How universities can help rebuild trust in scienceThe crisis of confidence in science has deep origins. The answer to regaining traction is compelling stories and the skills to tell them beyond the academy, writes Bartłomiej KnosalaBartłomiej Knosala Silesian University of Technology
The confidence trick: impostor syndrome and PhDs in the non-academic worldResearchers have a great deal to offer the world beyond academia. But, as John Miles writes, knowing where and when to deploy these skills is crucialJohn MilesInkpath
A translation exercise to improve students’ creative writingLiterary translation and writing have a cyclical, reciprocal relationship, as novelist Maithreyi Karnoor explains with a task to tap into students’ feel for languageMaithreyi KarnoorSrishti Manipal Institute of Art, Design and Technology
Poetry is a door into many disciplines, not just a literary oneA poem can act as a memory aid, ground facts in individual experience and prompt questions about policy, power and generational impact, says Pádraig Ó TuamaPádraig Ó TuamaPoetry Unbound
One thing at a time: tips for making decisionsAcademic life is rife with everyday choices that can sap your bandwidth. Here’s why this is exhausting and how to ease the loadYaniv HanochUniversity of Southampton
HE has its head in the sand on long Covid, and it could prove costlyLong Covid is far more common than most people let on, so institutions must be ready to support its students, staff and faculty – here’s howMays Imad , Skylar Magee , John Nugent Connecticut College
Re-evaluating natural intelligence in the face of ChatGPTGenerative AI tools mean that our pedagogy, understanding of specialisation and how we value human abilities such as empathy, compassion and critical thinking must changeElvin Lim , Andrew KohSingapore Management University
Is it time to rethink social mobility discourse and the meaning of ‘success’?We must remember that while social mobility is a valuable goal, it’s not one with which all students are willing or able to conform, say Louise Ashley and William Monteith Louise Ashley, William Monteith Queen Mary University of London
We need an integrated approach to inclusion in higher educationCarol Evans makes the case for an Integrated Inclusion Framework, which would harmonise competing but overlapping EDI agendas to create aligned change that benefits everyoneCarol EvansCardiff University
How the idea of ‘excellence’ can be misleading in higher educationA new approach to achievement could see a focus on As give way to a suite of mastery that meets students’ needs – and helps faculty balance expectations, writes Michael Dennin Michael DenninUniversity of California, Irvine
How to advance equity-informed leadership in universitiesIncreasing diversity at universities requires more than raising aspirations and enrolment among Indigenous and other under-represented students. Braden Hill offers seven ways leaders can address barriers to equityBraden HillEdith Cowan University
A holistic blueprint for sustainabilityInstead of compartmentalising decisions about infrastructure or resource allocation, universities need a whole-system approach to sustainability that shifts attitudes and behaviour, writes Lily KongLily KongSingapore Management University
A vision for graduate supervisionSupervising graduate students is a responsibility and skill that goes far beyond the mere transmission of knowledge, as Daniel Jutras explainsDaniel JutrasUniversity of Montreal
Narrating failure in academia: how to turn trash into treasureInstead of hiding from failure in shame and despair, and on the way to normalising it, we should learn how to better narrate it, says Lucas LixinskiLucas LixinskiUNSW Sydney
Are we placing too much focus upon higher degrees for university lecturers?There is growing pressure on university lecturers to achieve higher degrees. Fiona Cust and Jessica Runacres question if this is necessary for those teaching at undergraduate level, particularly in vocational or career-focused coursesFiona Cust, Jessica RunacresStaffordshire University
What happens when we can’t help a student when they need us most?The job of university personal tutor is not nine-to-five, and academics in support roles are fallible and don’t always get it right. Catherine Lee shares advice for those times from personal experienceCatherine LeeAnglia Ruskin University
Look after the intangibles and the metrics will look after themselvesUnmeasurable elements such as enthusiasm, belonging and motivation are valuable parts of the university experience. Sue Lee looks at ways to embrace these intangible assetsSue LeeStaffordshire University
I’m finally ready to admit that I’m an academic who suffers from depressionI’m opening up because those of us hounded by mental health issues should not have to add fear of job loss and stigmatisation to our list of concerns, says James DerounianJames DerounianUniversity of Bolton
The four-day week in higher education: can we make it work?With a culture of overwork eroding well-being among UK university staff, could a four-day working week be part of the solution? Rushana Khusainova looks at whether this mode of working is feasible in higher educationRushana KhusainovaUniversity of Bristol
You’re not alone: tips to help academics avoid social isolationConnections with colleagues matter – without them, support during periods of reappointment, promotion or tenure can feel tenuous. And those unwritten expectations of collegiality become opaque, explains Karen Z. SprolesKaryn Z. Sproles United States Naval Academy
Want students back in the classroom? Don’t give everything away onlineEmpty classrooms are an unfortunate reality of post-pandemic universities. To stop this, we need to explain the fundamentals of learning and tempt students backHarriet Dunbar-MorrisThe University of Portsmouth
What LGBTIQ+ allyship means in academiaBeing a queer person who very much appreciates allyship and who tries to be a good ally to others has taught me a few things, says Lucas LixinskiLucas LixinskiUNSW Sydney
Towards 2035: a future view of university educationWhat will higher education be like by 2035? Four early-career academics at Australian universities, from different discipline areas, offer a vision of how universities might evolve and adapt to future technologies and workplace demands Isaac Akefe, Lauren Carpenter, Graham Lee, Jessica LeonardThe University of Queensland , Queensland University of Technology
Transformative change is needed to deliver Earth-centred educationThe time for incrementalism is over. As responsible humans and academic professionals we must radically rethink the purposes and processes of education and developmentMark FettesSimon Fraser University
Universities must think smarter when devising edtech strategies for the futureThe ideal vision is one where AI and faculty work together to deliver the best outcomes, rather than a two-tier system where the less privileged are left with a low-cost, automated educationSarah GrantImperial College London
Creating ‘third spaces’ will revolutionise your campusInformal communal spaces bring multiple benefits, from encouraging interdisciplinarity to helping with net zero targets, says Jerry TateJerry TateTate and Co
Why is self-reflection core to decolonisation and anti-racism in the academy? To move beyond rhetoric, hollow commitments and well-intentioned one-time efforts, we must hold ourselves accountable, says a team from Simon Fraser UniversityMultiple authorsSimon Fraser University
Seven strategies to turn academic libraries into social organisations For libraries to secure their future on higher education campuses, they must embrace a model that prioritises partnerships and collaboration, says Sheila Corrall Sheila Corrall University of Pittsburgh
When is a percentage not a percentage? The problem with HE marking practicesWhen an assessor awards a percentage to an essay, report or similar piece of work, this is a subjective mark rather than a genuine percentage – and this is deeply problematicAndy GraysonNottingham Trent University
Those of us with dyspraxia are frequently affected by academic ableismThe actions, inertia and discretion of individual academics can be a key driver of ableism – here’s what you and your institution can do to help, says John MacklinJohn MacklinUniversity of East London
Being elitist about sci-comms damages scienceScientists, if you communicate only with people at your own level of expertise, how will you recruit the best and brightest, engage the public and change the world? Kylie Ahern takes ‘dumbing down’ to taskKylie AhernSTEM Matters
I’m a disabled student – this is what I worry about when applying to your universityPhoebe Allen, an A-level student with cerebral palsy and full-time wheelchair user, outlines how universities can better accommodate disabled studentsPhoebe AllenStudent
It’s worth rethinking how we engage graduates – they can be teaching gold National teaching fellow James Derounian highlights the potential for recycling graduate contributions back into university teachingJames DerounianUniversity of Bolton
Where’s our Black bereavement leave? Higher education routinely ignores the emotional needs of Black faculty and staff, particularly after traumatic events, and it’s time for that to change, says Angel JonesAngel JonesSouthern Illinois University
What’s next for university admissions? With the impact of AI on applications as yet unknown and affirmative action in the US at risk, Rick Clark speculates on the future of college admissions. His hope? That the student voice finds new ways to be heard Rick ClarkGeorgia Tech’s Center for 21st Century Universities
What does a 21st-century research and science system look like?Jim Metson explores what is needed from universities and government to create a transformative research, science and innovation sector in New ZealandJim MetsonUniversity of Auckland
What’s your scholarly ‘next big thing’, and how should you choose it?For those who want to be setting the agenda in their field, a big project is one of the clearest ways of doing it. Lucas Lixinski ruminates on what that could look likeLucas LixinskiUNSW Sydney
How LGBTQ leaders navigate a predominantly non-LGBTQ worldLooking at LGBTQ leadership style as a reaction to the power structures that dominate our culture is essential to finding a common thread through a diverse community, writes Karen Whitney Karen WhitneyClarion University
The changes to the National Student Survey could prove disastrousThe removal of well-being-centric questions and the ability to compare with previous years will impede universities’ ability to offer adequate supportHarriet Dunbar-MorrisThe University of Portsmouth
How to tell if your university is making a genuine effort to increase diversity There is zero doubt that bias pervades the HE system. Universities need to show they are taking it as seriously as they take publication and other key performance areasKeon WestGoldsmiths, University of London
Challenges and opportunities of the 60-year curriculumLifelong learning for a post-digital-transformation, post-Covid world will need a degree of intention, design and flexibility universities do not yet offer, writes Jeff Grabill Jeffrey GrabillUniversity of Leeds
Business school recruitment: disrupt to diversifyA genuine commitment to championing greater equity, diversity and inclusion in business education demands a paradigm shift, says Arnold LongboyArnold LongboyLondon Business School
New views on the block: schedule or philosophy?Colorado College founded its Block Plan in the heady, revolutionary late 1960s. What can a look back over 50 years teach us about the future of compressed and modular modes of curriculum delivery?Steven HaywardColorado College
It’s time to end the negative narratives surrounding foundation studentsFoundation students are often seen as somehow lacking, but we can challenge the stereotypes around their knowledge and backgrounds to force positive changeChristina Delistathi University of Westminster
Leadership and the intersectionality of being queer and living with HIVComing out as gay was a first step, but it was being open about living with HIV that showed Raymond Crossman how his whole self shaped his role as president. Here, he talks about intersectionality and leadershipRaymond CrossmanAdler University
The history versus fiction debate revisited (again) thanks to ‘The Crown’In the wake of the notorious television series it feels more crucial than ever that faculty reiterate to students the difference between historical fact and fictionFarish A Noor University of Malaya
ChatGPT and AI writers: a threat to student agency and free will?If we resign ourselves to thinking that resistance is futile and allow AI to replace students’ voices, we are surely guilty of abandoning our responsibilities as educatorsAdrian J. WallbankOxford Brookes University
ChatGPT has arrived – and nothing has changed ChatGPT may make it a little easier for students to cheat, but the best ways of thwarting cheating have never been focused on policing and enforcement, says Danny Oppenheimer Danny Oppenheimer Carnegie Mellon University
If I redesigned UK higher education, I would…Pay-as-you-go modules? Choose-your-own first year? Glenn Fosbraey looks to the blue sky for (sometimes radical) ideas for improving the HE experienceGlenn Fosbraey University of Winchester
Don’t jettison traditional academic writing just yetAcademic writing is transforming – into comics, podcasts, installations – but that doesn’t mean bog-standard peer-reviewed papers are less key to institutional status or individual promotion, writes Pat Thomson Patricia ThomsonUniversity of Nottingham
Intersectionality is the only way to nurture academics of colourThese three areas are often overlooked in EDI efforts to support marginalised academics Multiple authorsUniversity of Sheffield, University of Sussex, University of Liverpool
Embracing inclusivity with ‘y’all’: why this pronoun deserves a fresh lookIn a recent online meeting, a colleague told me that using that word made me sound uneducated. So I set out to see if it is really sending a bad messageStone MeredithColorado State University Global
It’s crucial for universities to bridge the ‘town and gown’ divideJames Derounian considers how universities act as good neighbours to their host communities and recommends a simple exercise to break free of the ivory towersJames DerounianUniversity of Bolton
Should we be worried? An educators’ introduction to the metaverse What is it and what might it mean for the future of education? Paul BaileyJisc
Eliminating harmful digital technologies in universities: a guideModern institutions are rife with tech that disenfranchises, dehumanises, excludes and even bullies students and teachers. It’s high time for a rethink, says Andy FarnellAndy FarnellVisiting Professor
In the rush to meet labour market needs, universities can’t forget the human element Understanding that students are people first, with lived experiences that influence their choice of college and career, will help position graduates for successSteven JohnsonNational University
Will online education lead to the death of conversation?Students who can critique ideas and generate sound, reasoned arguments in real time will be better prepared to find success after they graduate, says Rebekah WanicRebekah WanicNova Southeastern University
Hacking their hack: how embracing online summaries revolutionised my classesWith students struggling to focus on and comprehend assignments, summaries can take some of the leg work out of learning and allow students to come to class ready to connectCatherine RossUniversity of Texas at Tyler
Students are disengaged – and it’s due to how higher ed is structuredAcademic structures, such as disciplines, too often silo and limit possibilities for engagement and connection, says JT TorresJT TorresQuinnipiac University
Should we be aiming for student happiness or student satisfaction?Although two sides of the same coin, there are crucial differences between happiness and satisfaction – and one of them serves our students far better, says Doug Specht Doug SpechtUniversity of Westminster
I know first-hand that adult learners need a variety of supports to succeedFrom flexible class schedules to a friendly smile, colleges that focus on individual needs are best positioned to help learners thrive at school and in lifeShannon UrestiCollege of Health Care Professions
Why there isn’t one ‘right way’ to practise ungradingExtricating ourselves from A-F grading scales requires an inclusive, big tent approach in which we de-emphasise grades in a way that best fits our individual contextsMultiple authorsVarious
Good teachers need to be good learnersPatrick Bailey draws on four decades of university experience to identify the three things he thinks have the biggest impact on successful teaching and learningPatrick BaileyLondon South Bank University
Universities must acknowledge the value of students in recoveryUniversity throws up many temptations, but if we offer the right support for addiction we are often rewarded with strong, tenacious students and staffSimon LeeUniversity of Sunderland
Modern higher education leaders must blend business and educational knowledgeClearly articulated values, structures that support accountability and metrics that align with strategic goals are the new leadership competencies, says Angela HernquistAngela Hernquist Colorado State University Global
Does the UK need an observatory for university engagement with policymakers?Any such project would need to guard against numerous pitfalls, but the benefits in terms of bringing together various initiatives and engendering new skills could be greatJonathan Breckon , Sarah Chaytor , Kayleigh Renberg-Fawcett Capabilities in Academic Policy Engagement (CAPE), Universities Policy Engagement Network (UPEN), University College London
How can we help academia produce more women entrepreneurs?The key change required to help female academics found spin-out companies is rebalancing the gender diversity of the investment community, but universities have a part to play, tooSimonetta Manfredi Oxford Brookes University
You can have it all, just not all at onceIt might just be possible to achieve a good work-life balance in academia, but it requires focusing on certain areas of your life and career at certain times, says Lucas LixinskiLucas LixinskiUNSW Sydney
No one agrees on what research leadership is, let alone how to do it wellThe academy has no common idea of what research leadership really is, why it’s important or what good practice looks like. That needs to change, says Matthew FlindersMatthew FlindersUniversity of Sheffield, Universities Policy Engagement Network (UPEN)
Looking for a tenured teaching job? I’ve got one piece of advice: get luckyBy reinforcing the myth of meritocracy, we perpetuate a system grounded in cruelty and false promises. It needs to stop, says David WebsterDavid WebsterKing's University College
Universities must stop policing and surveilling international PGRsFrom controlling travel to failing to provide adequate support, universities’ treatment of international postgrads is harming the research community and the HE sectorTina Sikka, Heather ProctorNewcastle University
Transformative not transmissive education for sustainabilityThe teaching of sustainability and the SDGs needs to equip graduates with the skills to bring about transformative change for a better future. Jen Dollin, Brittany Hardiman and Susan Germein explore what this means for universitiesJen Dollin, Brittany Vermeulen , Susan GermeinWestern Sydney University
What I learned from spending three years researching TikTokFar from being an attention span wasteland, the popular social media platform has great instructional potential for engaged and experimental academics, says Elizabeth LoshElizabeth LoshWilliam & Mary
In the search for work-life balance, going part-time could provide an answerJames Derounian makes the case for part-time work, particularly as academics advance in their careers – and gives tips on how to begin the transition and make a success of itJames DerounianUniversity of Bolton
To improve research culture, we must change the way we measure performanceJo Cresswell explains how universities can support more collaborative cultures by changing the way academics are reviewed, assessed and rewardedJo CresswellDr Joanne Cresswell Coaching
It’s high time we rethought policy impactThe frameworks currently in use for rewarding policy impact are peppered with problems and pitfalls – here’s how to fix them, says Christina BoswellChristina BoswellThe University of Edinburgh
To offset or not to offset – that is the questionCarbon offsetting is a hotly debated issue, with critics positing that it distracts from real efforts to reduce emissions. David Duncan explains why a compromise position in which offsetting is used to complement focused efforts at carbon reduction may be neededDavid DuncanUniversity of Glasgow
To block or not to block? How time affects learning in higher educationFrom intensive block plans to open-ended study programmes, the ideal length for a unit of study is under interrogation. Jason M. Lodge considers the evidenceJason M. LodgeThe University of Queensland
AI in higher education: dystopia, utopia or something in between?To understand how HE can incorporate AI successfully, we need to think about how humans will interact with the technology and change their behaviour, says Ben SwiftBen SwiftAustralian National University
Why higher education must serve students as the customer and the productAn effective university programme should continually adapt in order to add value for and to the students so that they can meet future workplace demands, Haksin Chan and Roy Ying explainHaksin Chan, Roy YingThe Hang Seng University of Hong Kong
What I learned from nearly getting cancelledBeing the subject of student complaints was a very difficult experience for all involved – one that I am trying to learn fromAnonymousTHE Campus
Flipping the university admissions process on its headWhy should it always be students who seek out their ‘best fit’ campus? It’s time for universities to rethink how they manage traditional admissions – and boost enrolment and diversity as they go, says Joe MorrisonJoe MorrisonConcourse
Building emotional resilience is not creating a generation of ‘snowflakes’ Many students arrive at university adept at navigating challenging situations. Julia Downes explains how to leverage and add to these skills for positive and validating resultsJulia DownesThe Open University
Digital exclusion hits students hardest at the start of their journeyVLEs, intranets, sports and social apps – the digital ecosystem at university is vast. We must induct students into it quickly and carefully to prevent them falling behindClaire SmithUniversity of Sussex
Breaking barriers for women: closing the gender health gap in academiaIn the final part of their ‘breaking barriers for women’ series, eight female academics propose ways to tackle the stigma and career deficits caused by women’s health issuesNicola Hemmings , Ellie Harrison , Jo L. Fothergill University of Sheffield, University of Liverpool
Bad news, kids (and academics): the magical motivation fairy doesn’t existMotivation for tricky tasks doesn’t just appear magically, but with these psychological tricks you can get yourself and your career moving, says Hugh KearnsHugh KearnsFlinders University
As a black, female student, I wish I’d had a peer mentoring schemeAsking more experienced students to volunteer to help first-years navigate their university journey can make all the difference in terms of belonging and confidenceBernadine IdowuUniversity of West London
Failure can feel hot and shameful, but we must normalise itFailure is essential in research, so we need to reframe it into an opportunity for learning, says Emma WilliamsEmma WilliamsEJW Solutions
For the common good: why we need ecological universitiesHigher education has become too aligned to specific economic interests and needs to be redirected to focus on regenerative values for the common good, argue Richard Hil, Kristen Lyons and Fern ThompsettRichard Hil, Kristen Lyons, Fern ThompsettGriffith University, Southern Cross University, The University of Queensland , Columbia University
What does ‘strengthen research capacity’ actually mean, and how can we do it?Leaders of research consortia face a difficult task in carrying out research and improving research capacity, but embedding a specialist team to make recommendations provides great gainsImelda Bates , Justin Pulford , Lorelei Silvester Liverpool School of Tropical Medicine, Universities Policy Engagement Network (UPEN)
Considering a university merger? Here’s how to do it wellAssessing a merger’s viability, as well as prioritising trust, openness and maintaining organisational cultures are key to success, says Kayla VasilkoKayla VasilkoPurdue University Northwest
Covid should have taught us that campus needs to be a treasured spaceIf we’re to tempt stay-away students back to the physical campus, we must recognise that place and places matter following disasters, say Gemma Ahearne and Treasa KearneyGemma Ahearne, Treasa KearneyUniversity of Liverpool
How to negotiate the politics of mark agreement between tutorsJames Derounian offers thoughts on how we can unravel the tangled and contested arena of mark negotiation between university tutorsJames DerounianUniversity of Bolton
Zoom fatigue and other exhaustions of international academic lifeFor many scholars, a sustainable career means moving countries to follow jobs and opportunities. Here, Clare Griffin talks about the financial, mental and social costs of relocation and offers practical tips for coping Clare GriffinIndiana University Bloomington
Linguistic racism can take a high toll on international studentsEven seemingly innocuous comments on the way that students use dominant local languages can have severe effects on mental health, says Sender DovchinSender DovchinCurtin University
Why my hobbies make me a better scholarNon-academic skills, both motor and cognitive, can enrich research capabilities in unexpected and often unexamined ways, writes Stephen W. HarmonStephen W. HarmonGeorgia Tech’s Center for 21st Century Universities
Why higher education should take an EDI lesson from Kendrick LamarThe Pulitzer-winning rapper’s disdain for performative activism contains lessons for universities who espouse their good intentions rather than enact changeJT TorresQuinnipiac University
Virtual reality has failed education, so what should we do with it?Getting VR right at a sophisticated level requires a hefty mix of hardware, pricey developers, rock-solid internet and suitable pedagogy – but there is a way forwardMalcolm BurtCentral Queensland University
Introducing ‘translanguaging’ – and other ways to promote multilingualismIf universities are serious about internationalisation they must confront the hegemony of English-medium instruction – here’s how, says Dylan WilliamsDylan WilliamsSeoul National University
We must remove technology worries from the student cost-of-living crisis Students and parents cannot be left to make up the shortfall when it comes to financing their studies and tech needs – they need help from universities and governmentSarah Purdy, Steve HallUniversity of Bristol
Breaking barriers for women: enough talking, time for actionIn the second part of their ‘breaking barriers for women’ series, seven female academics outline key changes to help remodel a fairer HE system from the ground upEllie Harrison , Tiffany B. Taylor University of Sheffield, University of Bath
Safeguarding conferences are becoming the land that change forgotThe lack of a firm steer from the universities regulator means a sector left in limbo when it comes to tackling sexual misconduct – and events covering the same issues year after yearEmma Bond, Andy PhippenUniversity of Suffolk, Bournemouth University
You said, we did – now what? Why student voice initiatives need a rethink‘Student voice’ initiatives tend towards changes that can be easily packaged and publicised rather than those that demand time, resources and deeper considerationClaire Kinsella, Linda KayeLeeds Beckett University, Edge Hill University
Sea of sameness: why universities have trouble with brandingUniversities need to better embrace commercial opportunities and stop trying to be all things to all people, says Paul BainesPaul BainesUniversity of Leicester
Why we should be humans first and academics secondJames Derounian argues for the spirit of kindness in all we do – and provides tips to improve your everyday collegialityJames DerounianUniversity of Bolton
We need our collegiality reserves replenished post-Covid – here’s howWhile collegiality rests mostly with the people, institutions cannot just sit back and wait for it to spring on its own, says Lucas LixinskiLucas LixinskiUNSW Sydney
Is it possible to decolonise the business curriculum?Untangling business studies from the discipline’s imperial origins might seem an insurmountable task, but it’s up to university leaders to take the lead on this complex challenge, reflects Bobby BanerjeeBobby BanerjeeCity, University of London
Engineering schools are riddled with issues – reinvention is requiredFrom increasing diversity to embracing flexibility, engineering schools must enter a period of self-reflection if they are to remain viableDavid PooleLiaison International
Rejecting hybrid conferences as the new norm reeks of ableism Failure to offer a virtual component for conferences makes organisers complicit in a system that excludes particular academics, says William E. DonaldWilliam E. DonaldRonin Institute