Campus Talks by Times Higher Education

In the last decade, the computational power of AI has grown exponentially – doubling every six months since 2010 for some well-known tools. This, in tandem with more sophisticated machine learning models and increases in available data, has opened up possibilities for research and discovery that would have been unthinkable even a few years ago. But most academics are relatively new to using AI and thus have a long way to go to understand its many potential applications. Something that comes more naturally to some than to others. To find out how researchers can get the most out of AI tools while managing the associated risks, this week, we speak to a leading computer scientist who has been developing AI tools for research for more than 20 years. Karin Verspoor is dean of the School of Computing Technologies at RMIT University in Melbourne, Australia. Her research focuses on the use of AI to support biological discovery and clinical decision making by analysing biomedical text and clinical records. She has held previous posts as director of health technologies and deputy head of the School of Computing and Information Systems at the University of Melbourne, as the scientific director of health and life sciences at NICTA Victoria Research Laboratory. Listen to Karin’s take on the good, the bad and the best way forward for AI in academic research. And if you want more practical advice and insight on how to best apply GenAI to augment your own research, check out our latest spotlight guide: GenAI as a research assistant.

When students start university or return for a new semester, stressors such as cost of living and worries about academic performance or future job insecurity can exacerbate anxiety or other mental health issues. So, how can educators best support them in the classroom, while also ensuring learning objectives are met and they don’t burn out themselves? This is where skills such as emotional intelligence, observation, active listening and the ability to notice when students are becoming disengaged, falling behind or at risk of dropping out altogether come to the fore. This episode of Campus talks looks at how to foster safe, inclusive learning spaces, how to spot students who are struggling, advice for starting conversations around sensitive topics like mental health, and how educators can be open and authentic while protecting their own boundaries and work-life balance. We talk to Marissa Edwards, who is a senior lecturer and researcher in the University of Queensland Business School. A mental health advocate with a background in psychology and organisational behaviour, she is also the co-editor of the Research Handbook of Academic Mental Health and co-founder and co-curator of Voices of Academia, a blog dedicated to academic mental health and well-being. This interview makes reference to eating disorders, anxiety, depression and trauma. You will find more advice from educators and experts from institutions around the world on supporting students in the university classroom in Campus’ latest spotlight guide.  

The arts and humanities bring multiple benefits to students, and society as a whole, but are often dismissed as lacking value by policymakers when pitted against STEM subjects. In this episode of Campus talks, a vice-chancellor-come-artist and a classicist explain why the arts and humanities are so vital to a healthy, well-informed society, the specific lessons and skills these subjects engender in those who study them and how university educators can foreground these. You will hear from: Michael Scott is pro vice-chancellor international and a professor of classics and ancient history at the University of Warwick. Michael’s research explores the intersection of ancient history and archaeology within the Mediterranean and beyond. He has published numerous books on the ancient world for the popular market and written and presented TV series on the BBC, ITV, History Channel and National Geographic.  Mark Power is vice-chancellor and chief executive of Liverpool John Moores University and a professor of higher education leadership as well as being practising artist. Mark has worked at Liverpool John Moores University for 44 years, having taken up a role as a senior technician in the fine art department at what was then Liverpool Polytechnic in 1981. He has maintained his internationally recognised work as an artist alongside his academic career throughout this time. For more insight and advice on why and how to make the case for the arts and humanities in higher education, take a look at the spotlight guide on Campus.

It is a truth (almost) universally acknowledged, that students should sit at the heart of – and take an active role – in their learning. By inviting students to work with their teachers to shape course materials, activities and even assessments, co-creation appears to offer a textbook solution. However, giving students greater agency over their learning is not without its challenges and some educators may find the idea of ceding control over their teaching decisions troubling. On this week’s podcast, we speak to a leading proponent of co-creation in higher education, who has researched and published extensively on this pedagogical approach, as well using it in her own teaching. Catherine Bovill is a professor of student engagement and head of the programme design and teaching enhancement team in the Institute for Academic Development at the University of Edinburgh. She is also a visiting fellow at the University of Bergen in Norway and the author of dozens of research papers and a couple of books focused on co-creating in teaching and learning. She explains why and how educators should bring elements of co-creation into their teaching offering examples of how it can work in different contexts and addressing oft-voiced concerns. For more insight and advice on making co-creation work in your teaching, check out our latest spotlight guide: The practicalities of co-creation with students.

How do universities ensure their programmes and curricula meet the demands from industry, government – and students themselves – for career-ready graduates equipped with vital transferable skills? Skills – whether you call them soft, transferable, power, productivity, work-based or human skills – have come to dominate the conversation about employability. The rapid advance of artificial intelligence, coupled with a shrinking number of entry-level roles, means that graduates are looking for the capabilities that will give them an edge. Industry and governments, meanwhile, have their eye on the economic and innovation advantages that come with an agile, digitally literate and productive workforce. Alongside academic skills, universities have long provided students with opportunities to develop communication, critical thinking and teamwork skills, but external demands mean they need to be more intentional about embedding transferable skills in curricula – and give graduates means to evidence this learning. To find out how institutions in the UK and Australia are responding to the call for work-ready graduates with a skill set adapted to the modern economy, we talked to: Sir David Bell is vice-chancellor and chief executive of the University of Sunderland. He is also vice-chair of Skills England. Sir David has served as Her Majesty’s chief inspector of schools, and his public sector roles include permanent secretary at the UK Department for Education, director of education and libraries for Newcastle City Council and chief executive of Bedfordshire County Council. Dawn Bennett is a higher education consultant, with a focus on graduate outcomes and student success. She is also founder of the Developing Employ-ability Initiative, which gives students and educators a framework for managing career development and mapping employability skills, and a senior associate with consultancy Outside Opinion. She spent 14 years as the John Curtin distinguished professor of higher education and director of the Developing Employability and Creative Workforce Initiatives at Curtin University, Australia, and continues to engage in research. She is a former professional violist. Derek Harding is manager of the VET Educator Academy at Swinburne University of Technology, Melbourne. In this role, he works on professional development for staff to promote academic quality. A former high school teacher, he has experience in foundation education and instructional design. For more advice and insight on developing transferable skills from academics and experts from universities around the world, read our spotlight Soft skills for hard times.

Her ability to engage with leading-edge technology has long set Jenny Moffett apart, whether that’s her early embrace of the potential of online education for professional development or using immersive technology to help medical students navigate ambiguous situations. And now last year’s winner of the Times Higher Education Award for Most Innovative Teacher is working on understanding the potential of artificial intelligence to engage students in reflective writing. Jenny is a senior lecturer and educationalist in the Health Professions Education Centre at RCSI University of Medicine and Health Sciences in Dublin. She also serves as programme director for the postgraduate diploma in health professions education, where she leads curriculum design and delivery to support educators in developing evidence-informed, learner-centred teaching practices. To mark this year’s THE Awards, which are being presented in Edinburgh on 13 November, we talk to Jenny about how educators can put AI to use in a way that fosters efficiency without taking away rich cognitive work, how her uptake of technology has evolved, strategies for dealing with uncertainty and complexity in the classroom, why students should learn to be bored, and the skills university teachers can develop to future-proof their practice (hint: it involves finding the spark of enjoyment). To learn more from acclaimed academics, teams and institutions from the UK and Ireland, check out our latest Spotlight guide, which pulls together advice from this year’s shortlist: THE Awards 2025: lessons from the stars of UK and Irish higher education.

As centres of learning, universities should be places where ideas, opinions and beliefs can be openly discussed, challenged and interrogated. They also have a duty of care to ensure their diverse community students and staff feel safe, welcome and free from discrimination. But some claim that an over-zealous focus on inclusion and appeasing students has led to an erosion of academic freedom and allowed a ‘cancel culture’ to dominate higher education, leading to a worrying expected conformity of opinion on important contemporary issues. This is all playing out against the wider backdrop of growing polarisation and identity politics. For this episode, we speak to two experts in this space to find out what practical steps universities can take to encourage more constructive disagreement and engagement with differing viewpoints among students as part of their learning. And how institutions can uphold the requirements of free speech and nurture plurality across campus, while protecting those most affected by contentious issues. You will hear from: Caroline Mehl, the co-founder and executive director of the Constructive Dialogue Institute, a non-profit organisation that builds educational tools to equip US higher education institutions and other organisations with skills to communicate and collaborate across differences. She founded the CDI with psychologist and author Jonathan Haidt in 2017 having previously worked as an associate research scholar and visiting scholar at New York University’s Stern School of Business. Abhishek Saha, a professor of mathematics at Queen Mary University of London and co-founder of the London Universities Council for Academic Freedom. Abhishek was heavily engaged in lobbying the UK government over key details of the Higher Education (Freedom of Speech) Act 2023 which came into force this year. You can find more insight and advice on how universities can encourage respectful disagreement, while handling sensitive topics with care and protecting academic freedom in our latest spotlight guide: Dealing with division: the polarised university.

Arts and humanities scholars in the UK are feeling embattled as the current government focus appears to be firmly trained upon STEM. This makes the hunt for funding for doctorates and early career research in the arts and humanities ever more difficult. But there are still opportunities available for PhD candidates who can successfully convince the relevant funding bodies of the worth of their proposed work. We speak to a research leader and historian who has demonstrated notable success in her own career about changes to the funding landscape, how institutions can respond and how doctoral students can optimise their grant applications. Hear from Alice Taylor, a professor of medieval history and vice-dean for research in the faculty of arts and humanities at King’s College London. Her first book, The Shape of the State in Medieval Scotland, which was co-awarded the Royal Historical Society’s Whitfield Prize in 2017 – the same year she was awarded the prestigious Philip Leverhulme Prize for History.  More recently, she led the launch of a new doctoral school for arts and humanities at King’s, which opens next year. For more advice and insight on related topics, read our guide to finding and securing research funding.

Motivation is key to getting stuff done – whether that “stuff” relates to your work, studies, hobbies or simply answering a Whatsapp message. For academics, working on long-term research projects while also teaching courses, that can last years, to hundreds of students, understanding how to boost and sustain motivation in themselves and others is vital for success. So, today we explore the many factors that influence motivation and ask how educators can use these to keep students engaged throughout their studies. You will hear tips for improving the quality of motivation, for beating procrastination and improving your time management, from: Ian Taylor, a reader in motivational science at Loughborough University and an associate fellow and chartered psychologist of the British Psychological Society and the author of a new book, published this year, Time Hacks: The Psychology of Time and How to Spend It. Helena Seli, a professor of clinical education and assistant dean of academic programme development at the USC Rossier School of Education at the University of Southern California. She is an expert in educational psychology and co-author, with Myron H. Dembo, of Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. For more insight and practical advice on this topic, head to our spotlight guide which contains dozens of resources on motivating university students and staff.

While stimulating and rewarding, academic careers present numerous challenges that require resilience and determination from those who wish to remain in the academy. The job precarity now so common across higher education, alongside the repeated rejection from funders and publishers and pressure to demonstrate excellence across teaching, research and administration, makes for a brutal combination, too often resulting in stress, overwork and ultimately burnout.  We speak to two professors, who have both written on navigating this tricky career terrain, about how they have managed to find freedom and fulfilment in their work, even when faced with spiralling workloads and multiple pressures, and what fulfilment looks like. You will hear from: Jeffrey McDonnell is a university distinguished professor of hydrology in the School of Environment and Sustainability, and associate director of the Global Institute for Water Security at the University of Saskatchewan, as well as a fellow of the Royal Society of Canada. In 2024, he was appointed as an officer to the Order of Canada and his many awards include the 2016 Dooge Medal from the International Association of Hydrological Sciences (with Unesco and the World Meteorological Organization), the 2022 Outstanding Achievement Award from the New Zealand Hydrological Society and the 2009 John Dalton Medal from the European Geosciences Union. He is the author of Navigating an Academic Career: A Brief Guide for PhD Students, Postdocs and New Faculty (American Geophysical Union, 2020). Sarah Robinson is a professor of human resource management at IÉSEG School of Management in Paris. She moved into academia after working in international development and completed her PhD at the University of Lancaster before working her way up through a series of lectureships at the Open University, Leicester University and the University of Glasgow, where she was promoted to professor in 2019. After years studying the experiences of early career researchers, Sarah co-edited Doing Academic Careers Differently: Portraits of Academic Life (Routledge, 2023) with fellow researchers Alexander Bristow and Olivier Ratle, a book that seeks to highlight approaches to academia that diverge from the traditional career model. For further career advice from academics all over the world, addressing some of the key challenges associated with working in higher education, head to our latest spotlight: An academic’s survival guide.