Category: Higher Education

Moving beyond the talk: Universities must become anti-racist

In 2016, Dr Akile Ahmet wrote a piece for the LSE Impact Blog entitled ‘We need to speak about race’: Examining the barriers to full and equal participation in university life’. Nearly five years on, she reflects on the state of Black and minority ethnic representation and inclusion in Higher Education. She finds that whilst … Continued

On teaching anticolonial archives

What does exploring decolonisation mean, look like and feel like In the classroom? And how does one think of this in relation to both the curriculum and pedagogy? Sara Salem takes up these questions as she reflects on designing and delivering a course at LSE on anticolonial archives. She takes readers through the contents of … Continued

School’s back: How the neoliberal “privatization of risk” explains the deadly decision to re-open campuses

There have been at least 130,000 cases and at least 70 COVID related deaths at American colleges and universities since the pandemic begun. Yet, university campuses reopened in the Fall and continue as though the status quo must be maintained at all costs. Zachary Kaiser argues that this is reflective of the neoliberal privatisation of risk that … Continued

If university campuses close, can everyone learn from home? What happens when the home becomes the classroom in India  

The reorganisation of work lives bought about by the pandemic has also been met with a reorganisation of domestic space as the site where work now takes place. For Higher Education, this means that homes have now become classrooms. However, the fundamental premise of successful online education is the access to both electricity supply and an … Continued

Retaining the Human Touch When Supporting Students in Transitioning to Asynchronous Online Teaching and Learning in Higher Education

 The transition to online, asynchronous learning poses just as many challenges for students entering the online classroom as it does for academics mastering the platform. Cynthia Wheatley Glenn outlines what to look out for to spot students who might be struggling and key strategies for assisting students in overcoming barriers to successful participation in online … Continued

Three simple questions to re-define higher education

The purpose and future of universities, higher education and research has been subject to ceaseless debate, often focused on complex issues of the bureaucratic structure of universities and their relationship to the state. Matt Rosen argues that by returning to three basic questions about higher education – What should the end or aim of education … Continued

To rediscover their public value universities can learn from the free culture movement

The culture of acceleration and quantification that arguably defines contemporary academic research is closely related to the information society in which we live and the technologies that support it. In this post Dafne Calvo, argues that the democratic decentralised principles of the free culture movement provide a blueprint for how academics and academic institutions might … Continued

“Coin of the Realm” – Graduate Student Lore and Faculty Advice on Research and Publication, A video intervention

In what ways should graduate students engage in scholarly research and publication, administration, and service during their programs? What might motivate their choices to do so? In this post Anicca Cox presents a video intervention depicting the inherent tensions between the advice given to graduate students and the internalised structures of work in the accelerated … Continued

A missed opportunity? How the UK’s teaching excellence framework fails to capture the voice of university staff

The Teaching Excellence and Student Outcomes Framework (aka Teaching Excellence Framework, TEF), aims to represent and evaluate the quality of teaching within UK higher education institutions. Whilst the stated aims and ability of the TEF to achieve this have often been questioned, less is known about how higher education institutions have implemented the new framework. … Continued

Staying with the Trouble: Designing a values-enacted academy

Academic assessment is predisposed towards measurement and subsequently valuing what can be measured. In this post, Cara Cilano, Sonja Fritzsche, Bill Hart-Davidson and Christopher P. Long, describe the Cultivating Pathways of Intellectual Leadership” (CPIL) framework developed in the College of Arts & Letters at Michigan State University and how it can help to stimulate a … Continued