Professional insight from the University of Manchester

The University of Manchester is a world-leading research institution founded in 1824 to educate the city’s working population, which now educates 40,485 students from all over the globe. It boasts 25 Nobel Prize winners among its alumni and was the first British university to make social responsibility a core mission, accelerating work towards the UN Sustainable Development Goals.

How to make interdisciplinary teaching a reality

While disciplinary expertise remains important, future graduates will increasingly need broader capabilities to cope with uncertainty and change. Lei Zeng offers advice on how to develop them

Lei Zeng

The University of Manchester

Two Chinese students working together on a latop

‘Chinese students have plenty to say – when the conditions are right’

Silence in the classroom does not always signal disengagement. Learn about cultural and linguistic reasons behind low participation and strategies to better support multilingual learners

Rui He, Alex Baratta

The University of Manchester

A man sitting at his desk staring into space

Academics, get your thoughts on the page and unlock your reflective superpower

Embedding writing time into an educator’s schedule and sharing insights with others can turn fleeting ideas into actions that improve teaching practices

Alison Zimmer

The University of Manchester

A group of students outside a campus building

Six ways UK universities can better support international postgraduate students

International postgraduate students navigate complex transitions. To support them, universities need to offer more inclusive support built into core systems, says Perpetual Eze-Idehen

Perpetual Eze-Idehen

The University of Manchester

Students laugh together in front of a blue wall

Build student and community partnerships for safer campuses

Employ the local community and nearby institutions to address student safety issues in a collaborative way. Here’s how

Simon Merrywest

The University of Manchester

A golden thread against a brown background

Claim your narrative in academia by building a ‘golden thread’

Steady momentum and a clear narrative that links your work across research, teaching and leadership can help others see the direction and impact of your career, say Karen Lander and Joseph L. Brooks

Karen Lander, Joseph L. Brooks

The University of Manchester, Keele University

A teacher accepting an award in front of colleagues

The road to recognition: reflecting on our National Teaching Fellowship journeys

Three educators share what they learned from applying for National Teaching Fellowships – from overcoming self-doubt and building peer support to discovering that reflection is its own reward

Jennifer Rose, Nick Weise, Ang Davies

The University of Manchester

How can we teach students about social value?

Students increasingly expect universities to reflect their social conscience. Business schools must go beyond profit-focused teaching, embedding social value, impact measurement and experiential learning, says Robert A. Phillips

Robert A. Phillips

The University of Manchester

Setting up an in-house mediation service at your university

Want to prevent conflict escalation? Make mediation a “first resort” option

Carol Platts

The University of Manchester

How can we use microlearning to enhance university teaching?

What are the benefits of microlearning and how can institutions ensure their courses suit the needs of digital natives?

Robert A. Phillips

The University of Manchester

Image representing an understanding of multiple viewpoints and perspectives

Encourage intellectual development in students to improve work readiness

By supporting students to become independent thinkers who can evaluate different viewpoints within specific contexts, educators better prepare them for employment, argue Jennifer Rose and Bill Moore

Jennifer Rose, Bill Moore

The University of Manchester, The Perry Institute

A filming set up of a female student speaking to camera

Ease autistic students’ transition to university with low-stimulus videos

University communications are often high impact and visually appealing. But this can be the opposite of what some of our students need

Norman Darwen, Mark Hughes

The University of Manchester

A teacher filming herself giving video feedback for her students

Why we should be giving feedback via video

Reasons for adopting video as an assessment feedback method plus how to implement it

Wennie Subramonian

The University of Manchester

Giving students options when it comes to assessment

By identifying the types of feasible options in assessment and discussing them with your students, you will naturally build their confidence in their assessment, writes Miriam Firth

Miriam Firth

The University of Manchester

Campus webinar: Recruit, develop and retain the best staff in higher education

Join three experts from Campus+ institutions in the UK, Europe and Asia as they discuss best practices for universities for identifying, hiring and developing the best people

H. C. Man, Inês Crisóstomo , Helen Ashley

The Hong Kong Polytechnic University, University of Luxembourg, The University of Manchester

VR tour of the music centre at the Univrsity of Manchester

How to use 3D scanning technology to create virtual tours for your students

Here is how the University of Manchester is using 3D scanning technology to create virtual reality platforms that can be used in educational settings

Alexandra McGaughrin Cross

The University of Manchester

Ideas that make a difference for the digital transformation of universities

In a series of Campus resources, UK digital adopters explore what has worked (and what has not) as universities go digital and where investment in technology can be most effective

Sarah Dyer, Craig Walker, Lisa Harris, Arunangsu Chatterjee, Niamh Downing

The University of Manchester, HEdway Group, The University of Exeter, University of Leeds, Canterbury Christ Church University

How authentic stories can empower the ‘unheard voices’

Storytelling can be a powerful change agent. When proposing change – such as the digital transformation in universities – leadership needs to communicate in ways that cut through the noise and inspire action, write three digital adopters

Lisa Harris, Sarah Dyer, Craig Walker

The University of Exeter, The University of Manchester, HEdway Group

Collaboration requires more than not stepping on toes

To get things done in universities, do we need to embrace conflict or find new ways to work together? Here, three digital adopters explain why collaboration isn’t the same as hoping not to annoy anyone

Sarah Dyer, Lisa Harris, Craig Walker

The University of Manchester, The University of Exeter, HEdway Group

Why the ‘machine says no’: how asking for less can get you more…

Under-investment and lack of future proofing of core digital systems have left many universities with creaking legacy infrastructure that cannot support increasing demands. Here, three digital adopters suggest that incremental improvements could be a way forward

Craig Walker, Lisa Harris, Sarah Dyer

HEdway Group, The University of Exeter, The University of Manchester

Dictionary definition of assets and accounting

Embrace broader definitions of accounting to help your students operate sustainably

Broader definitions of accounting help students redirect their energies and draw on broad-scope approaches to dealing with challenging issues to help shape a better world

Jennifer Rose, Garry Carnegie

The University of Manchester, RMIT University

A group of students smiling at eachother

Weaving gold from EDI straw: an intersectional approach

In this resource, the University of Manchester’s three academic leads for EDI explain how they work together and learn from each other

Dawn Edge, Rachel Cowen, Jackie Carter

The University of Manchester

Student on a laptop listening with headphones at home

Use watch parties to enhance learning and build a sense of belonging online

An educator at the University of Manchester explains how using online watch parties with live chatboxes has enhanced students’ learning in a digital environment

Jennifer Mcbride

The University of Manchester

The left hand side of a woman's face with her hand held up against her ear

How to create effective listening environments for deaf, neurodivergent and international students

It’s important to consider the influence of your learning environment on listening effort, cognitive load and cognitive fatigue. Here are some tips

Lindsey Jones

The University of Manchester

Teacher in front of a classroom full of students

The joy of simplicity: techniques that motivate, engage and foster learning in lectures

The rise of AI and VR offers educators an array of innovative ways to engage students in lectures, but let’s not forget the simple methods that don’t require any technology, writes Alison Zimmer

Alison Zimmer

The University of Manchester

Student at a laptop smiling with a notebook in her hand

Partnering with students to build belonging in a blended learning environment

A sense of belonging and community plays a major role in maximising student engagement. But how can educators cultivate an authentic community?

Reimala Sivalingam

The University of Manchester

Cartoon of a detective with a magnifying glass analysing a piece of paper being held by a robot

Can we detect AI-written content?

A look at common features of large language model-created writing and its implications for how we might assess students’ knowledge and skills in the future

Cesare Giulio Ardito

The University of Manchester

Unlocking urban secrets: learning through the exploration of our cityscapes

Teaching strategies to tap into the micro-narratives embedded within the urban landscape to support learning outside the classroom

Daniel Gutiérrez-Ujaque , Felipe Saravia

University of Lleida , University of Bio-Bio , The University of Manchester

Woman with prosthetic arm helping colleague

How to promote disabled women in academia

Disabled women are significantly under-represented in senior roles within universities. Here’s how – and why – institutions can and should support them better for career progression

Meredith Wilkinson, Kelly Pickard-Smith

De Montfort University, The University of Manchester

University students sitting a written in-person exam

Help your students to become assessment literate

Practical suggestions to address a staff-student disconnect relating to the purpose and practice of assessment and to enhance assessment literacy on your courses

Eleanor Aspey, Gillian Ulph

The University of Manchester

Environmental considerations for businesses

Accounting for sustainability: we need to change how we teach

Accountants of the future will need to respond to as yet unknown sustainability reporting standards. Freirean dialogic teaching where lecturers learn alongside students through discussion helps build the skills to respond to such change

Jennifer Rose

The University of Manchester

Campus Talks: How to use generative AI in your teaching and research

Higher education is only beginning to understand the impact that generative AI tools such as ChatGPT will have on teaching and research. Three intrepid explorers join us in this episode to share what useful functions they’ve discovered for the technology

Jennifer Rose, David Nicol, Brooke Szücs

The University of Manchester, University of Glasgow, The University of Queensland

Two colleagues speaking to one another by a computer

A mentoring scheme for graduate teaching assistants

How to shape a mentoring scheme to help graduate teaching assistants develop their instructional practice and gain professional qualifications

Thomas Rodgers, Claudia E Henninger

The University of Manchester

Flip the classroom to improve practical skills teaching

How educators can use a flipped classroom approach to aid the teaching of practical skills to a wide range of students

Louise Smith

The University of Manchester

Spruce up lectures to capture the interest of all students

A guide to making lectures more interactive learning experiences that keep students interested

Vitalia Kinakh

The University of Manchester

A group of young researchers talking, one of them is in a wheelchair.

Listening, learning and responding to disabled students

Lessons from a group of disabled postgraduate researchers on steps that every university and tutor can take to better support disabled students

Jackie Carter, Laura Howard

The University of Manchester

Students comparing notes and work in pairs

ChatGPT as a teaching tool, not a cheating tool

How to use ChatGPT as a tool to spur students’ inner feedback and thus aid their learning and skills development

Jennifer Rose

The University of Manchester

A man doing calculations at his computer

A unique approach to designing robust, calculation-based online assessments

Designing open-book, online assessments for subjects relying on calculation poses a challenge to educators. Amit Navin Jinabhai presents a model he has successfully applied to minimise student collusion

Amit Navin Jinabhai

The University of Manchester

Image of diverse groups forming supportive circles

How to train university staff to become anti-racist agents of change

Advice on supporting higher education professionals to become anti-racist agents of change, based on Adam Danquah’s experience doing so within his institution

Adam Danquah

The University of Manchester

How to rethink university comms with student voice at the centre

Tactics for revamping your comms with students front and centre

How can you stay on top of the evolving student voice and ensure it’s at the heart of your communications? Kim Graakjaer shares her thoughts and some takeaway tips

Kim Graakjaer

The University of Manchester

Community outreach like the Great Science Share for Schools requires listening

Flip the script: why listening is the best form of outreach

In aiming to widen participation, it’s easy to get lost in your own passion. Instead focus on understanding others’ needs – and keep it simple

Lynne Bianchi

The University of Manchester

Image showing networking and peer support

Three cornerstones of a successful research career

Success in academia requires much more than topical expertise. Jackie Carter shares three vital areas of focus for building a research career

Jackie Carter

The University of Manchester

Intended learning outcomes (ILOs): from sideshow to teaching tool

Used effectively, intended learning outcomes (ILOs) can provide a useful tool to drive student engagement and encourage learners to take responsibility for their education, as Amit Jinabhai explains

Amit Navin Jinabhai

The University of Manchester

Counter-mapping as a pedagogical tool

Engaging students with urban spaces can contextualise and deepen learning and bring in inclusive perspectives. Daniel Gutiérrez-Ujaque and Dharman Jeyasingham explain how counter-mapping can be used as a pedagogical tool

Daniel Gutiérrez-Ujaque , Dharman Jeyasingham

Brunel University London , The University of Manchester

Dos and don’ts for dual teaching: support for lecturers in higher education

Dual teaching, when lecturers host a class with students attending in person and via a screen, requires careful planning to work well. Miriam Firth shares dos and don’ts based on first-hand experience

Miriam Firth

The University of Manchester

Block to the future: why block scheduling has taken so long to catch on

Block teaching has been around since the mid-noughties, but those short-lived early trials were ahead of the curve. Simon Thomson and Carl Flattery explore why block planning might finally be having its day

Carl Flattery, Simon Thomson

Leeds Beckett University, The University of Manchester

The cruel optimism of research careers: how to support contract workers

The conversation needs to switch from academic careers being the responsibility of individual researchers to what employers can do to support those in precarious roles

Jess Harris, Simon Bailey, Mhorag Goff, Nerida Spina

The University of Newcastle, Australia, University of Kent, The University of Manchester, Queensland University of Technology

Podcast discussing building resilience and protecting well-being among university staff and students

What came next: THE Awards winners 2020 podcast special

Hear from some of the winners of last year’s THE awards about the projects and initiatives which saw them recognised as the best in UK higher education and how these have developed since 2020

Sara Custer

Times Higher Education, The University of Manchester

How to ensure online teaching benefits the education of sustainability issues

Engaging students in applied research to tackle Sustainable Development Goals

Jen O’Brien describes a pedagogical project that engages students in applied research carried out in partnership with external organisations, related to the Sustainable Development Goals

Jen O'Brien

The University of Manchester

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