��;ks�8��+pܺ��Z��S��q��=�co�T I�AR!(��H��Hۓ��,>�Fw�_h4��{��O�"��!��`��A�(;2D�d��Ytwd��g�/�~?�/͘��;��|#��Ai��4�t�E1�6t��~�C�|��TDk��[#� ��'�*s�_'�GA��t��Q%�r��P��,]%!�oR�Ⱟ�5l-~`��c�!�]Q�~_�~d?�3�y�'��T�I��D�'��DWù�~��}6z��]&��)�"gG�w,^~�Az��D�+ P-Q��xn�N��?��Exz��8w��wW��6��7�fv3[ܝ�ޤ�}�:�W�@|N��Ż�+6��&��9\�'V��z��G��3�|�K�=��,y3Ȯ�O�b��çL�קW�/��ܳ^|y~9�?��Oo�o.>�>��/ή�5Y��d��Kjb��W�,|��{d�*K��&��%��`�y��f�A�<2�t ��}�2͢y�K.y�HE��G2�tm{T@LLh��JP�&I��Lp�(��i�B�\/�pY�[IJ��r��Ȓ�]L��ev8M� �0�%�t.�),舑��8�b�!+x�]�@E�7��H� @��d!�+ɦ�y-�J�Jd��B� �r��}�KcD:� W iٚI��Pאಜut(�(�y�!��b�3c;�Z�M�(�`��3ի/+4�h٦x�Y�\�Ҿ�,�d{ʒD�m�ѻ� �L �G�>�-A��h'��Y�3>G�'�U�Bd]{��)��mvo�wP�DI�{8M�Y"v��L�2�b�~��vv�0�){��"��[��C}ǲ�>@D?�2��F�va ��Ȱ�E�@� �h�d |ķ��n�|f l��a��lߴ{�ճ셳X�7}��m��K��=�xa[�?p`0��Ԃ�9��9��2��l}ĻK��h~��9b�SϢ#�8��:��jԃ�\_�d��{CAV[��ܭS�4)�|��vŬ��f�-��VP ��T=A:2j1�j��gQ�ܣ�M�?E��<��j��w(�ҍ�R�?�^�� ,�+�~c��F�)ĶNս_�{��!�=2�"��`r%�q��վ]� B}Иf�Chi�_K��h��Q$�t�0��W ��H�|��N��~?G��r|��I��̥�?!M~�Yw��=��_�%��Ī©��O��'��>R�� Tm(:��Ƴ��W�U�R��N��0�. �䇴�A ��{|�G��C�i��(�"%-�Q|�c��1uˊ��l�am�2e��Ⲯ?T�"��YC��<��4��*��6�;Fm��(��%��j��Z8J� cK��{|��Y8:Q��\_T0e�g��h�jn#۸[�Ǹ�`��Ҥ��*�³�t[*��2��U/;h%�ċ��/ �M�5�Ff��z(*�-V�o��[Ȧq+�v9ZA�ڝ��l-��y�(��)�ݷ[s}��Pƿ��Ĩ��۔kə�߮#O��Uu�>��5��v��:��Pg��?� �IB|}�*R�+PzIN��p�^�ܢ�z�kU�ɤ4�b��yq��F�\uU��K�]��@��[U��xg��홵"��k�ɰIj�2,�yX�r�:�O]sg�=��2��<< z��5��t�{��Y��v@�?�RD��B��*0G��X=,��2�:#��Š��Vs�k?@��Oms@�:��0~#��E��1k�֠`k Ȗme��#u8�m,�y��tѭ$ܬ�mw��ѕdק�u��Y�bq��nj��KGmKk��D�)l��o�:��*��pO��VG/]LS}��Dj�D�Ʊ�F��$�Zn��yZ�(�7��7gӨnW~Y��Oz`�>�}�E�:I��=�R��Lv�8`�C24G��KH`��tF \��c��]�-�6��hDq�ހ"2 t��9��G\�;\�v�>��-�X��{��eS��X 7�!0 ��i{�t��ׇ5cAMk}� ��G}2$��&��9D�Pu�oz6q��{�u�Ml�Ё��a5-��a�@0��a�ވ@X�lh:c�j>��{�hHX�W�!j��)`4�\0��AΘ�(pWKݲM�AJC��:`#��(��"]��ԁѢ��G(k�� U�E׈"��ҙ��M�0��Kмg�a�3O�E��Z@��9��iWŖߦ��X@f��PDjYC�`��1F�+k��3��l��t�+�Wm`�`�`��}��}D��>Z��U�oO�q\��2��#��ײ��ѫ�-�uV��!ϣd.i�%�zo�x��1e�_�gE�_�FO5�WB�O��+蝆��0�M�3��]ψ�+|J\��g��06�� ʘx�EG��D>��r�q)_r8�ٝfY�I�fO=�]��܊�_�m]A��~ң��İ{�cY@�gq$%��0��¡�;�G�=��гG��7��nL�LG���F3oj<64~�QU(GfAǗ4��?��9�I:_�?.�k8�x�g��lr;�'�ǟ��A ��f��o��G7�r��d[��O�oO�/��&�;�G�O~\|��ǿ��x�x1Q��b��,��4T��R��:

Workplace skills

Advice on how to help students develop employability skills for the 21st century workplace, covering real-world experience and authentic learning that aids graduates in the transition to professional careers.

An illustration of a flower amid bare tree branches

Soft skills for hard times

Find out how to educate students with the skills needed to succeed in a world beset with uncertainty and instability

Kiera O’Brien, Campus contributors

Campus

Illustration of man pushing cogs linked to books representing work-integrated learning

Real-world projects offer ideal conditions for teaching soft skills

With tomorrow’s graduates requiring agility, empathy and leadership capabilities on top of subject knowledge, the path forward is through connection with industry and community partners, as Kevin Koh explains

Kevin Koh

Singapore Management University

Give students the tools to negotiate in the classroom

Teach students to listen, interpret non-verbal cues and understand their peers’ needs through simple classroom strategies

Elisa González

CETYS Universidad

Give students autonomy over their learning

Here are simple ways to nurture self-direction in students – from consulting them on assessments to offering choice on learning objectives – shared by Natalie K Seedan

Natalie K. D. Seedan

The University of the West Indies

Interdisciplinary teaching spotlight graphic

A focus on interdisciplinarity in university teaching

Learn how to break higher education out of its disciplinary silos through course design, assessment and lessons adapted to the real world

Campus contributors

Campus

Students working together on a group project

Teaching future-proof skills: lessons from degree apprenticeships

How degree apprenticeship-style teaching can develop the creative and social intelligence students need to succeed in a changing workplace

Yuxi Heluo

The University of Exeter

Use experiential learning to embed transferable skills in the university classroom

Find out how one educator integrated the transferable skills students need for employability into a content-heavy course

Philip Y Lam

Hong Kong University of Science and Technology

Teaching responsible use of GenAI in graduate studies

When graduate students learn to use AI transparently, to seek approvals, respect Indigenous consent and critically assess outputs, they develop skills essential for both academic success and professional practice

Katerina Standish

University of Northern British Columbia

A sound artist surrounded by equipment in a studio

Blend individual and group work to build creative confidence

Combining collaborative accountability with personal ownership helps students take risks, navigate challenges and reflect more deeply, writes Dane Taylor

Dane Taylor

Xi’an Jiaotong-Liverpool University

A student leaping from the exam hall into the real world

The evolution of authentic assessment in higher education

Practical advice on assessing students’ skills and application of learning in real-world, professional contexts

Campus contributors

Campus

Employees sitting at a long table in a boardroom

Try a ‘not by the book’ teaching approach for student-centred, industry-focused learning

By replacing classroom work and exams with real-world projects, educators build soft skills and foster industry partnerships that prepare students for dynamic careers

Marie Taillard

ESCP Business School

Someone standing at a crossroad, unable to make a decision

Top business graduates lack one key skill – execution

Top-performing graduates often struggle with execution in the workplace. Educators can change that by designing learning exercises that hone decision-making skills and resilience

José Ignacio Sordo Galarza

Tecnológico de Monterrey

Embrace discomfort to develop these four leadership attributes in your students

Educators play a key role in developing the next generation of bold leaders. Here is how to nurture traits – such as curiosity and realistic thinking – that students will need in the modern workplace

José Ignacio Sordo Galarza

Tecnológico de Monterrey

What’s the next step for widening participation? Make it personal

Despite admissions numbers soaring, students from low-income backgrounds are still missing out on the best graduate jobs. Here’s how personalised one-to-one coaching can dismantle the invisible barriers to career success

Ollie Taylor

UpReach, University of Liverpool

Be my guest speaker

Incorporating guest speaker presentations as part of work-integrated learning helps university educators as well as students, writes Temesgen Kifle. It can enhance teaching practice, build stronger connections with industry, and keep courses up to date with evolving workforce needs

Temesgen Kifle

The University of Queensland

The Portfolio Club: an extracurricular activity to support students’ employability

Strengthen the work readiness of your biomedical science students by supporting them to begin work on their training portfolios early. Here’s how

Tahmina Hussain

University of Salford

Mapping employability skills across curricula

A mandatory university-wide initiative shows how mapping professional skills against all programmes can tailor students’ work readiness no matter their career path

Katy Gordon

University of Southampton

The interior of an art gallery with people walking around

Better together? The secret to successful collaborative arts and humanities PhD research

Insights into managing collaborative relationships in arts and humanities PhD research, based on Alastair Owens’ extensive experience with museums and doctoral students

Alastair Owens

Queen Mary University of London

A team of medics working together on a project

Interprofessional simulation in HE: three tips to help you get it right

Interprofessional simulation enables educators to deliver healthcare teaching and learning in immersive settings beyond the traditional classroom. Here are three ways to make it a success

Jon Newton

University of the West of England Bristol

Can transferable skills be taught in distance learning?

As workplaces are increasingly AI-integrated and hybrid, can teaching transferable skills – including body language – in a virtual learning environment, in some cases, offer a more authentic education experience?

Emilie Rutledge, Jonquil Lowe

The Open University

Make university placements work for students and employers

Well-structured university placements can bridge theory and practice, build professional skills and reduce inequalities. Discover how to get them right

Rebecca Crutchley, Michelle Palser

University of Chester

Preparing media studies students for an unknown future

Today’s media studies students need more than technical skills – they need the agility to survive in a changing industry. Here’s how to teach film, TV and digital media to the next generation of storytellers

Doug Specht

University of Westminster

An illustration of a businessman attempting to hit three targets with one bow

Why range may be a crucial skill for the employees of the future

Students today will be treading a career path that doesn’t exist yet. Here’s how to encourage them to develop the agility and resilience they’ll need for an uncertain world

Yılmaz Köylü

Hong Kong University of Science and Technology

The creaking career ladder is now a bungee jump – prepare your students for a multi-career world

Generation Z want more variety, flexibility and faster development from their careers. It’s up to universities to equip them with the skills for the new career landscape

Deborah Bartlett

Al Akhawayn University

From clashing egos to compassionate debate in the classroom

By reframing debates as opportunities to build resilience, empathy and self-confidence, educators can help students strengthen relationships and develop lifelong skills for well-being and personal development

Elisa González

CETYS Universidad

Reflections on impact and co-creation in academic podcasting

What are researchers to do when conversations around vital topics such as the future of democracy are not reaching beyond academia? An academic podcast has proved effective in taking the conversation to the public and policymakers

Jessica Sutherland, Keith Hyams

The University of Warwick

A suited man and a robot face off in boxing gloves

Help your graduates beat AI in the job market by building transferable skills

Artificial intelligence is always going to have the edge when it comes to knowledge, so prepare students to become well-rounded employees. Find out how to equip them with transferable skills

Aliasgar Shahiwala, Rahma Nasir Iqbal

Dubai Medical University

How AI can drive tailored learning

GenAI should be implemented in a way that enhances business students’ problem-solving skills without eroding the human element of learning, writes Andreas Rausch

Andreas Rausch

University of Mannheim

A lecturer speaks to a group wearing a microphone headset

Six thinkers and five tips to reimagine business education

Reach beyond traditional business models and take inspiration from sociology, philosophy and educational theory for a well-rounded, resilient approach to business education

Lakshmi Goel, Yassine El Bouchikhi

Al Akhawayn University

A young student stands up to make a point

Let’s teach students to disagree well

Conflict is an integral part of life, building better communication and understanding of each other’s differences. Equip students with the tools to do it well

Audra Spicer

Colorado State University Global

Susan C. Aldridge, president of Thomas Jefferson University, speaks to Campus editor Miranda Prynne

Campus interview: Susan Aldridge, president of Thomas Jefferson University, on educating career-ready graduates

The leader of a US institution discusses how to set students up for future success in uncertain times and why working across disciplines is so powerful

Susan C. Aldridge

Thomas Jefferson University

A young woman puts a hand to her head while working at an office

Do your students know the consequences of AI use on an internship programme?

Students are using GenAI tools in their university work, but what about in the workplace? Are they unknowingly putting their employers at risk? Here’s how to prevent a potential data breach

Bonnie Dean, Kelli Nicola-Richmond, Joanna Tai, Jack Walton

University of Wollongong, Deakin University

Mature white male student doing online training

Does the Workforce Pell Grant Program offer a reprieve for US higher education?

Government funding for short-term courses could create more affordable, accessible pathways for students, and opportunities for universities to rethink how learning is structured and credentialed, writes Pardis Mahdavi

Pardis Mahdavi

Independent academic

Students work on a project round a table

Make employability meaningful: developing soft skills with social justice work

The growing demand for students to gain workplace skills could see employability crudely bolted on to existing courses. But partnering with charities and social justice organisations can make it more meaningful – here’s how

Jac St John, Naomi Oppenheim

University of Westminster

How should universities teach leadership now that teams include humans and autonomous AI agents?

Trust and leadership style are emerging as key aspects of teambuilding in the age of AI. Here are ways to integrate these considerations with technology in teaching

Alex Zarifis

University of Southampton

Campus talks: what today’s hyper-connected students need from their first weeks on campus

Students taking their first steps on to university campuses this month will arrive more informed – thanks to AI and social media – and more focused on career outcomes than previous intakes. So, how should universities tailor their welcome to set incoming cohorts up for success?

Rachel Gable

William & Mary

Workers in hard hats and hi-vis discuss their plans

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

Young male student looking thoughtfully at a laptop

Solving the soft skills crisis using artificial intelligence

Employers seek transferable skills such as communication and cultural awareness, but how can universities translate these aspirations into meaningful, scalable learning experiences for students? AI personas offer possibilities

Kieran Williamson

University of Canterbury | Te Whare Wānanga o Waitaha

A student speaking to a teacher in a bright office decorated wiht plants

How interactive orals transform assessment – and how to implement them

Interactive orals shift testing from memorisation to meaningful dialogue, reducing anxiety and building confidence in diverse learners. Read how they increase inclusivity and how to implement them across disciplines

Popi Sotiriadou , Dani Logan-Fleming

Griffith University, Torrens University

How to work well with industry spotlight graphic

How academia can work well with industry

Advice on how universities and their staff can maximise the benefits of academic-industry partnerships for researchers, students and society

Campus contributors

Campus

Close up on young woman looking at computer screen

The case for human-centred skills in higher education

For tomorrow’s challenges – and not just today’s jobs – students will need communication, critical thinking and interpersonal skills. So, faculty should look to embed these transferable skills across disciplines. Lauren Thomas explains

Lauren Thomas

Virginia Tech

Young entrepreneurs chat happily in a breakout space

How to position entrepreneurship as a graduate skill

Entrepreneurial thinking is at the top of employers’ wish lists – but how to integrate these skills in education?

Robert Crammond

University of the West of Scotland

Female intern with laptop working on mecatronics project

Industry engagement matters for doctoral candidates, too

Doctoral candidates have not generally prioritised engagement with industry, but its opportunities to enhance research impact and career prospects now make it essential. Here, Adnan Syed Muhammad offers tips for PhD students

Adnan Syed Muhammad

Western Sydney University

Hand holding mortar board, digital credentials

How industry partnerships and digital credentials can close the skills gap

Industry-focused credentials allow candidates to highlight skill sets to potential employers and enable individuals who may not have access to traditional higher educational pathways to display skills acquired over time. Here are examples of how these can work

Veronica M. Godshalk, Janelle Simmonds

Georgia Tech’s Center for 21st Century Universities, Siemens Digital Industries Software

A student and an assessor roleplaying a client meeting

Interactive orals offer a solution to AI over-reliance in higher education

A scenario-based assessment method that promotes authentic learning can curb over-reliance on AI and build students’ professional communication skills. Here is a guide to interactive orals

Popi Sotiriadou , Dani Logan-Fleming

Griffith University, Torrens University

Build workforce capability through smarter university-industry partnerships

Universities are expected to produce job-ready graduates, but many partnerships with industry remain ad hoc. Building deeper, more deliberate relationships with employers is key to developing stronger regional talent pipelines

Grant Ritchie

University of Canterbury | Te Whare Wānanga o Waitaha

Campus talks: are we facing a crisis in critical thinking in higher education?

Two academic experts in strategic decision-making and education discuss critical thinking, why it is under threat and what role it plays in preparing students for their digitally curated futures

Olivier Sibony, Tony Wagner

HEC Paris, Learning Policy Institute

Equipping university graduates to think beyond the classroom

Too many students – and some educators – misunderstand what critical thinking entails. Here, Marie Paretti explains why engineering students in particular struggle with open-ended problems, and how educators can design experiences that help them learn to think in context

Marie Paretti

Virginia Tech

An image representing the inner workings of the human brain

‘We must replace critical thinking with intuitive critical thinking’

Developing students’ basic critical thinking skills is not enough – intuitive critical thinking is needed in order to expand cognitive capabilities and understand real-world issues, explains Patrik K. Meyer

Patrik K. Meyer

University of Zurich

The keys to strong university–non-profit partnerships

Collaborative projects between universities and non-profits nurture empathy and allow students to make a real-world impact. Here, three educators share their tips for building meaningful partnerships that benefit students and communities alike

Mariana Leyva , Martha Sáenz , Itzel Eguiluz

Tecnológico de Monterrey

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Workplace skills

.css-1ndcrd1{overflow:hidden;overflow-wrap:break-word;max-height:108px;text-indent:0px;}Soft skills for hard times

Real-world projects offer ideal conditions for teaching soft skills

Give students the tools to negotiate in the classroom

Give students autonomy over their learning

A focus on interdisciplinarity in university teaching

Teaching future-proof skills: lessons from degree apprenticeships

Use experiential learning to embed transferable skills in the university classroom

Teaching responsible use of GenAI in graduate studies

Blend individual and group work to build creative confidence

The evolution of authentic assessment in higher education

Try a ‘not by the book’ teaching approach for student-centred, industry-focused learning

Top business graduates lack one key skill – execution

Embrace discomfort to develop these four leadership attributes in your students

What’s the next step for widening participation? Make it personal

Be my guest speaker

The Portfolio Club: an extracurricular activity to support students’ employability

Mapping employability skills across curricula

Better together? The secret to successful collaborative arts and humanities PhD research

Interprofessional simulation in HE: three tips to help you get it right

Can transferable skills be taught in distance learning?

Make university placements work for students and employers

Preparing media studies students for an unknown future

Why range may be a crucial skill for the employees of the future

The creaking career ladder is now a bungee jump – prepare your students for a multi-career world

From clashing egos to compassionate debate in the classroom

Reflections on impact and co-creation in academic podcasting

Help your graduates beat AI in the job market by building transferable skills

How AI can drive tailored learning

Six thinkers and five tips to reimagine business education

Let’s teach students to disagree well

Campus interview: Susan Aldridge, president of Thomas Jefferson University, on educating career-ready graduates

Do your students know the consequences of AI use on an internship programme?

Does the Workforce Pell Grant Program offer a reprieve for US higher education?

Make employability meaningful: developing soft skills with social justice work

How should universities teach leadership now that teams include humans and autonomous AI agents?

Campus talks: what today’s hyper-connected students need from their first weeks on campus

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

Solving the soft skills crisis using artificial intelligence

How interactive orals transform assessment – and how to implement them

How academia can work well with industry

The case for human-centred skills in higher education

How to position entrepreneurship as a graduate skill

Industry engagement matters for doctoral candidates, too

How industry partnerships and digital credentials can close the skills gap

Interactive orals offer a solution to AI over-reliance in higher education

Build workforce capability through smarter university-industry partnerships

Campus talks: are we facing a crisis in critical thinking in higher education?

Equipping university graduates to think beyond the classroom

‘We must replace critical thinking with intuitive critical thinking’

The keys to strong university–non-profit partnerships

Soft skills for hard times

How industry partnerships and digital credentials can close the skills gap