Under conventional assessment models in entrepreneurship, continuation of a venture is rewarded and optimism reads as competence, write Ian Solway and Jolyon Nott. But students should be required to demonstrate judgement, not projected success
If business schools want to produce socially responsible graduates, they must centre lived experience of social disadvantage in their teaching and learning, say Kathy Walsh and Mihajla Gavin
Doctoral supervision involves helping students read the changing nature of the game, providing practice nets and empowering them to build the versatility needed for a sustained research career, writes Aastha Malhotra
Low-effort ways to conduct pedagogical research that can transform teaching work from routine into discovery, inviting us to question longstanding assumptions, experiment with innovative approaches and contribute meaningful insights
When educators have to police how students use AI, and gatekeeping adds to the workload and emotional toll, teaching loses its joy, write Meena Jha and Amara Atif. Here are ways to reclaim the role of educator
A university-wide plan to improve working culture works best when team leaders take ownership of it. Donna Dalrymple offers guidance on translating strategy into meaningful change
Long closed-book examinations are at odds with how the brains of students with ADHD work, writes Malak Benslama-Dabdoub. Here, she explains how to create assessment that tests the target skills
