Life Chances

Scott Pearsall, Dean of Students at University of Canberra, talks about how a sense of belonging and community is important for university staff in 2021 and beyond.

Professor Jean-Noël Ezingeard, Vice-Chancellor, University of Roehampton discusses the importance of out-of-hours and off campus support with Professor Cliff Allan, Studiosity UK Academic Advisory Board member

Em Prof Beverley Oliver, Prof Sherman Young, Prof Chris Tisdell and Gavan Watson come together to discuss student belonging and connectedness in the digital world.

Every student needs support, and some need more or different support than others. How does Studiosity serve a diverse and varied student base, and continually evolve the service?

A second year High Distinction student gives their advice on taking control of your studies and workload, and feeling calm through planning and breaking things down into steps.

Prof Amanda Bittner discusses the impact of 2020 on community, gender, and privilege in academia. She is a Professor of Political Science at Memorial University of Newfoundland.

Sir Eric Thomas talks to Julia Hartley-Brewer, presenter of talkRADIO’s weekday breakfast show, about the plight of students mid pandemic and that 40% have seriously considered dropping out.

Prof Chris Tisdell, education advocate, mathematician, and DJ, talks about how university staff are navigating the new normal and what the future of digital teaching might look like.

Experts from universities in the UK and Australia and the Quality Assurance Agency (QAA) discuss the critical topic of academic integrity in the UK - how we can support staff and students, how to embed academic integrity within the learning journey, and advice for institutions to work holistically in order to support academic integrity and stamp out contract cheating companies.

Students have been hitting the headlines in relation to increased levels of cheating just as a new Essay Mills (Prohibition) Bill was put forward to the UK Parliament last month. However, most students don't intend to be dishonest - so how do we provide formative academic integrity feedback and enhance self-efficacy?