Are the arts and humanities still needed as universities retrench staff and cut costs? Patty Raun explains why curtailing or eliminating these disciplines is an egregious mistake
How a careers festival centred on industry insight, alumni connections and tailored support is helping creative students navigate more sustainable career paths
Today’s students need immersive, aesthetic experiences that awaken curiosity, stimulate the senses, and foster critical thinking, says Fabián Bautista
Games-based activities foster active, relaxed learning and collaborative problem-solving. Rebecca Andrew and Sam Chadwick offer guidance on how to design and tailor them to suit a range of needs
A student and an academic outline how universities must make student experience an explicit part of academic roles, from workloads to resourcing and recognition
University students can be lifelong brand ambassadors for their institution. To harness the power of word of mouth, create an environment where students feel they belong
To respond to change, leaders must create solutions with their employees and members of the community, rather than instituting a top-down approach. A Latin American leadership practice could be the answer
Content curation offers academics a practical way to share knowledge beyond the academy. Kelvin Ke Jinde outlines different approaches and shows how they can help researchers extend their reach, save time and engage wider audiences
With robust, quantitative data, the higher education sector can show how its sporting activities and facilities contribute to both student and staff well-being and national health goals while strengthening the case for future investment
Co-creation through experiential learning outside the classroom space – working abroad, in the field, in a lab – is fantastic but not always feasible. Can’t leave the classroom? Ed Berger explains how educators can still spark engagement
Create a supportive learning community with student co-creation. Here are three ways to help students take the reins
Peer feedback and self-assessment build habits that extend into professional life. They teach students to ask questions such as: ‘What do others see in my work?’ and ‘What did I miss?’ to improve performance, Elissar Gerges explains
Guidance on bringing together academic expertise, students’ lived experience and GenAI’s creative capacity to co-design genuinely inclusive, collaborative, and engaging learning experiences
The launch of GenAI has prompted a new stage of experimentation for university education. Here’s how to explore and refine, finding out what works and what doesn’t
By modelling good practice in your own teaching, you can help students build confidence, work more effectively and set habits that support both academic and personal success. Here’s how