Times Higher Education: Recent Episodes
Times Higher Education
The latest university news, higher education analysis and world university rankings discussion. Essential listening for academics and university professional staff, and those with a keen interest in academia. Times Higher Education: at the heart of higher education debate.
As complex organisations, universities need to examine their many and varied functions when seeking to reduce their carbon footprint and advance sustainability.
For many, the easier changes have been made so, looking ahead, institutions need to get smarter about how they transform their practices and policies to halt future global warming.
In this episode, we speak to two women focused upon driving positive change and reducing emissions in two very different but equally important arenas of university work.
Ellen Quigley is principal research associate at the University of Cambridge. She is also co-director of finance for environmental and social systemic change and special adviser in responsible investment to the university’s chief financial officer. Her own award-winning research focuses on the mitigation of climate change and inequality through the investment policies and practices of institutional investors. Drawing on the example of Jesus College, Cambridge, she explains how universities can use their power as investors to influence and press for environmental change across multiple sectors – and work against funding for fossil fuel extraction.
Jenna Lowe is the laboratory sustainability officer at the University of Liverpool. She manages the university’s Laboratory Efficiency Assessment Framework (LEAF) and is a member of the sustainability team. She was shortlisted in the Outstanding Technician of the Year category in the 2024 THE Awards. She discusses how seemingly small adaptations in lab practices can have a huge impact in reducing emissions and waste.
You can find more advice and insight on how universities can work towards achieving net zero in our latest spotlight guide here: Higher education’s bumpy road to net zero | THE Campus Learn, Share, Connect
A sense of belonging is particularly valuable in higher education, where feeling valued, respected and part of a community are connected to students’ academic achievement, retention and well-being. But belonging resists clear definition, both what it is and how it relates to other concepts such as inclusion and mattering. This is especially true in a post-pandemic world, where online learning and the digital transformation have blurred the boundaries of university life.
For this episode of the Campus podcast, we speak to Karen Gravett, who is an associate professor in higher education and associate head of research in the Surrey Institute of Education at the University of Surrey. Her research covers belonging, digital education, student engagement, relational pedagogies and literacy practices. As part of the Belonging to and beyond the Digital university project, Karen (working with Rola Ajjawi of Deakin University and Sarah O’Shea from Charles Sturt University) asked students what belonging means to them, and in this conversation she shares insights into post-Covid student life and why elements such as curation, safety, non-belonging and connection to an academic discipline are powerful drivers of belonging.
You'll find more advice and insight on how to build belonging at your higher education institution in our latest spotlight guide.
Hear from two academic policy experts, one in the UK and one in the US, who discuss the most effective ways that researchers can share their expertise with politicians and civil servants.
We speak to:
Michael Sanders is a professor of public policy at Kings College London and director of the School for Government. In addition to his academic career, he has worked in government as chief scientist on the Behavioural Insights Team and was the founding chief executive of What Works for Children’s Social Care.
David Garcia is a professor with Mary Lou Fulton Teachers College at Arizona State University. Prior to joining ASU, he helped found the Arizona Center for Public Policy - ThinkAZ, and he was worked as an associate superintendent and a director of research and policy with Arizona Department of Education. He is also a former legislative staffer with the Arizona State Senate and was the 2018 Democratic candidate for governor of Arizona.
For more advice and insight on how best to engage policymakers with your research, take a look at our latest spotlight: An academics' guide to policy impact.
Hear why an international approach to higher education research and teaching is vital to building a better future and solving global challenges.
We speak to two academic experts to learn about effective institutional strategies to support internationalisation but also what key barriers prevent a more global academy.
Lily Kong is president of Singapore Management University. She is the first women to lead an institute of higher education in Singapore. She took the helm in 2019 after three years as provost, and prior to this she held senior management roles at the National University of Singapore.
Manuel Barcia is the University of Bath’s pro vice-chancellor (global) after moving from the University of Leeds in May 2025, where he was dean for global engagement and chair of global history in the School of History.
For more advice and insight on this topic, browse our spotlight guide to teaching and researching across borders.
For this episode, we asked academics and university staff from around the world to share their own strategies for staying positive, healthy and maintaining balance in a sector in which stress and overwork are commonplace. At a time when higher education feels under attack in many countries, in more ways than one, it is important for those working in the sector to find coping strategies that work for them and build collective support.
Thank you to all who contributed their personal wisdom:
- Lucas Lixinski is a law professor and associate dean at UNSW Sydney, which he joined after completing a postgraduate fellowship at the University of Texas School of Law.
- Maha Bali is a professor of practice at the Center for Learning and Teaching at The American University in Cairo (AUC).
- Doune Macdonald is an emerita professor at the University of Queensland and a visiting professor at the University of Sydney.
- Debbie Riby is a professor of developmental psychology and associate pro-vice chancellor for postgraduate research students at Durham University
- Bhawana Shrestha is a research fellow at the Learning Institute for Future Excellence at Xi’an Jiaotong-Liverpool University.
- Chris Wright is a senior lecturer and co-ordinator of the Drawing Centre at De Montfort University.
- Chin Moi Chow is an associate professor of sleep and well-being in the Faculty of Medicine and Health at the University of Sydney.
- Pippa Caterall is a professor of history and policy at the University of Westminster.
- Patrice Sewou is an associate professor of learning and teaching and the director of the Centre for the Advancement of Racial Equality at the University of Northampton.
- Aster Cosmos is a learning designer at Monash University.
For more insight and advice on protecting the well-being of those working and studying in universities, take a look at our latest spotlight guide on making mental health a priority in higher education.
The delivery of quality research is central to the mission of most universities. But there is more to research excellence than headline-grabbing “ground-breaking” discoveries.
This podcast episode explores what good research looks like, how it can be supported at an institutional level, and what feeds into a healthy research ecosystem that enables robust studies of all types, at all stages to be carried out and knowledge advanced.
We also delve into research security to find out how such scholarly work can be protected from misuse or being weaponised amid ever-changing geopolitical power struggles.
You will hear from:
- Marcus Munafò, who is currently associate pro vice-chancellor for research culture and professor of biological psychology at the University of Bristol, but will, in May, take up the post of deputy vice-chancellor and provost at the University of Bath. He is co-founder of the UK Reproducibility Network (UKRN) and leads a major project funded by Research England to accelerate the uptake of open research practices across UK higher education sector.
- Jacqueline Littlewood, director of research security at the University of Alberta in Canada. She took up this role leading the university’s safeguarding research office in 2023 after a 20-year career in government as a policy analyst and adviser, including working with Canadian Nuclear Safety Commission and the Canadian Security Intelligence Service.
For more advice on this topic, check out our resources offering insight on delivering top quality research, including a spotlight collection on how to demonstrate research excellence.
Assessment is a cornerstone of most modern education systems, and yet is it strictly necessary? If it is, what purpose should it serve and, thus, how should it be designed and delivered?
In seeking to answer these questions, we put assessment under examination. In this podcast episode, the nature of institutionalised education, how assessment can better serve learning, the impact of grading, and compliance all come under scrutiny.
We speak to:
Susan D. Blum is a professor of anthropology at the University of Notre Dame. An award-winning author and educator, she has written and edited 10 books including a trilogy critiquing the way university teaching is delivered with the latest, Schoolishness: Alienated Education and the Quest for Authentic, Joyful Learning, coming out in 2024.
Catherine Wehlburg is president of Athens State University and president of the Association for the Assessment of Learning in Higher Education (AALHE).
Josh Eyler is director of the Center for Excellence in Teaching and Learning and clinical assistant professor of teacher education at the University of Mississippi. He has written highly regarded books on the science of learning with his latest, Failing our Future: How Grades Harm Students and What We Can Do about It, published in 2024.
More insight on assessment in higher education can be found in these Campus spotlight guides:
- The evolution of authentic assessment
- AI and assessment in higher education
- The great assessment rethink
Complex problems cannot be solved if examined only through a narrow lens. Enter interdisciplinarity. It is now widely accepted that drawing on varied expertise and perspectives is the only way we can understand and tackle many of the most challenging issues we face, as individuals and as a species.
So, there is a growing movement towards more cross-disciplinary working in higher education, but it faces challenges. Interdisciplinarity requires a shift of mindset in an academy built upon clear disciplinary distinctions and must compete for space in already overcrowded curricula.
For this episode, we speak to Gabriele Bammer and Kate Crawford to find out why interdisciplinary research and teaching are so important and how these leading scholars are encouraging more academics and students to break out of traditional academic silos.
Gabriele Bammer is a professor of integration and implementation sciences (i2S) at the Australian National University. She is author of several books including ‘Disciplining Interdisciplinarity’ and is inaugural president of the Global Alliance for Inter- and Transdisciplinarity. To support progress in interdisciplinarity around the world, she runs the Integration and Implementation Insights blog and repository of theory, methods and tools underpinning i2S. Gabriele has held visiting appointments at Harvard University’s John F. Kennedy School of Government, the National Socio-Environmental Synthesis Center at the University of Maryland and the Institute for Advanced Sustainability Studies in Potsdam, Germany.
Kate Crawford is an international scholar of the social implications of artificial intelligence who has advised policymakers in the United Nations, the White House, and the European Parliament on AI, and currently leads the Knowing Machines Project, an international research collaboration that investigates the foundations of machine learning. She is a research professor at USC Annenberg in Los Angeles, a senior principal researcher at MSR in New York, an honorary professor at the University of Sydney, and the inaugural visiting chair for AI and Justice at the École Normale Supérieure in Paris. Her award-winning book, Atlas of AI, reveals the extractive nature of this technology while her creative collaborations such as Anatomy of an AI System with Vladan Joler and Excavating AI with Trevor Paglen explore the complex processes behind each human-AI interaction, showing the material and human costs. Her latest exhibition, Calculating Empires: A Genealogy of Technology and Power 1500-2025, opened in Milan, November 2023 and won the Grand Prize of the European Commission for art and technology.
More advice and insight can be found in our latest Campus spotlight guide: A focus on interdisciplinarity in teaching.
How should universities manage the rapid uptake of artificial intelligence across all aspects of higher education? We talk to three experts about AI’s impact on teaching, governance and the environment.
These interviews – with a researcher, a teaching expert and a pro vice-chancellor for AI – share practical advice, break down key considerations, and offer reasons for vigilance and optimism.
We talk to:
- Shaolei Ren, an associate professor of electrical and computer engineering and a cooperating faculty member in the computer science and engineering department at the University of California, Riverside, whose article “Making AI less ‘thirsty’: uncovering and addressing the secret water footprint of AI models”, co-written with Pengfei Li and Jianyi Yang, also from UC Riverside, and Mohammad A. Islam of UT Arlington, has drawn attention to water consumption of AI data centres
- José Bowen, an author and academic who co-wrote Teaching with AI: A Practical Guide to a New Era of Human Learning (Johns Hopkins University Press, 2024)
- Shushma Patel, pro vice-chancellor for artificial intelligence at De Montfort University in the UK.
For more Campus resources on this topic, see our spotlight guide Bringing GenAI into university teaching.
Learn about new models in academic publishing that could better serve academia by helping scholars get their work into the public sphere more readily, removing financial barriers for authors and readers and underpinning better research practices.
We speak to two academics about the challenges associated with the dominant commercial academic publishing model and how they are seeking more effective ways to enable researchers to disseminate knowledge.
Paul Ayris is pro-vice provost for library services at University College London and chief executive of UCL Press which he founded 10 years ago as the UK’s first fully open access university press. The press produces a range of open access monographs and edited collections, student textbooks and academics journals and is now home to UCL Open Environment, the only multidisciplinary open science journal focused on all environment related topics.
Philipp Koellinger is a professor in social science genetics at Vrije Universiteit Amsterdam and co-founder and CEO of a tech start-up DeSci Labs which hosts DeSci Publish, a pre-print network where scientific research is published, validated, and curated without paywalls or publication charges.
Citizen science, in which researchers work alongside members of the public to collect or analyse data, brings multiple benefits, extending the capabilities of research teams and aiding public engagement. But there are still sceptics who question its validity as a research model. Find out why concerns are often misplaced and hear some of the ways enthusiastic amateurs have helped advance human knowledge.
On the broader question of public impact, hear how universities could provide a framework that supports academics to carry out more community-engaged research, designed to serve the public good.
On this episode, we talk to:
Chris Lintott, professor of astrophysics at the University of Oxford, presenter on the BBC’s The Sky at Night program, author and co-founder of citizen science platform Zooniverse. He explains how his interest in citizen science was sparked and why he believes it is such an effective model.
Neeli Bendapudi, president of Penn State – Pennsylvania State University – discusses a new coalition of university leaders from across the US and Canada who are working with funders, government agencies and others to develop a roadmap for the future community-engaged, public-impact research.
For more insight into the global higher education sector, visit Campus.
For this episode, we talk to British social artist, designer and researcher Helen Storey about a career that has taken her from runways to scientific collaborations to refugee camps in the Middle East and Africa.
Storey is a professor of fashion and science at the London College of Fashion in the Centre for Sustainable Fashion at the University of the Arts London (UAL). In May, she donated her 30-year Helen Storey Foundation Archive of about 2,000 digital and physical pieces to UAL. In this interview, she details her journey – how she transitioned from award-winning commercial fashion designer to working with scientists on projects that, among other explorations, translate the first 1,000 hours of human life into textiles – and how she hopes the archive will benefit students.
Storey, who was awarded an MBE for Services to Arts in 2009, also shares insights from her humanitarian work, from creating Dress 4 our Time to becoming the UNHCR’s first designer-in-residence, and how these experiences are now intertwined with her work at UAL.
The conversation covers what the arts and science bring to each other, the value of the tactile, and how art can be a conduit for people to connect with overwhelming issues such as climate change, plastic pollution and global displacement.
For more insight into the global higher education sector, visit Campus.
Indigenous knowledge has historically been marginalised or actively excluded from higher education. However, universities around the world are now recognising that First Nations’ wisdom and culture can enrich education and are giving these communities a greater voice. Of course, with deep-rooted issues such as decolonisation and lack of parity to be addressed, there’s still a way to go.
In this episode, Indigenous university leaders – in Canada and New Zealand – explain how their institutions support First Nations’ participation in higher education. First, we talk to Angie Bruce, a Red River Métis woman who is vice-president (Indigenous) at the University of Manitoba. Prior to taking up her post, Angie had extensive experience working with First Nations, Inuit and Métis people in public sector organisations. She discusses the historical and systemic barriers to Indigenous involvement in Canadian higher education and what institutions can do to break these down.
We also meet Te Kawehau Hoskins, who is pro vice-chancellor (Māori) at the University of Auckland in New Zealand. A professor in Māori and Indigenous education and philosophy, her research interests are Indigenous Māori political philosophy and practice, Indigenous–settler relations and Treaty practice. She tells us about her journey into higher education and how spaces on campus allow First Nations and non-Indigenous students and faculty to come together in a meaningful way.
For more advice on how to amplify Indigenous voices in higher education, visit Campus.
Learn from the winners in three very different THE Award categories how they developed the strategies and projects that saw them take home a trophy in 2023 – and how these have evolved in the 12 months since.
We speak to:
- Roderick Watkins, vice-chancellor of Anglia Ruskin University, which was named 2023 THE University of the Year
- Mark Brown, a professor in evolutionary ecology and conservation at Royal Holloway, University of London, who won Outstanding Research Supervisor of the Year
- Joanne Pledger, a senior lecturer in astrophysics, and Ruth Spencer, a senior lecturer in dance, both at the University of Central Lancashire who, with colleagues, worked on the Into Our Skies: Space in Schools project, which took home the award for widening participation or outreach initiative.
With world leaders gathered in Azerbaijan for the COP29 climate change summit, this week’s podcast focuses on universities’ role in advancing sustainability and reducing carbon emissions.
As centres of teaching, research and innovation, universities are uniquely positioned to educate on environmentally aware leaders and help find ways out of this crisis.
We spoke to two academic experts in this space to find out how they and their institutions are driving action on climate change.
Tripp Shealy is associate professor of Civil and Environmental Engineering at Virginia Tech. His research looks at how climate and environmental issues are handled in land development and construction.
Liz Price is deputy pro-vice chancellor for sustainability at Manchester Metropolitan University and a professor of environmental education. She is responsible for driving sustainability across education, research and partnerships and developing Education for Sustainable Development, Carbon Literacy and Net Zero skills at the university.
For more inspiration and advice on how to advance efforts on climate change within your own inspiration, take a look at our latest spotlight guide: A greener future for higher education.
Universities are public service organisations, educating and researching for the broader societal good. Yet in many countries, the UK and Australia among them, public funding for these institutions has been stripped back forcing them to take a more strategic, commercial approach to generate the income needed to support their work.
How can institutions balance social responsibilities against the need to maintain sound finances? How can they improve the quality of teaching and research while driving efficiency and streamlining spending? And how can they remain competitive in an ever-changing global higher education sector?
We spoke to two vice-chancellors about how they navigate these challenges.
Alex Zelinsky has been vice-chancellor of the University of Newcastle, Australia, since 2018. He a computer scientist and systems engineer by background who has previously worked in government as Australia’s Chief Defence Scientist.
Anton Muscatelli has been principal and vice-chancellor of the University of Glasgow since 2009. He will be retiring next year after leading the university through a period of impressive growth. An economist, Anton was chair of the First Minister’s Standing Council on Europe and a member of the Scottish Government’s Council of Economic Advisers until 2021. He has been a special adviser to the House of Commons Treasury Select Committee on fiscal and monetary policy, and has advised the European Commission and the World Bank.
For students to thrive within a higher education setting, they need to feel safe and supported. Universities’ duty of care extends from making students feel welcome and valued to protecting them from serious harm.
On this week’s Campus podcast, we discuss the full spectrum of student safeguarding and support.
Rachel Fenton, a professor in law at the University of Exeter and one of the UK’s leading academic experts in sexual violence and bystander intervention outlines the scale of the problem in UK universities and explains what can be done to tackle sexual misconduct in all its forms.
Catherine Moran, deputy vice-chancellor, academic, at the University of Canterbury in Christchurch, New Zealand, discusses how her institution approaches student support, harnessing data and tech tools alongside human connection to ensure all students get the reassurance or help they need to succeed in their studies.
For more advice and insight specific to university safeguarding, head to our latest spotlight collection, made up of resources contributed by higher education professionals from all over the world: Duty of care: making university safe for all
What underpins effective research, knowledge generation and innovation? In this podcast, we hear a world-leading biomedical scientist discuss what constitutes effective knowledge exchange and supports translational research that can, ultimately, result in innovations that change the world for the better. Plus, a data scientist outlines the opportunities and risks associated with the proliferation in, but also greater regulation of, online data and what this could mean for future research.
Chas Bountra is pro-vice chancellor for innovation of the University of Oxford – we spoke just a week before the University of Oxford was named as the world’s leading university in Times Higher Education World University Rankings, for the ninth year in a row. The university claimed the top spot once more, based on its increased income from industry, the number of patents citing its research and its teaching scores.
Chas is also a professor of translational medicine and head of impact and innovation in the Nuffield Department of Clinical Medicine. He is a director at Oxford University Innovations and has previously worked in industry as vice president and head of biology at GlaxoSmithKline and was the director of the Structural Genomics Consortium Oxford from 2008 to 2020.
Sara de Freitas is an an author, educator and researcher with extensive expertise in data science and digital technologies. She is honorary research fellow at Birkbeck, University of London and a visiting professor at the Open University and the University of South Wales.
For this episode of the Campus podcast, we talk to Eunice Simmons, who has been vice-chancellor of the University of Chester since 2020, about what works when it comes to widening participation in higher education and how to ensure students are successful in their studies and beyond. She describes how initiatives such as Citizen Student and the Race Equality Challenge Group embed the values of social capital, civic engagement and equity across the institution, and link academic learning to the real world. Her work towards widening participation, which resulted in a joint win as 2023 University Leader of the Year in the Purpose Coalition awards, includes being chair of the board of trustees of Transforming Access and Student Outcomes in Higher Education (TASO).
An environmental scientist by training, she also discusses how post-Covid changes to work patterns led to a rethinking of university spaces to boost sustainability and cost efficiency.
Effective teaching sits at the heart of higher education’s mission to advance learning and discovery. But what are the key components which make up top quality instruction? And how can these be achieved in different and often fast evolving educational contexts?
It is this latter question which makes defining good teaching so difficult. So, for this week’s podcast we spoke to two academics who have taught and researched teaching in widely varied settings to dig into the nuances of this most admirable of skills.
Leon Tikly is a professor and global chair in education at the University of Bristol, UNESCO chair in inclusive, good quality education and co-director of the Centre for International and Comparative Education in the School of Education.
Jason Lodge is associate professor of educational psychology and director of the learning, instruction and technology lab in the University of Queensland’s School of Education. He is an expert advisor to the OECD and Australian National Task Force on AI in Education.
What is an intelligent campus? How is technology blurring, or extending, the borders of the modern university? And how do you build belonging when your students could be spread across the globe?
In this episode of the Campus podcast, we talk to two experts from leading US institutions – who were both speakers at Times Higher Education’s Digital Universities US 2024 event – about how technology is redefining the university experience.
Steve Harmon is executive director of the Center for 21st Century Universities at Georgia Tech as well as associate dean of research in professional education and a professor in the School of Industrial Design. He explains how his university has created “co-learning” spaces where students can gather and interact while benefitting from the flexibility of hybrid learning, and how technology from VR to YouTube supports the “learning to learn” skills that underpin higher education.
Lev Gonick is the enterprise chief information officer at Arizona State University and chair of the Sun Corridor Network, Arizona’s research and education network. He talks about the digital infrastructure required to support inclusive digital education at scale, looking to Hollywood-style immersive storytelling to teach STEM, and why it’s vital to align digital goals with the institution’s overall mission.
In this episode, we sit down with two panellists from Times Higher Education’s Digital Universities Asia 2024 event to talk to them in more detail about how their institutions have embraced advancing digital technologies in different ways – and brought their staff and students along for the ride.
Julia Chen is director of the Educational Development Centre at The Hong Kong Polytechnic University and leads a multi-university project focused on best practice in relation to generative AI. She talks about how her institution is rethinking teaching and assessment in the light of AI advances and supporting faculty in making the necessary changes to their course design and delivery.
Helen Cocks is head of digital strategy and engagement at the University of Exeter, responsible for setting the direction and driving engagement for the institution’s digital transformation. She explains how her team has partnered with students and staff to roll out a university-wide digital strategy focused on improving student experiences and upskilling staff.
These conversations were recorded live, in-person, at Digital Universities Asia in Bali in July 2024.
This episode of the Campus podcast comes at a time when many UK universities are changing leaders. A total of 30 institutions have either had a new leader start or have begun the process of finding a replacement in 2024, according to a Times Higher Education analysis last month. So, what are the skills and experience that underpin good leadership and how do you prepare for a senior role?
Our interview is with Shân Wareing, the new vice-chancellor of Middlesex University in northwest London, arranged after she posted on LinkedIn about the five things she focused on in her first day in the role. In that post, she listed sense-checking the mandate she had first pitched, identifying the key people to meet, understanding the underlying issues, how to make decisions “stick”, and seeing the life of the university.
As she explains, the clarity of that road map comes from over 20 years’ leadership experience in roles such as deputy vice-chancellor of the University of Northampton and pro vice-chancellor of education and student experience at London South Bank University. But her acuity comes from other sources, too. She offers fascinating insights into how to put a career together, the skill that is more important than confidence, and finding joy in what you do.
Our conversation took place in May, when she’d been in post for just over a month.
With frozen tuition fees, falling international student enrolment and the very real possibility of a university going bankrupt, the UK’s new Labour government has inherited a sector in crisis. The need for fast action is apparent, but where should priorities lie? Two higher education leaders share their perspectives on what the sector needs in the short and long term.
For this episode of the Campus podcast, we talk first to Vivienne Stern, chief executive of Universities UK, about universities’ valuable opportunity to make a first impression, where Labour might turn for advice on higher education and how the sector may “tilt” in a quest for balance and stability.
Our second guest, Chris Day is chair of the Russell Group of research-intensive universities and vice-chancellor of Newcastle University. He details what is at stake for a sector amid a funding crisis, job cuts and department closures – and where new revenue streams might come from – as well as hope that the 4 July election has brought a chance to reset the sector’s relationship with Westminster.
One way to future-proof students in our globalised world is to improve their cross-cultural communication skills. With students and academics more mobile than ever, the ability to reach across divides – be they language, culture, religion, economic or location – will be in demand whatever the workplace. These skills offer a path to belonging, innovating, being effective and thriving in higher education and industry.
For this episode, we talk to two very different experts in cross-cultural education; one works in medical and healthcare communication in Hungary and the other teaches creative writing and other media in the mountains of Central Asia. They share their advice for creating a classroom that supports language learning and understanding, how teaching can adapt to maximise the benefits of an international student cohort, connecting practical clinical skills with functional language, and how language learning itself creates more empathetic communication.
Lucy Palmer is a senior lecturer of communications and media based at the Naryn campus of the University of Central Asia in Kyrgyzstan. She is also a former foreign correspondent and a successful memoir writer.
Katalin Fogarasi is an associate professor and director of the Institute of Languages for Specific Purposes at Semmelweis University in Budapest, Hungary.
Will the UK general election offer a ray of hope for the beleaguered university sector? On this episode of the Times Higher Education podcast, two policy experts give their take on opportunities that 4 July may bring and how a new UK parliament might tackle hot topics such as international students and research funding.
Our questions include what is on higher education’s wish list for the new parliament, and how might university leaders demonstrate the value of their institutions to policymakers?
Over two interviews, we also tackle “blue sky” research funding, the future of skills training, how immigration policy might shape international student flows, and whether higher education will be a priority regardless of who wins the race to Whitehall.
Nick Hillman is director of the Higher Education Policy Institute and worked as chief of staff for David Willetts when he was minister for universities and science from 2007 to 2013.
Diana Beech is CEO of London Higher. Her policy experience includes being a policy adviser to three ministers of state for universities, science, research and innovation.
For this episode of the Times Higher Education podcast, we talk to award-winning author, cultural historian and literary critic Alexandra Harris about the research and writing practices behind her new book, The Rising Down: Lives in a Sussex Landscape (Faber, 2024). Alexandra is a professorial fellow in English at the University of Birmingham in the UK. Her books include Romantic Moderns: English Writers, Artists & the Imagination from Virginia Woolf to John Piper, which won The Guardian First Book award and a Somerset Maugham award, and Weatherland, which was adapted into a 10-part radio series for the BBC. This conversation explores what a literary scholar can bring to the study of local history, the power of place, and how “trespassing” researchers can find new insights in familiar records of everyday and celebrated lives.
Katie Normington, vice-chancellor and CEO of De Montfort University, has proved to be adept at both leading by example and change management. Not only did she join the Leicester institution during Covid amid the longest lockdown in the UK, but in the three years she has led the institution she has overseen large-scale curriculum reform. De Montfort has moved most of its undergraduate and postgraduate courses from traditional curriculum structure to block plan, with significant boosts in student satisfaction.
The way that Normington talks about leadership demonstrates the very qualities she champions: clear strategic direction, communication and empowering others to lean into their strengths. She is a past winner of a Times Higher Education leadership and development award. This conversation covers her journey from aspiring ballet dancer to university head, early leadership challenges, and why higher education needs bold leaders, courage, creativity and agility as it faces global challenges.
Imagine a learning environment where an AI professor fields infinite student questions, where business students practise difficult conversations with an avatar that models an array of personas and reactions, where automated feedback is not static but dynamic and individualised. Artificial intelligence and XR tools are changing education and preparing students to live and work in an unpredictable world.
In this episode of the Times Higher Education podcast, we talk to an expert in immersive technology, whose experience includes big tech companies such as Amazon and Meta, where she was head of immersive learning, as well as her current role in higher education.
Monica Arés is executive director of the Innovation, Digital Education and Analytics Lab at Imperial College London. In this conversation, she tells us about the evolution of edtech from the early days of virtual reality, immersive technology’s potential for unlocking curiosity (and the costs that come with it), and what she thinks teaching technology will look like in 2034. Hint: it’s a personalised, creative world with fewer screens.
For this episode of the Times Higher Education podcast, we talk with an academic, practitioner and policy commentator who uses phrases such as “burning platform” to describe the state of universities’ digital landscape.
Mark Thompson is a professor of digital economy in the research group Initiative for the Digital Economy (Index) at the University of Exeter, and his work focuses on the complexity and velocity of the digital economy. A former UK government policy adviser, he is recognised as one of the architects of digital service redesign of the UK public sector.
In this interview, conducted at Digital Universities UK at Exeter, Thompson shares his concern that the sector is drifting away from its true north of research, teaching and impact (he uses Jeff Bezos idea of “day one”), citing statistics that less than 40 per cent of university staff are academics. He suggests reasons for this and talks about the need for leadership at institutional and government level as well as the prisoner’s dilemma of whole-sector transformation.
What difference does human connection make to student success? Does it matter if students come to in-person lectures? And what if students turn to AI for help with academic tasks rather than asking libraries or someone in student support?
This episode of the podcast takes on these questions, ones that have driven headlines on Times Higher Education, to examine the topics of student attendance in lectures and whether students’ use of AI might be making them lonelier. We talk to two Australian academics who both touch on questions of human connection in their work.
Jan Slapeta is a professor of veterinary and molecular parasitology and associate head of research in the Faculty of Science at the University of Sydney. He first talked to THE in 2022 when his tweet of a photo of an empty lecture hall touched a nerve in the Twitter-verse. Here, he explains why he is feeling optimistic about in-person teaching in 2024. His insightsare insightful and heartening as are his tips for new teachers.
Joseph Crawford is a senior lecturer in management in the Tasmanian School of Business at the University of Tasmania. His paper, co-authored with Kelly-Ann Allen and Bianca Pani, both from Monash University, and Michael Cowling, from Central Queensland University, “When artificial intelligence substitutes humans in higher education: the cost of loneliness, student success, and retention”, was published last month in Studies in Higher Education. Our conversation ranged from what belonging and loneliness actually are to what happens when students turn to AI over real-life relationships.
In this episode of the Times Higher Education podcast, we talk to two experts – one in the US and one in the UK – about open access, the global movement that aims to make research outputs available online immediately and without charge or restrictions.
Heather Joseph has been an advocate for knowledge sharing and the open access movement since its earliest days. Based in Washington DC, she has been executive director of the Scholarly Publishing and Academic Resources Coalition (SPARC) since 2005, and is known for her policy work, leadership and international consultancy for organisations such as Unesco, the World Health Organisation and the World Bank. In 2021, she won the Miles Conrad Award, the National Information Standards Organization’s recognition of lifetime achievement in the information community, and her lecture as the recipient is a detailed history of the movement, its goals and strategies.
Steven Vidovic is the head of open research and publication practice at the University of Southampton in the UK. A palaeontologist with a passion for scholarly communication and knowledge exchange for public benefit, he is also chair of the Directory of Open Access Journals advisory board and Southampton’s institutional lead for the UK Reproducibility Network, and he is a member of Jisc’s transitional agreement oversight group.
In this episode we discuss a rare creature: the female higher education leader.
Indeed, according to the American Council on Education’s most recent American College President Study, women remain outnumbered by men in the college presidency by a ratio of 2:1, with about 33 per cent of presidencies held by women.
Women in higher education were also more likely to work a part-time or reduced schedule or postpone a job search or promotion to care for minor dependents
We’d be hard pressed to find a better person to speak with about female leadership in higher education than Sian Block, an award-winning cognitive scientist and an expert on performing under pressure. She is also the 19th president of Dartmouth, and the first woman elected to the position in the institution’s 250-year history.
Sian speaks about navigating failure and dealing with anxiety on the job. She also gives some very helpful advice on how to turn imposter syndrome into something positive and shares her personal experience of female leadership, a journey that began with working in the provost office at the University of Chicago before serving as president of Barnard College at Columbia University and then moving to Dartmouth in 2023.
In this bonus episode of the THE podcast, we continue the theme of universities’ role in fostering civic engagement with an interview with renowned human rights scholar and award-winning author Kathryn Sikkink.
Sikkink is the Ryan Family professor of human rights policy at Harvard Kennedy School, as well as faculty co-chair of the Harvard Votes Challenge, a non-partisan initiative that promotes student voter registration and turnout. Her books include The Hidden Face of Rights: Toward a Politics of Responsibilities (Yale University Press, 2020) and The Justice Cascade: How Human Rights Prosecutions Are Changing World Politics (W. W. Norton & Company, 2011), which won the Robert F. Kennedy Center Book Award.
In this discussion, we talk about the origins of Sikkink’s interest in human rights, what support students need to navigate the mechanisms of voting, and why showing up on election day is not just a right, it’s a responsibility.
In 2024, more people than ever in history will be going to the polls to vote in elections in
more than 80 countries, including the US and the UK. As pillars of democratic societies, universities and colleges are integral to the exercise of choosing our public
representatives. In today’s episode we speak to two political scientists about voting habits, including among Generation Z, and how universities can encourage their students to engage in the democratic process.
Elizabeth Matto is director of the Eagleton Institute of Politics, a research professor and teacher-scholar-practitioner of democratic education and director of the Center for Youth Political Participation at Rutgers University. She talks to us about what civic engagement is, how campuses can support their students to vote and engage as citizens, and universities’ mission to prepare young people to be part of a democratic society. She also gives tips for facilitating political discussion in the classroom and creating an environment that allows students to be brave, respectful and open with their views. Her new book, To Keep the Republic: Thinking, Talking, and Acting Like a Democratic Citizen (Rutgers University Press, 2024) is published in April.
Michael Bruter is a professor of political science and European politics in the department of government at the London School of Economics and Political Science and director of the Electoral Psychology Observatory. Michael has published seven books, including his latest book with Sarah Harrison, Inside the Mind of a Voter (Princeton University Press, 2020), and multiple articles in the fields of elections, political behaviour, political psychology, identities, public opinion, extreme right politics and social science research methods. He told us what their research has shown about first-time voters, including debunking misconceptions such as that young people don’t care about elections, and why voting is like bungee jumping.
James Purnell has been the president and vice-chancellor of the University of the Arts London since 2021. He joined UAL after a career that included key positions at the BBC (as director of strategy and digital, and director of audio and education) and as a research fellow on the Institute of Public Policy Research’s media project. He has served as special adviser on the knowledge economy to UK prime minister Tony Blair and as an MP and cabinet minister.
This wide-ranging Campus interview draws on Purnell’s wealth of knowledge of public policy, the digital landscape and the creative industries. The conversation covers universities’ social purpose, the potential of online to widen access to a creative education, what AI could mean for the arts, and how government policy could be shaped to better support students. He also talks about how urban development can foster creativity, and how his experience as a film producer shaped his view of the arts’ potential to make a difference in the world.
From employers to policy makers, universities and their students, everyone agrees that alternative credentials are a good thing for the economy and for expanding access to higher education. But it’s one thing to think it’s a good idea and another to make it happen. The truth is demand for microcredentials remains low among students, the business plans are patchy and higher education providers haven’t fully embraced the new models.
In this episode we hear from an institution who has managed to get alternative credentialing right in a big way. The University of Edinburgh has been building Moocs (massive open online courses) and microcredentials for over 10 years. It currently offers 80 online master’s courses and 100 Moocs and microcredentials, reaching 4.7 million learners around the world. Melissa Highton, assistant principal of online and open learning at the university, is here to tell us about their strategy behind developing Moocs, how they remain relevant to millions of learners and the secret behind their commercial success.
Michael D. Smith, a professor of information technology and public policy at Heinz College and Tepper School Of Business at Carnegie Mellon University, speaks with us about his recent book The Abundant University. Having observed disruption in the television and music industries, he urges universities to leverage technology to reach more students and secure their futures.
Read more from Melissa Highton on Campus "A look back over 10 years of Moocs"
January is a month of change and new beginnings and our guest for this episode speaks about his experience of both, in terms of his career, the relationship between the arts and sciences and the state of US science.
Microbiologist Mike Ibba joins us to discuss Chapman University's decision to move its philosophy department into the Schmid College of Science and Technology and why he wants training the next generation of scientists to be his lasting legacy. Ibba has been the dean of the college since 2020 after spending nearly 20 years at The Ohio State university. He also shares his experience of making the transition from a large, publicly-funded R1 institution to a small, private R2 institution.
Thanks to Chapman University for sponsoring this episode.
In the lead-up to the Times Higher Education Awards 2023, for this episode, we talk to two winners from last year, both of whom share their advice, insights and best practice for engaging the public. King’s College London and health science company Zoe won the award for Outstanding Marketing/Communications Team for the Covid Symptom Study app. Tanya Wood, talks about the agile methods the team used to communicate the science in real time in a way that saw millions sign up for the app and impacted UK Covid policy. Hugo Bowles joins us to explain the Dickens Code, an ongoing project in which he and principal investigator Claire Wood, of the University of Leicester, enlisted the global public to unravel the mysteries of Charles Dickens shorthand.
Can spending time in natural environments support students’ well-being? The is the question that an interdisciplinary team of researchers and educators at Trinity University in San Antonio Texas wanted to answer. Despite research showing that spending time outside does support students’ mental health, the team struggled to get students to actually spend time outdoors. So they developed an innovative course combing theory, research and practice to help students improve their mental wellness and better understand how it’s connected with the natural environment.
On today’s episode of the podcast, Laura Allen, co-developer of the course and a professor in the department of education at Trinity University joins us to talk about what inspired her and colleagues to develop this programme, how it combines forest bathing and undergraduate research, and, most importantly, if it’s helped their students.
Thanks to one of our newest Campus+ members Trinity University for sponsoring this episode.
Watch the video recording of this episode on Campus.
Academic freedom and free speech are the defining values of higher education institutions. But sticking to those principles becomes very difficult when polarising political events divide communities on and off campus. In this episode, free speech champion and the chancellor at Vanderbilt University, Daniel Diermeier, discusses how academic leaders should respond to the Israel-Hamas war.
Civil discourse is part of Dr. Diermeier’s solution to tribalism on campus and he gives examples of how that has been coached and encouraged at Vanderbilt. He also shares what is was like in the first few months of his chancellorship when researchers at Vanderbilt’s University Medical Center were on the cutting edge of Covid-19 vaccine development.
Find more resources from colleagues and peers on how to protect academic freedom on Campus
Find out how engaging non-academics in research can uncover and disperse new knowledge and ways of thinking that could help shape solutions to seemingly intractable problems
For this episode of the podcast we handed the mic over to the Campus network to get their top tips on how to be a good mentor and mentee. These relationships can make or break academic careers so getting them right is crucial. Our contributors offer suggestions on how to choose a mentor or supervisor, how to give advice, how to do reverse mentoring and how to lay the ground rules so that everyone gets what they need from these relationships.
This episode's contributors are:
Eve Riskin, dean of undergraduate education, Stevens Institute of Technology
Monika Foster, head of department marketing, operations and systems, Faculty of Business and Law, Northumbria University
Jon McNaughtan, associate professor, educational psychology, leadership, and counseling, Texas Tech University
Sioux McKenna, director, Center for Postgraduate Studies, Rhodes University
Preman Rajalingam, director, Centre for Teaching, Learning and Pedagogy, Institute of Pedagogical Innovation, Research and Excellence, Nanyang Technological University
Bryan Hanson, graduate student ombudsperson, Virginia Tech
Tara Brabazon, dean of graduate studies and professor of cultural studies, Charles Darwin University
Barbara Kensington-Miller, associate professor curriculum and pedagogy, University of Auckland
Elena Riva, associate professor and director of education, Institute for Advanced Teaching and Learning, University of Warwick
Gabriel Paquette, associate provost for academic affairs and faculty development, University of Maine
Lucas Lixinski, professor law and justice, UNSW Sydney
Ngiare Brown is the first female and the first indigenous chancellor of James Cook University. She’s joined the institution at a time when efforts to indigenise Australian higher education are taking root, with the recent interim report of the Universities Accord saying that putting First Nations at the heart of Australian higher education would result in positive, long-term changes.
Dr. Brown intends to make higher education a place for indigenous students, starting with James Cook, one of her alma maters – a goal which she balances with an acknowledgment of the legacy of the university’s namesake. In this interview, she talks about what she’d like to see changed in Australian higher education, how researchers should engage better with First Nations communities and how a welcome to country statement can make a big difference when it’s done the right way.
Eve Riskin is on a mission to broaden the definition of diversity. The newly appointed dean of undergraduate education at Stevens Institute of Technology is determined to make sure they are "student ready" in order to support more women, mintoritised groups and students with disabilities through STEM degrees.
She's also an award-winning mentor, having received the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring in 2020, and encourages her colleagues to not confuse confidence with talent. "If you give someone an opportunity they may take it and run," she counsels.
This episode is sponsored by Stevens Institute of Technology
In an episode last year with the chief scientist at Georgia Tech’s Center for 21st Century Universities Ashok Goel, we asked: Is AI in higher education worth the hype? It turns out that, yes, it is. Ashok is back to help us understand what the developments of ChatGPT and other generative AI systems mean for teaching and learning and how they fit with the machine learning frameworks that were already in place. He also makes some predictions of how things will develop, including the arrival within five years of a university in which every operation is powered by AI.
Hear the previous conversation with had with Ashok on Spotify, Apple podcasts or Google podcasts.
This episode of the Campus podcast comes as record temperatures beat down through the northern hemisphere summer, with wildfires engulfing Greece and Spain, and deadly floods engulf India. With the UK recently approving new oil and gas licences, it’s easy to feel that reversing the climate crisis is a lost cause.
However, our guests both offer elements of hope despite the bleak outlook. Bryan Alexander is a senior scholar at Georgetown University and a futurist. His latest book, Universities on Fire, implores universities to wake up and realise that they can make a profound change in the climate crisis. And he is cautiously optimistic about their ability to do that.
Our second guest is Sebastian Pfautsch, an associate professor in urban planning and management in the School of Social Sciences at Western Sydney University, with a background in tree physiology and, of all things, interior design. His multidisciplinary research is built around the complex issue of urban heat. He talks about some of the actions WSU, which has topped the Times Higher Education Impact Rankings for the past two years, has taken to meet the SDGS and what Australia’s experience of extreme heat can teach the rest of the world about cooling their cities.
Watch the video recording of this podcast on Campus
Findings from a recent Gallup survey of Americans found that only 36 per cent have a "great deal" or "quite a lot of" confidence in higher education. That’s about 20 percentage points lower than the same survey in 2015. For Jonathan Koppell, president at Montclair State University, it’s time for universities to own their part in that loss of trust in American higher education. The big question universities need to ask themselves is: What are we doing to change the modus operandi to make it easier for people to get the dream universities are selling them, i.e.: get a degree, have a better life?
In this interview Dr Koppell discusses accessibility to higher education for minoritised groups as well as the merger with Bloomfield College and how the affirmative action ruling will change the higher education landscape.
Montclair State is the newest member of the Campus+ network. Find out more about Campus+.
In this episode of the Campus podcast, we’re embarking on a journey into a realm of the unknown. A world full of possibilities and creative opportunities but not without risks and ethical quandaries.
Three intrepid pioneers are our guides as we learn how tools such as ChatGPT can enhance student feedback and academic research. Jennifer Rose, a senior lecturer in accounting and finance at the University of Manchester, and David Nicol, a research professor in the Adam Smith Business School at the University of Glasgow, explain how they are using the AI generator in their teaching – while being sensitive to its limitations and risks. They use it to help students use inner feedback to improve their writing (through comparison with ChatGPT output), to save time, to make thinking visual, and to foster critical thinking and academic skills.
Our third guest is Brooke Szücs, a research assistant and advocate for diversity in education at the University of Queensland. Brooke, who has autism, uses ChatGPT as “a conversation partner” to enhance her academic writing through feedback, polishing and drawing out key ideas, and even asking it to suggest journals where she could submit her work.
Read more from Jennifer Rose on Campus.
Read more from David Nicol on Campus.
Read more from Brooke Szücs on Campus.
Will the promise of lifelong learning - to extend access to higher education to more people while at the same time creating a highly skilled and relevant workforce - ever be realised? On the whole, university systems remain set up to educate 18-year-olds studying full-time degrees. And how many working age adults are really able to take time off to go back to study and to take on more debt?
David Latchman, vice-chancellor at Birkbeck, University of London, is optimistic that universities and the public have woken up to the importance of lifelong learning. In this interview we talk about why he thinks England's Lifelong Loan Entitlement programme is the right one to unlock the benefits of lifelong learning, the sticking points of the policy and how employers should get on board.
On this episode we’re talking about every campus' connector, collector and collaborator – the university library. Often overlooked, university libraries are critical to the teaching and research missions of institutions. They also play a key role in digital innovation and community outreach. Two librarians tell us more about how they see their work as agents of change.
Masud Khokhar is a third-generation librarian and computer scientist and is currently the Librarian & Keeper of the Brotherton Collection at the University of Leeds where he is also the director of learning spaces. Masud is also the current chair of Research Libraries UK. In this episode he does some myth busting around academic libraries, explains how they can be agents of change and tells us what he sees are the steps to shaping a more diverse generation of upcoming librarians.
Toni Carter is the director of the Kares Library at Athens State University and an advocate for improving students' information literacy. She gives advice on how faculty can collaborate with librarians to help students think critically about which sources of information they trust.
A veteran leader in English higher education, dame Madeline Atkins is the former CEO of the Higher Education Funding Council in England and is the current president of Lucy Cavendish College, Cambridge. In this Campus interview, she tells us about a widening access initiative that has led to the college admitting over 90 per cent of students from state schools – as in tax payer funded, non selective and free-to-attend schools. She explains how the programme identified students to help them apply to the elite institution and what support exists to help them succeed once they arrive.
In this episode of the Campus podcast, Michael Dennin, a professor of physics and astronomy in the School of Physical Sciences at the University of California, Irvine, talks about using superheroes (and zombies) to bring the dynamics of physics into the classroom. Michael, who is also dean of undergraduate education, vice-provost for teaching and learning, and the recipient of UCI Senate teaching and innovation awards, explains how his approach enriches traditional physics problems, encourages creativity, and champions teamwork and interdisciplinarity. The discussion also looks at the potential of science outreach to create good “spectators of science” and why Moocs were greeted with more scepticism than teaching with superheroes.
Our second guest is Liz Giuffre, a senior lecturer in communication, teaching into music and sound design, in the Faculty of Arts and Social Sciences at the University of Technology Sydney. Liz is also a music commentator, founding journal editor, archivist, podcaster, blogger and author – her latest book is Kylie Minogue’s Kylie, co-written with Adrian Renzo. We talked about how the ubiquity of popular culture (“it’s both ordinary and extraordinary”) drew her to study it, and why it’s the job of academics to understand mainstream culture – whether that’s the music of Kylie or Shakespeare’s plays.
Read more from Michael Dennin on Campus.
Dr. Nicholas Dirks is a higher education leader, an historian, the former chancellor at the University of California, Berkeley and the current president and CEO of the New York Academic of Sciences.
In this interview he explains why interdisciplinarity might be harder to achieve than some might think, how to communicate the public good of science to various audiences, and if science should be leveraged in geopolitics.
Decolonisation has become a lightning rod for critics who accuse universities and colleges of being full of liberal ideologues, with a number of pundits up in arms about efforts to decolonise reading lists and the curriculum.
But for some scholars, decolonisation is merely a by-product of the work that they do, including our guest Farish Noor, a professor in the department of history in the Faculty of the Arts and Social Sciences at the University of Malaya in Malaysia and a professor in the Standards of Decision Making Across Cultures programme at the University of Erlangen-Nuremberg. Despite its complexity, Noor says, decolonisation is essential to a comprehensive view of humanity.
Many in academia doubt decolonisation's relevance for STEM subjects, but in this episode we’ll also hear from Brigitte Stenhouse, a lecturer in the history of mathematics in the School of Mathematics and Statistics at The Open University. She has overseen the creation of a database of original sources to give students a global and historical view of the discipline.
For international women's day, we spoke with two academics of colour about their experiences of being minority women in academia.
Henrika McCoy is the Ruby Lee Piester Centennial Fellow in Services to Children and Families and associate professor at the Steve Hicks School of Social Work at the University of Texas at Austin.
Henrika shares her experience of colleagues and students having erroneous expectations about her scholarship and background because she is a Black female academic. And she addresses the assumption that non-parent academics don’t have any caring responsibilities.
More from Henrika:
Diversity statements: the good, the bad and the ugly
Questions you should ask yourself about your role in institutional racism
Yes, your university perpetuates racism against BAME academics: what can you do?
Didar Zowghi is a professor of software engineering and a senior principal research scientist at CSIRO's Data61. She leads a research team in "Diversity and Inclusion in AI" and "Requirements Engineering for Responsible AI". She is also the leader of the National AI Centre’s Think Tank on Diversity and Inclusion in AI in Australia, emeritus professor at University and Technology Sydney and conjoint professor at the University of New South Wales.
Didar speaks about about biases in AI systems, improving the gender imbalance among AI professionals and her journey from Iran to the upper echelons of the AI research community.
Academia and activism might seem like a natural pair. Both require grit, persistence and a passionate commitment to a cause. However doing social justice work is often at the sacrifice of other tasks that count towards career progression in higher education.
In this episode, three academic activists discuss the structures within higher education that make this work difficult, how they balance it with parenthood and other commitments, and they offer advice to anyone else hoping to use their research and teaching as a bridge between universities and the community.
Colette Cann is a professor and associate dean in the school of education at the University of San Francisco, and Eric DeMeulenaere is an associate professor of urban schooling in the department of education at Clark University. Their book The activist academic: engaged scholarship for resistance, hope and social change was published in 2020 by Myers Education Press.
John McKendrick is a professor in social justice at Glasgow Caledonian University and is working to eradicate poverty.
A career in academia comes with a lot of components – some good and some not so good. In this episode we’re talking about topics that might seem like their on the periphery of the core elements of an academic career, but they’re crucial to your credibility among colleagues and your sense of well-being.
Ray Crossman, president of Adler University in Chicago, shares his experience of being an out president and encourages others to be their true self on the job, warts and all. He's also got advice on upskilling through mentors and explains how university mission statements give subtle cues to LGBTQ+ academics on how supported they would feel on campus.
Brain Bloch is a presentation and communication teacher associated with the University of Munich. Here he gives pointers on voice, body language, and English pronunciation. And he’ll give a conclusive answer to how to pronounce one of London’s most difficult-to-say tube stations.
Read more career advice from your peers on THE Campus: How to progress in your academic career
Universities have been around for a millennia, however their modern iteration and the people who lead them are quite different to their medieval European ancestors. Over the centuries institutions have dealt with an abundance of difficulties but the current combination of a global pandemic, economic downturn, populist politics and a climate crisis seems particularly challenging. So what sort of leader does the moment call for? And how are leaders responding to the issues of the day?
Leadership expert Jon McNaughton, an associate professor and associate department chair in Texas Tech University’s College of Education, joins the podcast to explain how the job of university president has changed over the decades, what type of leadership is required right now and how to know when to step away. Joy Johnson, president and vice-chancellor at Simon Fraser University, shares what it's like being a rare female leader and how she approaches housing shortages and the politics around recruiting international students.
Ruth Simmons was the first African American president of Brown University which she led for 11 years. Before that she was president at Smith College where she set up the first engineering programme at a women’s institution. She was recently called out of retirement to lead Prairie View A&M an historically black institution in southeast Texas. As she approaches the end of her tenure there, THE Campus editor Sara Custer interviewed her for THE Campus Live US.
Here she speaks about her pioneering work to research Brown’s historical links to slavery, the future of affirmative action, legacy admissions and how to get more people that look like her into university leadership.
How can faculty and staff address the real issues, however forbidden, that make students feel isolated and voiceless? When teams research difficult topics, how can they establish two-way, equitable participation with their community?
The winners of the Times Higher Education 2021 Awards for Outstanding Contribution to the Local Community and Outstanding Contribution to Equality, Diversity and Inclusion join us in this episode to discuss working with taboo and difficult topics. Anna Walas, faculty research impact officer and honorary research fellow in the Faculty of Arts at the University of Nottingham, talks about her team’s research into gender-based violence. And Lindsay Morgan, a placement officer for the School of Arts & Creative Industries at Edinburgh Napier University and co-producer of Bleeding Soar, tells us about the campaign to increase awareness of period poverty around the world.
Related links:
Website for the Bleedin' Soar campaign
"Talking about taboos: how to create an open atmosphere for discussing difficult subjects" by Lindsay Morgan
"In this together: developing meaningful community engagement" by Anna Wales
Artificial intelligence has a lot of potential for higher education. It can automate onerous repetitive tasks for teachers, help researchers leapfrog mountains of data crunching and make higher education more accessible and personalised for students. But AI also presents risks, including biases that can become embedded into algorithms and a lack of transparency around data use.
Though we may be a long way from understanding exactly how higher education can harness AI and machine learning’s great potential in a safe way, this episode's guests say that continuing to test and explore it is the only way to make progress.
Join THE Campus editor Sara Custer and senior content curator Miranda Prynne as they speak with Ashok Goel, a professor of computer science and human-centered computing at the Georgia Institute of Technology and the developer of the first automated teaching assistant, as well as John Wu an assistant astronomer at the Space Telescope Science Institute and an associate research scientist at Johns Hopkins University.
Find resources from your peers exploring the benefits and costs of AI in higher education on THE Campus.
Even the most experienced faculty member could benefit from teaching advice from their peers. In this episode of the THE Campus podcast, we feature short tips from university educators around the world to create a mini teaching community in podcast form. And we speak with David Dodick, a sessional lecturer at University of California, Berkeley and the Ontario Institute for Studies in Education at the University of Toronto, about the the arts and humanities employability myth and common mistakes he's seen university lecturers make.
So sharpen your pencils and make sure your laptop is charged – prepare to get schooled on how to teach.
Find more teaching resources in our THE Campus spotlight "Teaching 101: advice for university educators"
This episode is sponsored by Routledge. THE Campus listeners can use code THE20 before 22 October 2022 to get 20 per cent off all orders.
Education is often offered as a solution to tackling misinformation, particularly training in critical thinking and analytical skills. But what does that actually look like in the day to day running of a university? Or for the average higher education instructor not specialised in fields like media, politics or social sciences? And is there more that institutions could be doing to inform public policy and technology companies to help get ahead of the disinformation wave?
Phil Napoli the senior associate dean for faculty and research at the Sanford School of Public Policy and the director of the DeWitt Wallace Center for Media & Democracy at Duke University shares his ideas about how universities can support local journalism and researchers can work with third parties to impact public policy.
And Simge Andi, a lecturer in quantitative Political Science at the University of Exeter, talks about her research into why people are vulnerable to misinformation and what she's learned from studying elections in Turkey.
This episode is sponsored by The Wall Street Journal. Visit wsj.com/timeshighereducation to learn more about integrating WSJ into your classes.
And for more advice from your peers on what universities can do to fight fake news, check out our THE Campus spotlight: The role of higher education in separating fact from fiction.
Whether teaching or writing up research, there is a strong incentive for academics to try and make their work as interesting as possible. If people are intrigued by what they’re doing, it is likely to have a greater impact. But since everyone has their own unique take on what is or is not interesting, this can seem an impossible task.
So, we spoke to three academics to find out if there are any universal characteristics that academics could try to develop in their work that will successfully pique people’s interest.
Kurt Gray, associate professor in psychology and neuroscience at the University of North Carolina at Chapel Hill, and director of the Deepest Beliefs Lab and Center for the Science of Moral Understanding, shares a beginners guide to what makes something interesting.
Manuel Goyanes, assistant professor in the Department of Media and Communication at Carlos III University of Madrid (UC3M), discusses the qualities likely to generate greater interest in research.
Emily Corwin-Renner, research scientist at the University of Tübingen’s Hector Research Institute of Education Sciences and Psychology, shares insight and strategies to help teachers hold the attention of their students.
Further reading:
Find dozens of helpful resources on how to make your teaching more interesting on THE Campus.
Manuel Goyanes’s 2018 study “Against dullness: on what it means to be interesting in communication research: Information” published in Information, Communication & Society
During his 30-year tenure, Freeman Hrabowski, the outgoing president of the University of Maryland Baltimore County, has transformed UMBC from a small branch of the University System of Maryland into one of the leading producers of Black STEM graduates in the country.
In this interview, Freeman talks about how to have the difficult conversations that identify where students needs are not being met. How UMBC uses granular data to identify students who might be falling behind, and how inclusivity work is the tide that raises all boats so everyone benefits.
Find more resources about how to champion inclusion on your campus on THE Campus
Freeman's first book:
The Empowered University by Freeman Hrabowski III with Philip J. Rous And Peter H. Henderson
Research quoted in the intro:
“A critical exploration of inclusion policies of elite UK universities” by George Koutsouris, Lauren Stentiford, Brahm Norwich, in British Educational Research Journal
We’ve asked academics, authors, publishers and postdocs to share with us their advice for how to improve your academic writing and chances of getting published.
They cover everything from tips to establish a consistent writing practice like Jack London and how to find the hook in your work, to why your article might be rejected and how to bring in voices beyond just those writing in standard North American or British English.
Hear pointers from:
John Weldon, an associate professor and head of curriculum in Victoria University’s First Year College
Dorsa Amir, a postdoc in the department of psychology at the University of California, Berkeley
Tara Brabazon, a professor of cultural studies at Flinders University
Daniel Martin, a publisher at Elsevier, a fiction author and creative writing teacher at Delft University
Joe Moran, a professor of English and cultural history at Liverpool John Moores University
Marnie Jo Petray, an associate professor and graduate coordinator of TESOL at Slippery Rock University of Pennsylvania
Stone Meredith, a teacher of college-level composition, literature and philosophy courses at Colorado State University Global
Anne Wilson, a consultant fellow at the Royal Literary Fund
Avi Staiman, CEO at Academic Language Experts
Gaillynn Clements, a visiting assistant professor in linguistics at Duke University
Read We must end linguistic discrimination in academic publishing by Avi, Marnie Jo and Gaillynn
And find more tips for success in academic publishing on THE Campus
Three university leaders heading up their institutions’ public affairs and community engagement in London, Melbourne and Chicago speak with us about the value of mutually beneficial partnerships with First Nation communities, local neighbourhoods and government.
They talk about using their strengths of teaching and research to engage with the community and what that means for increasingly digital campuses.
This episode features:
Deborah Bull, vice-president, communities and national engagement at King’s College London
Derek Douglas, vice-president for civic engagement and external affairs at The University of Chicago
Julie Wells, vice-president, strategy & culture at University of Melbourne
Social media is an increasing part of public scholarship and for some academics, it’s a way to bring their work to a wider audience and develop new skills. We speak to two scholars who have embraced sci-comms on platforms from YouTube to podcasts to find out how they got started and what works.
YouTube scientist Simon Clark shares how he got started doing science and PhD vlogs and Christina Zdenek, a post-doc and lab manager of the Venom Evolution Lab at The University of Queensland, gives her top three tips for communicating your research.
Read more form Christina:
Get your research out there: 7 strategies for high-impact science communication
As we reach the two-year anniversary of the global pandemic, two university leaders and innovators tell Miranda Prynne and Sara Custer what they've learned about institutional resiliency, teaching practices and what the future holds for higher education, online and in-person.
Peter Mathieson, the principal and vice-chancellor at The University of Edinburgh, and Anant Agarawal, CEO and co-founder of edX, the COEO at 2U and a professor at MIT, both offer their own unique perspectives on a tumultuous period for global higher education.
Academics, colleagues and friends Sebastian Kaempf and Alastair Stark from the University of Queensland share the evolution of their podcast, Higher Ed Heroes, which they created in 2020 to mimic the incidental corridor conversations that have been missing during the pandemic. In this episode, they explain how the podcast replicates peer-to-peer sharing of best teaching practice. Their down-to-earth, buzzword-free approach has seen their audience grow from just UQ colleagues to listeners in 70 countries.
Listen to Higher Ed Heroes here.
Find resources and advice on how to create a happy campus in our latest THE Campus spotlight.
A new book of essays from librarians, students and academics around the world offers insights into the work of decolonising a library.
For this episode we spoke with the book’s editors, Jess Crilly, an independent author who was formerly the associate director for content and discovery, library services at the University of the Arts London and Regina Everitt, the assistant chief operating officer and director of library, archives and learning services at the University of East London.
We cover what it means to decolonise a library, how a project like this stretches far beyond the archives and learning services of a campus and what practical advice they’d give to someone interested in doing this work. Not surprisingly, it starts with a conversation.
Learn more about their book Narrative Expansions: Interpreting Decolonisation in Academic Libraries
And find more advice pieces about decolonisation on THE Campus including How to support academic staff starting the journey of decolonising the curriculum and Decolonising the curriculum – how do I get started?
Authors of two of the most-read resources on THE Campus in 2021 give us a behind-the-scenes look at the thinking and research that went into their pieces.
Joining us is Pardis Mahdavi, dean of social sciences in the College of Liberal Arts and Sciences at Arizona State University and Scott N. Brooks, an associate professor with the T. Denny Sanford School of Social and Family Dynamics at ASU.
They co-authored one of THE Campus' most popular resources, "Diversity statements: what to avoid and what to include".
And Elena Riva, an associate professor and director of studies at the Institute for Advanced Teaching and Learning at the University of Warwick, is here to speak about the research that informed her piece "Well-being pedagogies: activities and practices to improve the student experience online".
See more of this year's top resources, collections and spotlights that have helped academics and university staff around the world do the best teaching and research imaginable.
To commemorate the annual THE Awards, Sara Custer and Miranda Prynne interview previous winners to find out how their work has developed since taking home a trophy and any advice they might give to their colleagues working towards similar goals.
Interviewees:
- Tara Moore, professor of personalised medicine at Ulster University and winner of the 2020 Outstanding Research Supervisor of the Year
- Judith Francois, senior lecturer at Kingston University and winner of the 2020 Most Innovative Teacher of the Year Award
- David Green, vice-chancellor at the University of Worcester, the 2020 winner for Outstanding Contribution to Equality, Diversity and Inclusion
- Sara Baldwin, head of student support services at Nottingham Trent University, the winner for Outstanding Support for Students in 2020.
- Julian Skyrme, director of social responsibility at the Manchester University, the 2020 winner for Outstanding Contribution to the Local Community
- David Worsley, a professor at Swansea University, the winner of the 2020 International Collaboration of the Year
See the shortlisted nominees for the 2021 THE Awards and read their advice on supervising researchers, innovative teaching methods and student support.
Ahead of the United Nations’ Climate Change Conference, we spoke to two university leaders about the sustainability initiatives at their institutions and how universities can be leaders in tackling the climate crisis.
Joining us is Katy Fleming, the provost at NYU, and Tercio Ambrizzi, a professor of climatology and superintendent of environmental management at the University of São Paulo.
We also asked Katy and Tercio what they expect from the discussions in Glasgow over the next couple of weeks.
Read more insight and practical advice on how higher education institutions support a fair transition to a low carbon future in our latest Spotlight.
Music:
Beauty Flow by Kevin MacLeod https://incompetech.filmmusic.io/song/5025-beauty-flow License: https://filmmusic.io/standard-license
From badges to bundles, stacks of credits to microcredentials, the list of alternative credentials for higher education is growing. Partly in response to learner and employer demand but also partly in response to universities' economic situation post-pandemic.
But for those who haven’t dared to even dip their toe into the alternative credential pond, where should they begin? How do you train your staff and ensure credit-bearing courses fit into your institution’s curriculum? Most importantly, how do you ensure these courses meet quality standards?
Tim Blackman, vice-chancellor at the UK's Open University, and Kemi Jona, assistant vice-chancellor for digital innovation and enterprise learning at Northeastern University, speak to us about what universities should take into consideration when they're exploring alternative credentials and how the field is evolving.
Find out examples of other alternative credential and delivery models in our THE Campus spotlight Eyes on the horizon: innovations in providing higher education.
Universities are going into the 2021-22 academic year with a greater capacity to deliver online and hybrid teaching. But just as existing digital divides presented complex teaching challenges during the pandemic, faculty’s lack of digital literacy and of pedagogical training could render universities’ digital transformations ineffective.
Lauren Herckis, an anthropologist at Carnegie Mellon, discusses her research into the new digital divide in higher education and how universities can work to fill it.
Explore our Spotlight collection of resources on the new academic skill set.
And you can read Lauren's chapter in the Global Learning Council's latest report Digital Transformation of Higher Education
In this episode of the THE podcast, we speak with Ian Jacobs, the outgoing vice-chancellor of UNSW Sydney about what motivates universities to scale their operations and how it can be done.
We also speak with Jude Sheeran, principal, international education and research technology at Amazon Web Services about types of technology that can support the expansion of higher education's capacity.
Spacial thanks to Amazon Web Services for sponsoring this episode.
Find advice from academics around the world on how teaching can reach more students without losing quality in our spotlight Think Big: Successfully scaling higher education.
Since the 18th century, universities' civic missions have evolved beyond widening access to higher education to now include public engagement, economic renewal and community outreach.
This week we speak with two experts who are deeply involved in civic activities at their institutions in the UK and in Canada.
Jeremy Read is the CEO of the University of Winnipeg Community Renewal Corporation and UWCRC 2.0 and Carenza Lewis is a professor for the Public Understanding of Research at the University of Lincoln.
To find advice on how to start or improve your universities' civic activities, go to our THE Campus Spotlight: how to be a civic university post-pandemic.
Can you use a podcast to tell the story of a journal article? Helen Wolfenden, a lecturer in radio at Macquarie University, thinks you can and has set out to do it in this guest podcast episode “Making practice publishable”.
“I think it brings the knowledge to life in a completely different kind of way,” she said.
If that’s not enough, the journal article and podcast are based on Helen’s research into the academic publishing world. As a practice-based academic herself, she looked into the different approaches to truth-seeking and knowledge translation in professional practice realms and theory-based academic environments.
This episode is full of tips about how to publish academic articles for anyone transitioning into an academic career or researchers at the beginning of their journey into academia.
You can download a limited free e-print of the published article this podcast is based on here: https://www.tandfonline.com/eprint/TTCSCXEGG6ZCMTVNWNIG/full?target=10.1080/02691728.2019.1675098
Sara Custer hosts a group conversation with academics and university staff from the US and the UK about diversity, equity and inclusion, with a specific focus on anti-racism education and neurodiversity awareness.
They bust myths about diversity, equity and inclusion work and offer tips on how universities and faculty can make their campuses and classrooms inclusive to all students' needs.
Panellists include Jason Arday, an associate professor in sociology at Durham University and the deputy executive dean for people and culture in the Faculty of Social Science and Health; Tazin Daniels, an assistant director at the Center for Research on Learning and Teaching at the University of Michigan and a digital equity expert with the Every Learner Everywhere Network; Chiara Horlin, a lecturer in psychology at the University of Glasgow and founder of the institution's Neurodiversity Network; and Amanda Irvin, senior director for faculty programmes and services at Columbia University's Center for Teaching and Learning.
The pandemic has forced a major rethink of international higher education. Travel restrictions have put a huge dent in international student enrolments and after a year of doing everything remotely is International travel for students or university staff even necessary? Two scholars give us their opinions on what's next for the internationalisation of higher education, international student mobility and English as a mode of instruction.
Joining hosts Sara Custer and Miranda Prynne are Omolabake Fakunle, a chancellor’s fellow at the University of Edinburgh and Benjamin Tak Yuen Chan, dean of the Li Ka Shing School of Professional and Continuing Education at the Open University of Hong Kong.
Read more from Omolabake:
Using internationalisation to enhance digital learning experiences for all
Read more from Benjamin:
Internationalisation means more than just teaching in English
Socio-emotional learning will help students cope with the pandemic
Don’t let coronavirus hang internships out to dry
A practical guide to digital teaching and learning
Find resources and advice on internationalisation:
THE Campus spotlight: teaching across borders
Boosting employability is the biggest motivator for students completing higher education degrees yet many universities have traditionally argued their role is not to serve labour demands but to “educate”.
However, with student debts increasing alongside the cost of university, the need to be assured a good job at the end of a course is becoming more pressing. Labour automation and the changing nature of work were concerns before the pandemic, but now upheaval to the global economy over the last 12 months has added to the challenge of securing graduate level jobs.
So how should universities prepare students for the world of work post-pandemic and how should that be reflected in their delivery models and course offerings?
Join THE's Sara Custer and Miranda Prynne as they discuss these questions with Anton Muscatelli, principal and vice-chancellor at the University of Glasgow and Nancy Gleason, associate professor of practice of political science and director of the Hilary Ballon Center for Teaching and Learning at New York University (NYU) Abu Dhabi.
Read Nancy Gelason's opinion piece "Liberal arts education must embrace employability"
Find online teaching and learning resources from faculty and staff around the world on THE Campus.
In this show we're discussing the elephant in the classroom: the big gap in basic pedagogical knowledge among academic faculty. How should instructional designers work with faculty? And how can universities encourage superstar researchers to also be excellent teachers?
Bringing in their expert opinions are: Brian Schmidt, a Nobel Laureate in Physics and vice-chancellor and president of the Australian National University; and Alexandra Mihai, a learning designer with over a decade of experience in European HE.
Sara Custer, THE's associate editor, curation and Miranda Prynne, content curator for THE campus are the hosts.
What can university leaders and academics do to take care of themselves and their campus communities during the Covid-19 crisis? What role does kindness and compassion play in university leadership?
Join THE's Sara Custer and Miranda Prynne as they discuss these questions with Thuy Thi Nguyen, president of Foothill College and June Gruber, associate professor of psychology and neuroscience at the University of Colorado and director of the Positive Emotion and Psychopathology Laboratory.
Explore the resources in the THE Campus spotlight "Helping staff and students avoid burnout"
On 1 and 2 September THE's virtual World Academic Summit will bring together over 100 speakers to answer questions like: Is the pandemic and the shift to a more digitally-based world changing the value of “place” for higher education institutions? Does this create a new opportunity for institutions in the Global South to redefine their public value and research impact? Has the pandemic accelerated trends that were already clear and expected for higher education institutions or have we moved into uncharted territory?
The THE World University Rankings 2021 will also be launched during the event.
In this episode of the podcast THE's chief knowledge officer, Phil Baty, and our head of content and engagement for our world summit series, Tim Sowula, join host Sara Custer to discuss the highlights of the upcoming event and what attendees can expect from the virtual platform.
Susan McCahan, vice-provost of academic programmes at the University of Toronto, also speaks with Sara about how the institution has seen challenges as well as opportunities during the pandemic and her vision for the future of higher education.
Special thanks to the water fowl of Victoria park for their cameo appearances.
Asian universities were the first institutions that had to quickly take all operations online in response to the coronavirus outbreak. Now several months into lockdown, the world’s higher education sector will be watching them to see what the next phase of online delivery will be; how assessments will be carried out; and in what ways traditional learning environments will be changed as a result of these emergency measures.
In this episode Sara Custer speaks with THE’s Asia editor Joyce Lau about her coverage of Hong Kong universities and Hamish Coates about how Tsinghua University has responded.
Read more about how Asian universities are responding to the coronavirus pandemic:
China’s go-ahead for entrance exam seen as sign of confidence
Asian universities face online assessment hurdles in virus crisis
Governments have ‘responsibility’ to help reimburse students
China’s coronavirus lockdown: ‘In this situation, it is important to just keep going’
Will the coronavirus make online education go viral?
THE digital editor Simon Baker speaks to Naomi Firsht about some of the biggest data stories in higher education since the beginning of 2020. As the new decade begins, Simon examines how well the sector globally has recovered from the 2008 financial crash. Meanwhile, UK HE is becoming increasingly reliant on Chinese fee income, and in Indonesia a government policy may have fuelled an increase in low-quality research.
Read more:
https://www.timeshighereducation.com/news/has-global-higher-education-recovered-financial-crash
https://www.timeshighereducation.com/news/uk-universities-increasingly-reliant-chinese-fee-income
https://www.timeshighereducation.com/news/bonuses-likely-behind-indonesian-skew-towards-domestic-research
University leaders from around the world convened at an event co-hosted by Times Higher Education and the University of Toronto in Davos during the World Economic Forum to talk about the power of place. The event kicked off the conversation we'll be having at the World Academic Summit in Toronto in September.
Tim Sowula head of content and engagement for the THE Summits series hosts a special post-event wrap-up with Cheryl Regehr, vice-president and provost at the University of Toronto, Raj Kumar, vice-chancellor of OP Jindal University in India and Michael Spence, vice-chancellor at the University of Sydney. We also bring you highlights of the roundtable discussion.
Speaking in the highlights:
Co-host: Phil Baty, chief knowledge officer, THE
Co-host: Cheryl Regehr, vice-president and provost, University of Toronto
Speakers (in order): Sarah Springman, rector, ETH Zurich
Bing Yang, provost and vice-president, Tsinghua University
Peter Piot, director, London School of Hygiene & Tropical Medicine
Raj Kumar, vice-chancellor, OP Jindal University
Julie Bishop, chancellor, Australian National University
Michael Spence, vice-chancellor, University of Sydney
Alicia Wilson, vice-president for economic development, Johns Hopkins University
Suzanne Fortier, principal and vice-chancellor, McGill University
Shinnosuke Obi, vice-president for international collaboration, Keio University
See more coverage of the Davos event: https://www.timeshighereducation.com/news/sydney-v-c-sees-huge-public-support-keeping-china-ties
Find out more about the World Academic Summit: https://tes.shocklogic.com/summits/worldacademic/2020/
When it comes to community integration, is your institution in it for the long haul? That’s Johns Hopkins University's intention with its Live Near Your Work scheme. The nearly 12-year-old programme provides grants to employees to buy homes in deprived neighbourhoods around east Baltimore.
According to Alicia Wilson vice-president for economic development at Johns Hopkins University and Johns Hopkins Health System, the success of an organisation is boosted by the health of its community.
“We value our stake here but we also want the folks who work with us to benefit from being in this city and we’re willing to put dollars behind that,” said Ms. Wilson.
She also gives tips for how institutions that might not have Johns Hopkins' resources can anchor themselves in their local communities.
Boris Johnson soared to victory with a landslide win in the General Election, putting Brexit and the Conservatives’ vision for science and research very much back on the agenda. But what does a now inevitable Brexit mean for universities and those working in higher education, and has the election highlighted a graduate, non-graduate split among voters? THE deputy news editor John Morgan and THE data editor Simon Baker speak to Naomi Firsht about the election results and discuss what the future holds for HE under Boris Johnson’s government.
Read more:
Tory election victory sets scene for UK research funding battle
Tory campus free speech bill would ‘stoke new culture war’
Split between graduate, non-graduate voters has bearing on universities
UK universities face up to Brexit after Tory election win