the cost of students’ social mobility from a community ties perspective?

Personal networking strategies can influence successful academic integration and emotional stability of students from under-represented communities in higher education. Here are ways to support these groups, based an analysis of the egocentric networks of Roma students

Ágnes Lukács J., Beáta Dávid

Semmelweis University

How to make access to doctoral study more equitable

A three-pronged look at how to make access to doctoral study more equitable and remove barriers to entry that disproportionately impact students from ethnic minority backgrounds, based on findings of the Equator Project

Benjamin Fernando, Sam Giles, Natasha Dowey

University of Oxford, University of Birmingham, Sheffield Hallam University

A reflexive writing workshop to enhance engagement with learning

Reflexive writing workshops can help boost students’ interest and motivation in relation to their studies. Aspasia Eleni Paltoglou explains how these can work

Aspasia Eleni Paltoglou

Manchester Metropolitan University

Student ambassadors, key players in widening participation

How to design and run an effective student ambassador programme to support widening participation initiatives

Ellie Nik

University of Technology Sydney

Four strategies that rethink whole-group discussions

A guide to organising class discussions in different formats so that all students feel able to participate, based on insight from Harvard educators

Jeremy T. Murphy , Meira Levinson

College of the Holy Cross, Harvard University

Tips and tricks for impactful reverse mentoring

How to structure and manage effective reverse mentoring programmes which can bring benefits for participants and the wider sector

Rachael O’Connor

University of Leeds

Making sustainability part of university DNA

Meaningful change comes from embedding green practices into every aspect, and every member, of the institution, starting from induction training

Thomas Menkhoff, Kevin Cheong

Singapore Management University

The case for reverse mentoring in higher education

Reverse mentoring can drive progress on many challenges faced in higher education today, if planned with care, as Rachael O’Connor explains

Rachael O’Connor

University of Leeds

How can students learn to be innovative?

Teaching students innovative thinking through the use of business case studies and ‘learning by doing’, explained by William Cheung and Edward Yiu

William Cheung , Edward Yiu

The University of Auckland

Which specific Covid disruptions impacted motivation and engagement?

Lockdowns, isolation, remote learning and more have impacted various aspects of students’ lives. Knowing what and how puts educators in a better position to offer support

Andrew J. Martin

UNSW Sydney

Sensitive marking and the end of the line for the academic essay

Rather than flagging essays by students with specific learning difficulties for “sensitive” marking, why are universities not rethinking the way they assess to make it more equitable for all students?

Andrew Read, Donna Hurford

University of Southern Denmark, Independent consultant

The flipped classroom: an evidence-based approach

The flipped classroom is most effective when it places active learning at its core, research suggests. A new model for flipped learning, developed by Manu Kapur and colleagues, aims to do just that

Manu Kapur

ETH Zurich

Saying people’s names right: what policymakers can do

How can leaders and policymakers in higher education help staff and students to respect people’s name-based identities? Jane Pilcher and Hannah Deakin-Smith identify steps to take

Jane Pilcher, Hannah Deakin-Smith

Nottingham Trent University

Negative thinking has a role to play in helping students plan their careers

Three recommendations that balance the power of negative and positive thinking to guide career planning for students

Anna Branford , Harriette Richards , Carolina Quintero Rodriguez

RMIT University

Can we really decolonise the university?

To explore what is possible, non-Indigenous scholars Mahdis Azarmandi and Sara Tolbert offer an anticolonial feminist praxis for unsettling settler institutions

Mahdis Azarmandi , Sara Tolbert

University of Canterbury | Te Whare Wānanga o Waitaha

Prioritising equity in higher education: the impact of individual identities

Recommendations for improving equity in higher education, informed by research into the impact of individual identities upon staff experiences of the pandemic

Sam Illingworth, Jamie Zike

Edinburgh Napier University

Five characteristics of effective supervisor training

What constitutes effective training to ensure research supervisors are well equipped to work with doctoral students? Sioux McKenna and Puleng Motshoane share advice based on their research in South Africa

Sioux McKenna, Puleng Motshoane

Rhodes University, University of Johannesburg

Making male athletes key players in preventing sexual assault on campus

Young sportsmen have the influence to shift campus attitudes away from rape culture and misinformation towards accountability and support for survivors. A US-wide programme aims to empower them to do so

Tracey Vitchers

It’s On Us

The secret to ‘levelling up’ is in cross-sector, community-based research

New research shows the achievements of non-academic partnerships and gives insights into what funding and delivery models can help them flourish

Katy Shaw

Northumbria University

A simple way to improve navigation in online learning

Five simple steps to use colour to design an engaging menu and navigation system that enhances digital learning environments and platforms

Joskaudė Pakalkaitė

The University of Exeter

Building blocks of university-industry partnerships for positive change

How universities can develop strategic cross-sector partnerships and trans-disciplinary research in order to boost progress towards the SDGs

Tim Bodley-Scott, Ersel Oymak

UCL

Why it is time to start co-creating professional development with employees

Steps to working with employees to shape and improve professional development programmes

Heather Emerson-Young

Northeastern University

Defining impact: a shift in thinking, acting and being

What is impact? And, more importantly, how do universities foster and measure it? Here is a plan to raise impact awareness, literacy and readiness

Igor Campillo, Glória Nunes, Iñigo Puertas

Enlight European University, Euskampus Fundazioa

Steps to decolonise higher education: after yourself, change the curriculum

Opening the curriculum to First Nations’ histories and knowledge is a key part of decolonisation, as lisahunter and Karen Lambert explain in this second part of their series

lisahunter, Karen Lambert

Monash University

Six ingredients for successful digital transformation

For forward-thinking universities, technology is not an afterthought but a core part of their activities. Here, Nick Skelton distils insight from UK higher education leaders into six components of successful digital integration

Nick Skelton

Jisc

Touch is a simple and effective way to manage learners’ cognitive load

Studies from educational psychologist Paul Ginns show that students who point and trace learning material results have greater comprehension and retention

Paul Ginns

University of Sydney

Questions beyond majors: developing mental maturity in students

When undergraduates build their own course plan, reading list and thesis project, the benefits extend beyond the individual student’s mindset to teaching faculty, write Ryan Derby-Talbot and Marjorie Wonham

Ryan Derby-Talbot, Marjorie Wonham

Deep Springs College, Quest University

Show off students’ employability with e-portfolios

Why and how to make e-portfolios a central part of university courses, helping students identify and exhibit skills that will appeal to employers, by Lourdes Guàrdia and Marcelo Maina

Lourdes Guàrdia, Marcelo Maina

Open University of Catalonia (UOC)

Adaptability is different from resilience – and here’s how to nurture it

Identifying what adaptability is and how to boost it can help students make appropriate adjustments to optimise their academic and personal well-being

Andrew J. Martin, Paul Ginns, Rebecca J. Collie

UNSW Sydney, University of Sydney

Arts-based methods to foster participatory and interactive learning

Arts-based methods in university teaching centre individual human values and relationships as key contributors in learning. Anne Pässilä and Allan Owens offer advice on how this can be achieved

Anne Pässilä, Allan Owens

Lappeenranta–Lahti University of Technology LUT, University of Chester

Breaking language barriers: supporting non-native English-speaking students

Steps that tutors can take to better support students who are non-native speakers of English and ensure they feel included and able to play an active role in their university community

Jiajun Liu, Qian Wang , Shuai Wang

Xi’an Jiaotong-Liverpool University

Teach and talk: encouraging student dialogue in class

Dialogic validation is about making students aware of the value their ideas bring to the classroom. Roehl Sybing discusses three simple principles that teachers can adopt to get students talking

Roehl Sybing

Doshisha University

The power of gender-sensitive mentoring

Mentoring is a powerful tool to enhance job satisfaction and work-life balance. This guide aims to help mentors adopt a gender-sensitive approach to support women and people who identify as women in teaching-focused roles

Marion Coderch

Durham University

Learned words: using poetry to reflect on practices in higher education

Poetry writing can aid reflection on your teaching and learning or research practices, offering a fresh way of organising thoughts, as Sam Illingworth explains

Sam Illingworth

Edinburgh Napier University

When refuge isn’t safe: uncovering real-life stories to shape policy

Human stories that feed into research can be a powerful tool for driving policy change but need careful and sensitive handling, as Lizzie Kirsch explains

Lizzie Kirsch

University of Birmingham, Universities Policy Engagement Network (UPEN)

Augmented reality in teaching: key challenges and how to overcome them

Will Shüler identifies three challenges of integrating augmented reality into the classroom and shares advice on how university tutors might navigate them

Will Shüler

Royal Holloway, University of London

If you want students to read more, consider asking them to read less

Students can feel overwhelmed when faced with lengthy academic reading lists so how can educators help them develop their reading skills? Will Mason and Meesha Warmington share five actions to support students in tackling, even enjoying, their course literature

Will Mason , Meesha A Warmington

University of Sheffield

Student diaries as a tool to improve the university experience

Do you really know what your students experience during their studies? It is more complex than many surveys suggest. Using student diaries may support deeper understanding to improve student experiences, as Dan Herbert explains

Dan Herbert

University of Birmingham

How campus layout influences social ties and research exchange

Shorter distances between departments and offices can boost communication and exchange. But proximity is not the only way that campus design influences interactions among the university community

Andres Sevtsuk

Massachusetts Institute of Technology (MIT)

Meaning making: how universities can boost the uptake of edtech among faculty

The key to promoting the uptake of new edtech tools and teaching innovation among faculty, based on research

Na Li, Xiaojun Zhang, Maria Limniou

Xi’an Jiaotong-Liverpool University

What does ‘taking sexual violence seriously’ look like at universities?

Rates of sexual violence in universities are the highest in society, ONS data show. So what actions must universities take if they are serious about tackling this pernicious problem?

Graham Towl

Durham University

Walk the walk to benefit your academic research

Walking can be used to benefit academic research, help with problem-solving and promote creative thinking. Here, Anna Lois McKay explains the different ways it works

Anna Lois McKay

University of Leicester

A checklist for making disability inclusion a reality in higher education

Actions that universities must take to promote equal access and opportunity for disabled students in higher education, based on a research-backed framework developed by Carol Evans and Xiaotong Zhu

Carol Evans, Xiaotong Zhu

Cardiff University, University of Southampton, University of Lincoln

What can human behaviour analytics tell us about student learning?

Human behaviour analytics could be the answer to enhanced student engagement and better learning experiences in computer-aided learning environments

Fang Chen, Kun Yu

University of Technology Sydney

How to address bias in the classroom and in assessment in five steps

Biases can affect personal interactions, course design, learning activities, assessment and institutional practices, thus it is vital that educators work to remove bias from their teaching. Donna Hurford and Andrew Read share helpful approaches

Donna Hurford, Andrew Read

University of Southern Denmark

What’s next for AI in higher education?

From assessment to ethics and job security, a new Jisc report highlights AI’s challenges and successes and provides insight into upcoming developments

Michael Webb

Jisc

Address STEM inequality by reconceiving merit

The cultural yardsticks used to measure merit in STEM are warped with bias and often devalue women, people of colour and LGBTQ+ scientists with records equal to white heterosexual male peers. To fix STEM inequality, academia must reconceive merit

Mary Blair-Loy , Erin A. Cech

University of California San Diego , University of Michigan

Co-creation: how to find the ‘super’ in supervision

Co-creation can bring together research supervisors and doctoral students to unpick the tensions and challenges in the supervisory relationship and seek solutions, researchers from the University of Warwick explain

Elena Riva, Louise Gracia, Rebecca Limb

The University of Warwick

Don’t be cruel: how to write a fair peer review report

Not every comment in a peer review report will be positive, but it is possible to highlight weaknesses and errors in a journal article while being constructive. After all, behind every manuscript are authors who have ploughed time and effort into the submission

Sin Wang Chong, Shannon Mason

The University of Edinburgh, Nagasaki University

Why universities in emerging countries should invest in social media marketing

Why should higher education institutions in emerging countries invest in social media rather than flashy marketing campaigns to develop brand credibility and brand equity? Charitha Harshani Perera, Rajkishore Nayak, and Long Thang Van Nguyen explain

Charitha Harshani Perera, Rajkishore Nayak, Long Thang Van Nguyen

Northumbria University, RMIT University Vietnam

The evolving meaning of ‘corresponding authorship’ in research

How the role of the corresponding author is changing in terms of research team dynamics and the perception of its meaning, and the implications for assuming the role

Rachel Herbert, Alison McIntosh

Elsevier, University of St Andrews

An invisible minority: what is needed to support students with caring responsibilities

Students with caring responsibilities in the UK have no joined-up support. Jessica Iyamu and Ellie Brown make a call for policies to provide consistent help across all universities for this overlooked group

Jessica Iyamu, Ellie Brown

University Campus North Lincolnshire (UCNL)

Women in academia are doing too much non-promotable work – and that has to stop

The No Club shares advice for women about how to spend their time at work, how to change the environment to stop saddling women with unrewarded work, and prioritise the tasks that get noticed

Linda Babcock, Brenda Peyser, Lise Vesterlund, Laurie Weingart

Carnegie Mellon University , University of Pittsburgh

How to maximise student satisfaction with the flipped classroom

What are the pedagogical, technical and social aspects that lecturers should consider to give students the best possible experience of the flipped classroom?

Erkko Sointu

University of Eastern Finland

Block mode of teaching in higher education: advantages and challenges

Block scheduling may be intense but can also foster student engagement and reduce stress. It needs careful implementation to realise its full benefits

Amir Ghapanchi

Victoria University

It is about ‘people knowing who I am’: reflections on how to guide inclusion work in universities

Advice on using a framework called ‘the Inclusion Compass’ to guide inclusion work within universities, based on a pan-European research project carried out to explore how this could work across higher education

George Koutsouris, Lauren Stentiford , Tricia Nash

The University of Exeter

Improving learning through physical action and sensory perception

Drawing on movement and sensory perception as part of learning can enhance outcomes, research shows. Sheila L. Macrine and Jennifer M. B. Fugate explain how to put this into practice

Sheila L Macrine, Jennifer MB Fugate

University of Massachusetts Dartmouth, Kansas City University

Five tips to enhance your institution’s civic engagement by working with public libraries

Advice to help universities work in partnership with public libraries to reach wider audiences and enhance their civic engagement

Marge Ainsley, Rachel Heydecker

Carnegie UK

Coordinating co-authors

Co-authoring with other researchers can result in more ambitious and exciting papers than solo endeavours but is also fraught with potential hiccups. Steven Bateman and Jie Zhang share advice on keeping collaborative work on track

Steven Bateman, Jie Zhang

Xi’an Jiaotong-Liverpool University

Using digital technology to get student affairs and faculty working together for better results

When student affairs staff and faculty work together, it results in better learning experiences for students. Amy Greenstein and Steven Goss explain how digital tools can be used to support such partnerships

Amy Greenstein, Steven Goss

Manhattan College, Northeastern University

Three tips for ‘unbundling’ an aspect of your university services

Building partnerships with ed-tech firms and other providers involves ‘unbundling’ elements of university services to share tasks among all parties. Dawn Gilmore and Chinh Nguyen offer three tips on how to do this successfully

Dawn Gilmore, Chinh Nguyen

RMIT University, Curio

Engaging public health faculty to make healthier campus decisions

As universities move from a crisis response to ongoing management of Covid-19, this guide outlines why and how to engage public health faculty in campus decision-making

David Johnson, Sarah Walsh

University of Louisville, Eastern Michigan University

Supporting equity among students in group work

Natasha Holmes and Kira Treibergs share strategies for preventing implicit biases affecting student group dynamics, and facilitating productive and equitable teamwork

Natasha Holmes , Kira Treibergs

Cornell University

Deep and meaningful learning: taking learning to the next level

Explicitly linking prior knowledge and experience is key in engaging students in deep learning and transitions them away from passivity in learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Learning challenge and difficulty: calm seas do not make skilful sailors

Five strategies for university teachers to encourage students to use challenge, struggle and safe failure for effective long-term learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Learning to learn and higher-order thinking: it’s not just what to learn but how to learn

Through deconstructing the thought processes that occur during learning, students understand how they learn and therefore learn more effectively

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Interactive learning: more than teamwork makes the dream work

Educators can engineer, harness and guide social dynamics towards a positive learning experience rather than leaving students’ interaction to chance

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Emotions and learning: what role do emotions play in how and why students learn?

If educators understand the factors that interplay with emotional states to affect learning, they can work with this to enhance the learning experience. Here are six strategies to manage the role of emotions in learning

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Writing about the day job: levelling up scholarship across higher education

Tutors with full class schedules have little capacity for research but by focusing on the scholarship of teaching and learning, they can contribute valuable insights supported by their day job, write Russ Woodward and Tim Veal

Russell Woodward, Tim Veal

University Centre Grimsby: The TEC Partnership

Contextual learning: linking learning to the real world

Experience in the professional world can set your students up for a seamless transfer from higher education to the world of work

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Learning as becoming: what do students become as a result of their higher education experience?

A learning framework can help students understand their transition from higher education to the professional world as well as support their holistic experience of university life

Alexandra Osika, Stephanie MacMahon, Jason M. Lodge, Annemaree Carroll

The University of Queensland

Managing individual research productivity in academic organisations: seven key insights

Advice on steps institutions can take to boost the productivity and impact of researchers, based on a study by Olga Ryazanova and Jolanta Jaskiene

Olga Ryazanova , Jolanta Jaskiene

Maynooth University , ISM University of Management and Economics

Squid pro quo: using Squid Game to engage economics students

Wayne Geerling explains how economics lecturers can draw on popular culture to demonstrate key concepts in a more relatable way that aids understanding, taking ‘Squid Game’ as an example

Wayne Geerling

Monash University

Adult ADHD and higher education: improving the student experience

Alex Conner and James Brown explain why adult ADHD is linked to underachievement in higher education and what institutions can do to support better outcomes for those with the condition

Alex Conner, James Brown

University of Birmingham, Aston University

Intersectionality and why in 2022 inclusion must allow for multiple identities

University diversity policies must include intersectionality, and now is the time make it happen. Paul Harpur, Dino Willox and Brooke Szucs offer five strategies for using diversity as a source of strength and opportunity

Paul Harpur, Dino Willox, Brooke Szücs

The University of Queensland

Where are the leaders with a disability in higher education?

While support is available for people with a disability in universities, this is not translating to senior leadership positions – to the detriment of individuals and the sector as a whole, say Paul Harpur and Brooke Szücs

Paul Harpur, Brooke Szücs

The University of Queensland

Match sustainability learning outcomes to specific curricula to achieve SDG 4.7

Ron Johnston provides a guide to embedding education for sustainable development into university courses by linking it with the learning outcomes of the core subject being taught

Ron Johnston

UNESCO

Using action learning to improve interdisciplinary online teaching

A guide to using action learning – questioning knowledge to find solutions – to evaluate and improve teaching practices, based on research by Na Li, Qian Wang, Jiajun Liu and Victoria Marsick

Na Li, Qian Wang , Jiajun Liu, Victoria Marsick

Xi’an Jiaotong-Liverpool University , Columbia University

Say my name: the importance of correct terms, titles and pronunciation

Jane Bryan shares lessons in handling people’s names with respect and sensitivity, ensuring correct use and pronunciation to boost feelings of belonging within institutions

Jane Bryan

The University of Warwick

Well-being pedagogies: activities and practices to improve the student experience online

With many concerned about the mental health effects of learning remotely, Elena Riva shares helpful practices that can boost student well-being in the online teaching and learning environment

Elena Riva

The University of Warwick

Using productive failure to activate deeper learning

Manu Kapur explains how using a flipped-classroom approach, setting students problems that they are unable to tackle properly until they have been taught the associated concepts, deepens their learning through ‘productive failure’

Manu Kapur

ETH Zurich

How does national culture affect the adoption of learning technology?

Na Li, Xiaojun Zhang and Maria Limniou offer tips to counter the hidden cultural and social factors that reduce acceptance of virtual learning environments, based on their research

Na Li, Xiaojun Zhang, Maria Limniou

Xi’an Jiaotong-Liverpool University

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

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

Fostering freedom in PhD students: how supervisors can shape accessible paths for doctoral research

Clive Palmer looks at alternative approaches to PhDs that open postgraduate research to more candidates – for professional development, career change or just love of learning

Clive Palmer

University of Central Lancashire

Online review exercises to improve student performance in large courses

Online review exercises, used in combination with other learning activities, improve student engagement and learning performance in large online courses, Peng Cheng and Rui Ding explain

Peng Cheng, Rui Ding

Xi’an Jiaotong-Liverpool University

Five shifts to consider for building a better learning environment

Kyriaki Papageorgiou outlines shifts in higher education that should help academics in designing more effective teaching and in recognising what areas need in-person instruction and what can be done online

Kyriaki Papageorgiou

Esade

Equitable teaching that creates pathways to success for all students

Andrew Estrada Phuong and co-authors present a framework for an adaptive equity-oriented pedagogy that helps diverse students achieve better results

Andrew Estrada Phuong, Judy Nguyen, Fabrizio Mejia, Christopher Hunn, Dena Marie

University of California, Berkeley, Stanford University, Orinda Academy

How resetting motivations can help faculty achieve better teaching and well-being during challenging times

Faculty members’ personal motivations impacted their attitudes towards meeting the challenges of the pandemic, and in turn, their well-being and teaching quality, research suggests

Martin Daumiller, Raven Rinas, Julia Hein, Stefan Janke, Oliver Dickhäuser, Markus Dresel

University of Augsburg, University of Mannheim

Supporting self-directed learning across cultural boundaries

Academics from Xi’an Jiaotong-Liverpool University draw on their research showing the Western teaching model based on ‘self-directed learning’ is effective among Chinese students coming from different educational and cultural contexts

Qian Wang , Chang Xiong, Jiajun Liu

Xi’an Jiaotong-Liverpool University

Serious play: boosting engagement in online courses through games

Gaming techniques should be taken seriously as a way to keep students engaged in online courses, explains Dario De Notaris, based on his research into improving Mooc completion rates

Dario De Notaris

University of Naples Federico II

Lessons on improving online teaching from a survey of students in Hong Kong

A survey of students in Hong Kong highlighted concerns relating to the efficacy of online teaching. Ka Ho Mok runs through key lessons for universities looking to improve their digital education

Ka Ho Mok

Lingnan University

Virtual exchange: supporting online collaboration to benefit all learners

Virtual exchanges enable group work between students in different locations, but studies show varied learning gains. Irina Rets and Bart Rienties use research to examine how instructors can manage virtual exchanges to ensure everyone benefits

Irina Rets, Bart Rienties

Lancaster University, The Open University

A guide to effective digital course design and delivery from four online teaching experts

Chrysi Rapanta consolidates the knowledge of four online teaching experts to produce guidance on what pedagogical content knowledge faculty need in order to develop effective digital courses

Chrysi Rapanta

NOVA University Lisbon

Instant messaging for improving instructor feedback in distance learning

One of the biggest challenges to online learning is lack of immediate instructor feedback, Justin Fendos’ research revealed. So his team trialled instant messaging to enable prompt responses

Justin Fendos

Dongseo University

Forum-based online teaching to improve student engagement and motivation

A key challenge with online learning is maintaining student engagement and motivation. A forum-based teaching system, in which all students could see and compare their work within a shared online space, helped mitigate this challenge, researchers found

Xiaowei Kang, Wen Zhang

Capital Normal University, New Jersey Institute of Technology in Newark

Guide learning by activating students’ inner feedback

David Nicol explains how students can be guided to make comparisons and feedback on their own work, rather than relying on instructor comments, for improved learning outcomes

David Nicol

University of Glasgow

How a flipped classroom model improves learning in online STEM courses

STEM courses can be challenging to master online, but research by Atef Abuhmaid and Tao Tang shows a flipped classroom model improves outcomes. Here they outline the key lessons from their study

Atef Abuhmaid, Tao Tang

The Hashemite University, Chengdu University of Information Technology

Strategies for scaling up quality online courses in higher education

As remote and blended learning models look set to remain in place, universities need to consider how to scale online courses while maintaining quality. Michael Fried and Jenna Joo outline three effective scaling strategies

Michael Fried , Jenna Joo

Ithaka S+R

In defence of old-school teaching during a worldwide crisis

The rapid move to online teaching risks lecturers becoming over reliant on technology and steadily disappearing from their own courses. Here Glenn Geher argues the case for instructors remaining at the heart of their classes and only using technology to support their teaching

Glenn Geher

State University of New York at New Paltz

Building an effective home studio for remote teaching

Recording classes well from home can be a challenge but by getting the basics right you can create a simple studio set up which will support effective online teaching. Here, Sean Willems explains how

Sean Willems

University of Tennessee, Knoxville