Students with neuro-cognitive conditions often face significant challenges when making the transition into the workplace. So, how can higher education institutions ensure these students are ready to launch their professional lives?
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
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
Students can explain theories. But can they challenge them? A structured role-play approach helps assess critical thinking, professional judgement and decision-making – skills that traditional assessments often miss
Help local schools build the foundations for future STEM students, address regional issues and hone your students’ research management skills – all with outreach activities. Here’s how
