Feature article

A course induction can be more than an information-giving session in the student welcome timetable. It can introduce students to the practice of reflection on short- and long-term goals and what they want to achieve, writes Marianne Savory

Advice on how to create dynamic, engaging and supportive online learning environments that cater to the diverse needs of today’s coding students

What are the implications of deepfake technologies on universities’ day-to-day operations and how can academic leaders act to safeguard their institutions? Here are three ways

Online courses often lack the kind of spontaneity that builds critical thinking skills. So how can we make up for this?

Many students interested in studying philosophy at university will be concerned about its job prospects, so they require courses that demonstrate how to translate its skills into a career, writes Jonathan Webber

In her book ‘Leading from the Margins’, Mary Dana Hinton considers the challenges facing the next generation of women and people of colour in leadership positions

An instructor subjectively defines what they consider triggering, so how useful are they and how can we get trigger warnings right?

As higher education strives to ‘reset’ in the age of AI to become more flexible, interdisciplinary, open, focused on real-world learning and with authentic assessment, curriculum-embedded OGCL is a key path to future-ready graduates

Student satisfaction runs much deeper than excellent academic credentials. Find out how to attract new intake by focusing on what they really want from the university experience

The assumption that instructors hold negative views on the use of any generative AI means that important conversations aren’t being had