Europe

As face-to-face teaching returns, educational technology can be used to boost student engagement in ways that are not possible in a physical classroom. Andreina Parisi-Amon explains how

If the results don’t deliver what we think we’ve earned, it will be a blow, but it won’t change the fact that what we do matters, says John McKendrick

Attracting and keeping the best people is a perennial issue for higher education institutions. Here, Jonathan Lord looks at how the pandemic impacted staffing and strategies for improving processes

Tutors with full class schedules have little capacity for research but by focusing on the scholarship of teaching and learning, they can contribute valuable insights supported by their day job, write Russ Woodward and Tim Veal

The shift towards open-access publishing can leave students and researchers confused. Here, a group of research facilitators answer the most common questions about the new publication landscape – and sum up where we stand

How should UK universities respond if their REF results are good, bad or offer a mixed picture? New pro vice-chancellor for research Heather Widdows shares her advice

What counts as a career break, and how much information is too much information? Emma Williams provides strategies for filling in any spaces in your academic work history

Nobody likes negative feedback but rejection is not all bad. Here is how to see rejection of your article by a peer-reviewed journal as an opportunity

Institutions should resist the temptation to use the REF as a tool for competition and self-promotion and, instead, approach the results in ways that support sector-wide efforts to improve research culture

However well-intentioned, outside interventions can have unintended consequences for local communities if carried out without rigorous research, says James Derounian