Feature article

Nici Sweaney offers simple strategies to shift focus from outcomes to learning and discovery, helping research students to embrace risk-taking and learn from setbacks

To answer the common question posed by researchers, ‘how can I improve my academic writing?’, Anne Wilson outlines three simple steps that can help

Instead of compartmentalising decisions about infrastructure or resource allocation, universities need a whole-system approach to sustainability that shifts attitudes and behaviour, writes Lily Kong

Tips for combining classroom activities and peer-to-peer dialogue to develop students’ understanding of the language of assessment and feedback

Start simple, practise and consider what IT support is available when choosing online tools for blended courses, advise Carl Sherwood and John Raiti, among other aspects to consider

Instead of hiding from failure in shame and despair, and on the way to normalising it, we should learn how to better narrate it, says Lucas Lixinski

Supervising graduate students is a responsibility and skill that goes far beyond the mere transmission of knowledge, as Daniel Jutras explains

Gathering information from AI requires a new layer of search skills that includes constructing effective prompts and critically navigating and evaluating outputs

Writing exam questions is a meticulous, complex and creative part of teaching. The habit of using a standardised process will make this frequent task more manageable, writes Fiona Lifen Liu

There is growing pressure on university lecturers to achieve higher degrees. Fiona Cust and Jessica Runacres question if this is necessary for those teaching at undergraduate level, particularly in vocational or career-focused courses