University of Glasgow

University of Glasgow

As Times Higher Education University of the Year 2020 and a world top 100 University, the University of Glasgow is committed to world-changing research, teaching and education.

Glasgow

A hand ticks off boxes on a paper form

Is the tick-box structure of promotion preventing true collaboration?

Academics can be so focused on the hoops they have to jump through on the path to success, they forgo opportunities for genuine collaboration. Perhaps it’s time for a shift in mindset, writes Nick Quinn

Nick Quinn

University of Glasgow

African colleagues at a conference session

International research needs international research professionals

When researchers in poorer countries are expected to deliver programmes to the exacting standards of funders in the Global North, it makes international collaboration more difficult. Here, Mary Ryan calls for skills development initiatives to align global aspiration and reality

Mary Ryan

University of Glasgow

Young black PhD student

Co-creating PhD programmes for Black UK students offers a route to reparative justice

How to co-create, recruit and deliver PhD programmes for Black students: lessons from the University of Glasgow’s James McCune Smith (JMS) scholarship and development programme

Heather Lambie

University of Glasgow

University of Glasgow campus

Co-creation as a model for estate redevelopment

Campus redevelopment can offer an opportunity to reframe the ‘ivory tower’ image of a historic campus, without losing its sense of history, place and academic distinctiveness. Here’s how to bring in diverse stakeholder perspectives

Anton Muscatelli, Frank Coton, Karen Lee, Nicola Cameron, Moira Fischbacher-Smith

University of Glasgow

A lightbulb is added to a machinery process

A guide to making automation work in higher education

Implementing automation in universities can relieve staff from repetitive tasks, streamline operations and enhance the student experience. Find out how to do it and the key questions to ask at each stage

Gregor Caldow, Jennifer Robertson

University of Glasgow

podcast graphic

THE podcast: two vice-chancellors on maintaining quality and financial stability within a university

Hear Anton Muscatelli of the University of Glasgow and Alex Zelinsky of the University of Newcastle, Australia, discuss the complexities of successfully running a university

Anton Muscatelli, Alex Zelinsky

University of Glasgow, The University of Newcastle, Australia

Woman holds pregnancy test

Infertility is a private struggle that requires open and supportive solutions

With infertility on the rise, is it time for universities to consider how they support staff struggling with fertility? Devon Oakley-Hogg shares a first-hand account of her failed IVF cycles and how the experience has left her craving change

Devon Oakley-Hogg

University of Glasgow

A woman resting with period pains

Menstruation, maternity, menopause: making space in the academy for all elements of womanhood

Do women’s health policies in higher education meet the needs of those they are meant to serve, and how might the stigma relating to aspects of womanhood be addressed?

Christina Dzineku, Devon Oakley-Hogg

Leeds Trinity University, University of Glasgow

Teaching guides ADHD students in digital learning

With the right support, students with ADHD can thrive in digital learning environments

Don’t generalise about digital learning being problematic for students with ADHD. Rather, find the digital tools that develop their unique talents, argues Dustin Hosseini

Dustin Hosseini

University of Glasgow

THE podcast graphic

THE podcast: how to use generative AI in your teaching and research

Higher education is only beginning to understand the impact that generative AI tools such as ChatGPT will have on teaching and research. Three intrepid explorers join us in this episode to share what useful functions they’ve discovered for the technology

Jennifer Rose, David Nicol, Brooke Szücs

The University of Manchester, University of Glasgow, The University of Queensland

A man ponders how to get from A to B

The power of ‘active feedback’ to prepare students for professional experience

Working with industry clients on real-life challenges is an important component of many university courses. Nick Quinn and Alison Gibb explain how they prepare students for this professional experience using ‘active feedback’

Nick Quinn, Alison Gibb

University of Glasgow

The different steps to improved sustainability

To offset or not to offset – that is the question

Carbon 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 needed

David Duncan

University of Glasgow

Image depicting plans for a multidisciplinary research centre

The challenges of creating a multidisciplinary research centre and how to overcome them

How to overcome the challenges of setting up a collaborative research centre designed to break down institutional silos and structures

Andrew Tobin, Laura Tyler

University of Glasgow

Advice for black and minority ethnic academics who are trying to make their way on the higher education career ladder

Fool’s gold: career advice for young, Black academics

Freshly minted professor Jason Arday provides tips for aspiring Black and ethnic minority academics on how to safeguard themselves on the hazardous journey to the top

Jason Arday

University of Glasgow

Advice on collaborating with student activists to improve institutional sustainability

Working with student activists to speed up progress towards a sustainable future

Jaime Toney explains how working with grassroots student activists can help accelerate institutional action towards the Sustainable Development Goals

Jaime Toney

University of Glasgow

Extended reality and the metaverse must become a research priority for universities

The metaverse will change everything – including academic research

We must push XR research boundaries if we’re to understand and shape our future reality – here’s how, says Neil McDonnell

Neil McDonnell

University of Glasgow

New rules for lecture subtitles and transcripts are creating huge amounts of extra work for time-poor academics

New rules on lecture transcripts give academics an impossible choice

Higher education leaders must engage on new transcription requirements post-pandemic to ensure academics don’t have to choose between inclusion or increased workload

Emily Nordmann, Wilhelmiina Toivo , Rachel O’Neill

University of Glasgow, The University of Edinburgh

Advice on supporting academics staff in taking their first steps towards decolonising curricula

How to support academic staff starting the journey of decolonising the curriculum

How do you support the endeavours of academic staff and build student voice into an institution-wide effort to decolonise the curriculum? Mhairi Taylor and Nighet Riaz share lessons from the University of Glasgow’s action plan

Mhairi Taylor, Nighet Riaz

University of Glasgow

Virtual and augmented reality can provide powerful experiences for university students, and they are probably not as hard to create as you think

Immersive tech in teaching and learning: first steps into the metaverse

Virtual, augmented and mixed reality can provide powerful experiences for students, and it’s probably not as difficult as you think. Neil McDonnell provides simple, practical advice

Neil McDonnell

University of Glasgow

Watch parties are a variation on the flipped learning model used in universities

In praise of the ‘watch party’ – an update to the flipped learning model

Many new students struggle with the amount of self-directed learning at university. Perhaps it’s time to introduce watch parties, say Emily Nordmann and Carolina Kuepper-Tetzel

Emily Nordmann, Carolina Kuepper-Tetzel

University of Glasgow

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 implementing rapid response public engagement projects

Three steps to successful rapid-response civic engagement with students

Kathleen Riach outlines key lessons from successfully leading a rapid-response civic engagement project with students to help over 50s gain better digital access

Kathleen Riach

University of Glasgow

Podcast discussing building resilience and protecting well-being among university staff and students

THE podcast: making teaching more inclusive and equitable

How can academics ensure their teaching strategies meet the needs of diverse students and create inclusive, equitable classrooms

Jason Arday, Tazin Daniels, Chiara Horlin, Amanda Irvin

Durham University , University of Michigan, University of Glasgow, Columbia University

Guidance on designing online courses for learning and well-being

Designing online courses for better learning and well-being outcomes

Matthew Barr describes how to design and deliver online teaching to support better learning and well-being for students who might otherwise feel isolated and disconnected

Matthew Barr

University of Glasgow

Promoting community and inclusivity to dispersed and diverse students through your online teaching

Promoting community and inclusiveness to diverse and dispersed students

Three psychology lecturers share insight into how to create inclusive learning communities and courses that work for dispersed and diverse students

Chiara Horlin, Emily Nordmann, Heather Cleland-Woods

University of Glasgow

Podcast discussing building resilience and protecting well-being among university staff and students

THE podcast: student employability post-pandemic

How can universities prepare students for a post-Covid workplace?

Anton Muscatelli, Nancy Gleason

University of Glasgow, New York University Abu Dhabi

Making your online course content accessible and clear for all students

Five steps to making your digital course content more accessible for all

Drew McConnell describes some straightforward techniques to make your digital course content more accessible and improve the overall user experience for students

Drew McConnell

University of Glasgow

How to guide students to assess and feedback on their own work to improve online learning

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 to ensure your online assessment is accessible and relevant for all students

Assessing your assessment: creating inclusive and meaningful assignments

Online teaching has forced a major rethink of exams, so how can academics ensure they make the new-style assessments accessible and relevant to all students? Kimberly Wilder-Davis explains

Kimberly Wilder-Davis

University of Glasgow

Advice on how you can use virtual reality in your online teaching to enhance the digital learning experience

Using virtual reality to enhance learning

Neil McDonnell explains how academics can use virtual reality platforms to enhance student learning experiences now and post-pandemic

Neil McDonnell

University of Glasgow

Developing students academic writing skills

Improving academic writing skills to boost student confidence and resilience

Academic writing skills are fundamental to most university courses. Andrew Struan explains how Glasgow has taken a whole-university approach to ensure all students are well equipped to succeed

Andrew Struan

University of Glasgow

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Digital first: how to thrive in HE’s online future

Four leading academics from around the world discuss how universities can harness technology to enhance their teaching and learning, at the virtual launch of THE Campus

Kylie Readman, Erle Lim, Moira Fischbacher-Smith, Gary Grant

Murdoch University, National University of Singapore, University of Glasgow, Griffith University

Learn how to create online teaching principles that actually help faculty

Creating online teaching principles that actually help faculty

Amanda Sykes talks about how to develop online teaching resources around a set of simple guiding principles that are immediately accessible and helpful for faculty trying to get to grips with new digital pedagogies

Amanda Sykes

University of Glasgow