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Advice on applying user experience thinking to enhancing your student services in teaching and on campus

Are you optimising the user experience for your students?

Kevin Curtis provides an introduction to simple user experience (UX) techniques that can help when considering how students and staff engage with higher education services and their campus surroundings

Kevin Curtis

The University of Portsmouth

International team of people sitting around table, putting colourful puzzles together

How to enhance students’ participation in teamwork that is not assessed

Rebecca Wang outlines a learning structure that supports students who are new to team-based research projects

Rebecca Wang

University of Westminster

Design thinking can be used in universities and by academics to help bring about new approaches to working in teams

Five tips for using design thinking to transform your academic practice

Jenny Moffett explains how embracing design thinking may offer ways to combat academic perfectionism and develop vital skills for navigating uncertain paths

Jenny Moffett

RCSI University of Medicine and Health Sciences

Advice on establishing key themes and learning outcomes in order to shape the overall learning journey

Start with why, part two: building a clear learning journey

In the second part of his guide to curriculum development, Graeme Knowles explains how learning outcomes can be developed and then used to map the overall learning journey

Graeme Knowles

The University of Warwick

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

Advice for taking your university teaching out of the lecture theatre or classroom

Bringing learning to life: nine tips for teaching in outdoor places and spaces

David A. G. Clarke reflects on his experience of teaching in outdoor spaces and provides valuable tips on how to take higher education outside the classroom

David A. G. Clarke

The University of Edinburgh

Steps that institutions can take to increase the research productivity and impact of their academic staff

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

Advice on looking to the wider research community for resources and training to upskill your research team

Core data science skills: filling the gaps with community developed workshops

The scientific research apprenticeship model lacks training in core data science skills. Community-developed workshops delivered by academic peers can help to fill this gap, Alison Meynert and Edward Wallace explain

Alison Meynert , Edward Wallace

The University of Edinburgh

Advice on breaking down student anonymity to build relationships when teaching online and in person

Unmasking the scientist: breaking down anonymity to build relationships when teaching online

Simple solutions to link students’ names to faces and build a rapport with individuals in your class when teaching online, by Kelly Edmunds and Bethan Gulliver

Kelly Edmunds , Bethan Gulliver

The University of East Anglia

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 providing evidence-based support for adults with ADHD in higher education

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

A war reporter on the BBC, an organisation that opened its outlook to include overseas voices - which higher education also needs to do

I ran the BBC World Service – it showed me how universities can be truly global

Forget our universities’ Brit-centric approach – developing an authentically global experience needs to be at the core of higher education’s digital future

Peter Horrocks

Learna

Advice on using unique datasets in online exams to deter cheating among students

Online exams are growing in popularity: how can they be fair and robust?

Nicholas Harmer and Alison Hill share advice on using unique datasets to deter student collusion in online exams

Nicholas Harmer, Alison Hill

The University of Exeter

University academics can be bad communicators - and this can be a problem when trying to engage industry

External engagement in academia: lessons from the business world

Many academics see external engagement as a chore. Others are just unable to appreciate industry perspectives. Both are stifling the contribution of universities

Kumud Wijayaratna , Ed Cottam

Northumbria University

Fostering interdisciplinary thinking in students is a great idea for universities

How to lay the groundwork for interdisciplinarity in students

Recent events have shown the necessity of working together, and it’s never too early for universities, faculty and students to begin thinking about this, says Georgina Harris

Georgina Harris

Arden University

Advice on embedding sustainable development into university curricula by aligning it with core subject learning outcomes

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

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

Campus talks: what does it mean to decolonise a library?

Find out what is involved in decolonising a library from the editors of a book drawing together global perspectives on the subject

Jess Crilly, Regina Everitt

University of East London

Rethinking PhDs to create graduates that are both academic and commercial is crucial to bioscience success

We must rethink PhDs to smash barriers and ensure bioscience success

Redesigning PhD training will help develop commercially savvy researchers, address skills gaps in UK bioscience and bolster innovation, say Simon Cook and Derek Jones

Simon Cook, Derek Jones

Babraham Institute, Babraham Research Campus

Insight on what changes within HE sparked by the pandemic should be kept in order to better serve disabled students

New norms in higher education that can help disabled students long-term

Certain changes sparked by the reorganisation of higher education during the pandemic have benefitted disabled students and should be kept and developed in the long term. Sean Cullen outlines four key areas of positive change

Sean Cullen

Brunel University London

Career planning advice for early career researchers on how to secure your first permanent academic job

Landing your first lectureship: top five academic career planning tips

Utsa Mukherjee shares five tips to help early career researchers build their professional experience and CV in order to secure their first permanent academic post

Utsa Mukherjee

Brunel University London

Engaging with LinkedIn is essential for the modern university academic when looking for a new job

Academic snobs can’t afford to ignore LinkedIn any longer

Considering a career move? When asking for a favour, such as info or an introduction, it helps to build a chain of trust. Which is where LinkedIn comes in, says Emma Williams

Emma Williams

EJW Solutions

Insight on why and how to take a new approach to curriculum design, starting with the outcomes

Start with why, part one: taking a new approach to curriculum development

Graeme Knowles explains how his team have overturned the long-accepted curriculum development process to make the purpose of the programme and its learning outcomes the starting point rather than the end result

Graeme Knowles

The University of Warwick

University academics can take risks to get to the top

I took an alternative route to academic success – and I’m happier than ever

I ignored senior management and marketing departments and experimented with making my work more accessible and interesting – it paid off, says Jonathan Wilson

Jonathan Wilson

Regent’s University London

Advice on working with students to develop a well-being module that educates them in mental health and self-care

Co-creating an interdisciplinary well-being module for all students

Elena Riva and Wiki Jeglinska explain how academics can work with students to co-create well-being modules that span multiple disciplines and support students’ self-care, drawing on their own experience of collaborating on such a scheme

Elena Riva, Wiki Jeglinska

The University of Warwick

Advice on creating multiple choice question exams that provide a fair and effective way to assess student progress

How to structure a multiple choice question exam

Anthony Evans explains how to arrange a multiple choice question exam to provide a fair evaluation of students’ understanding, aid their learning progress and minimise cheating

Anthony J Evans

ESCP Business School

We know that university students want to learn together

Let’s harness students’ desire for interaction to define the future of learning

We know that students want to learn together. That information should underpin how we allocate resources to best serve their needs, say Derfel Owen and Ant Bagshaw

Derfel Owen, Ant Bagshaw

UCL, Online Education Services

Advice on how to use virtual reality in order to enhance learning through real-world immersive experiences

How to apply virtual reality to enhance learning experiences

Ithai Stern outlines how best to shape and deploy virtual reality as a tool to enhance learning experiences, while acknowledging its limitations

Ithai Stern

INSEAD

Woman writing on a whiteboard

Study trips and experiential learning: from preparation to post-trip reflection

Rebecca Wang outlines the key steps to take before, during and after a successful international field trip

Rebecca Wang

University of Westminster

Speech bubble representing constructive criticism, feedback to students in creative fields

How educators can help creatives cope with constructive criticism

John Hitchings offers advice for giving helpful feedback and supporting students studying in a creative field

John Hitchings

Arden University

Too many university academics complain that the leadership talent pool is running dry without making any attempt to reach out to fresh talent

Complaining that the leadership talent pool is running dry? Here’s how to fill it

Abandoning traditional hierarchies and allowing mid- and early-career staff to experience leadership creates a thriving, diverse talent pool, say Jo Cresswell and Peter Hogg

Jo Cresswell, Peter Hogg

Dr Joanne Cresswell Coaching, University of Salford

Advice on guiding reflective practices among students as part of their university curricula to aid their professional and personal development

Students as reflective practitioners: a personal development journey

Professional development is often taken for granted and seldom well embedded into university curricula. Alexandra Mihai looks at how intentional learning design can help make it an integral part of students’ learning experience

Alexandra Mihai

Maastricht University

Working alongside students can have positive impacts on research time and also student outcomes

Research time disappearing before your eyes? Try student collaborations

Working alongside students can help academics to both protect their research time and boost student employability, say Dean Fido and Louise Wallace

Dean Fido, Louise Wallace

University of Derby

Santa goes online. But university students and staff seem to be conflating online and blended learning, when they are two separate entities

My Christmas wish? Wider recognition that blended is different from online

Following two years of disruption and jumping between modes of delivery, many students and staff seem to be – incorrectly – conflating blended with online, says Harriet Dunbar-Morris

Harriet Dunbar-Morris

The University of Portsmouth

Webinar discussion how to reduce student drop out rates in the context of the pandemic and online learning

What is the long-term impact of online learning?

Online learning looks set to remain central to the delivery of higher education long after the pandemic. In this webinar Maryanne Dever and Diana Laurillard discuss what the long-term impact of this might be, on teaching, student support, well-being and the sector as a whole

Maryanne Dever, Diana Laurillard

Australian National University, UCL

Advice on designing worthwhile multiple choice questions for higher education assessment

Creating worthwhile multiple choice questions for higher education assessment

Multiple choice questions are often frowned on as an assessment tool in higher education. But when well constructed, they offer a clear and transparent way of evaluating student progress, as Anthony Evans explains

Anthony J Evans

ESCP Business School

How to set up university mentorship schemes to support students to become the socially responsible leaders of the future

Foster mentorship skills to create the socially responsible leaders of the future

Institutions should look to set up mentorship practices that help students develop the skills they will need to create successful and sustainable companies. Laura-Jane Silverman explains how

Laura-Jane Silverman

The London School of Economics and Political Science

Advice on developing students' identities as learners rather than consumers of their higher education

Building student identities as learners, not consumers, for better academic outcomes

Students who think and act like consumers have worse academic outcomes, research shows. Louise Taylor Bunce shares practical steps to help build students’ identities as learners rather than as consumers of education

Louise Taylor Bunce

Oxford Brookes University

Ransomware and other online dangers can be utilised by hackers to attack universities if they do not have their cybersecurity sorted

Cybersecurity in the HE sector – getting the basics right

Managing security updates, vulnerability reviews, password policies and multi-factor authentication are staple university needs, says Clive Madders

Clive Madders

Cyber Tec Security

Advice from a doctoral student on overcoming common challenges while studying for your PhD

Transitioning to a PhD: common struggles and how to overcome them

Camille Bou outlines the key struggles she encountered during the first year of her PhD and shares useful insight on how she overcame them

Camille Bou

The London School of Economics and Political Science

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

Self-regulation is a vital skill for university students to be taught by their lecturers

Is your curriculum design limiting students’ learning potential?

All too often, insufficient emphasis is placed on development of the self-regulatory skill sets that students need most in order to do well, says Carol Evans

Carol Evans

Cardiff University, University of Southampton

If universities push staff towards social media, they must protect them, too

At the very least, there should be training on managing online discourse, blocking tools and recognising when ‘robust debate’ becomes abuse or libel, says Andy Phippen

Andy Phippen

Bournemouth University

Universal design for learning involves creating courses that all university students can use effectively

Universal design for learning: an introduction and getting started

Universal design for learning offers ways to plan teaching and learning to accommodate diverse students and help learners develop the self-efficacy they need to be successful, says Dara Cassidy

Dara Cassidy

RCSI University of Medicine and Health Sciences

Hands locked in a circle illustrating race equality curriculum

Building an inclusive learning community to deliver a race equality curriculum

Ricardo Barker and Syra Shakir reflect on how to set up a curriculum that engages everybody in conversations about race equality

Ricardo Barker , Syra Shakir

Leeds Trinity University

Universities can learn a great deal from the way Amazon embraced digital tech and constantly evolves

What can universities learn from Amazon?

From putting the customer first to the buzzword that is ‘fulfilment’, there’s much to be gleaned from the way Amazon and its ilk embraced digital technology, says Peter Vervest

Peter Vervest

Erasmus University Rotterdam

Advice on improving the design and delivery of more inclusive assessment using digital tools

Inclusive pedagogy: using multimedia as a tool to enhance and transform assessment

Rachel Challen outlines key steps to enhancing the design, direction and delivery of assessment using digital tools

Rachel Challen

Nottingham Trent University

Advice on handling individuals' names with respect to create an inclusive learning environment

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

Advice on bringing real world practical training into the online classroom through case studies

Keeping it real: bringing practical dimensions into online teaching

Pamela Henderson sets out how to bring real world training into the online classroom by developing effective simulated case studies, based on her experience teaching law

Pamela Henderson

Nottingham Trent University

Practical and authentic assessment is crucial for students hoping to show employers what they're capable of

How to make sure assessment practices are as authentic as possible

We all want employers to be confident that students have the skills to do the job. And these skills still require assessment, it’s just done a little differently, says Paula Reilly

Paula Reilly

Arden University

University lecturers should use reverse grading to turn the grading process on its head

Turn the marking process on its head by using ‘reverse grading’

Davita Günbay explains how reversing the narrative between ‘what I got’ and ‘what I was given’ can help learners engage and take responsibility for their learning

Davita Günbay

Near East University