The question for university decision-makers is whether to settle for the minimum accessibility required by international regulation or to embed it as a marker of institutional excellence across teaching, research and civic mission
If you are considering a career move into university management, gather insights from this collection on what promotion from faculty to higher education administration entails
A student and an academic outline how universities must make student experience an explicit part of academic roles, from workloads to resourcing and recognition
To respond to change, leaders must create solutions with their employees and members of the community, rather than instituting a top-down approach. A Latin American leadership practice could be the answer
Start-up principles such as rapid iteration, co-creation and agile teamwork can be used to transform the student experience, enabling faster, more effective responses to evolving student needs
Talk less and listen more should be a mantra for leaders and managers. When they acknowledge diverse perspectives, avoid dominating discussions and reflect what they have heard, it sets the tone for more inclusive, respectful dialogue
University leaders and academics must resist an open-armed embrace of AI and ask tough questions about who, really, is benefitting from its use in order to shape an inclusive future, writes Chie Adachi
An expert in constructive dialogue and a free speech campaigner explain how universities can nurture productive disagreement and uphold the principles of free speech and academic freedom in the face of growing polarisation
International collaborations sound impressive on paper – but most fail to move beyond initial enthusiasm and a signed memorandum of understanding. Jeremy Howick shares lessons from building a global network focused on empathy in healthcare
The worth of know-how – as opposed to know-that – is enhanced when instructors are full-time, eligible for tenure and materially supported in their collective endeavour. Here, Daniel M. Gross makes the case for valuing teachers’ collective wisdom
