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University administrative staff are often the first point of contact for troubled students but training on how to manage these encounters is non-existent, says Sarah Bones

Uneasy bonds between lecturers and education specialists must be strengthened to deliver post-pandemic learning, says Neil Mosley

Growing impatience with online learning in South Korea highlights the limitations of socially distanced teaching, says Justin Fendos

Academics should not be seduced by the moral certainty on either side of the ¡®with us or against us¡¯ divide, says Brad Evans

New measures that provide insight into how universities build personal qualities of their graduates are needed, argue Doug Cole and Dino Willox

Metrics rarely reflect how students have addressed their weaknesses, which is itself the most rewarding part of university teaching, says Megan Argo

Praise for Covid vaccine creators is deserved, but the extraordinary work of other scientists must not be overlooked, says Nicholas Dirks

Calls to redesign curricula for online study ignore how scholars need time and peer support to reinvent courses, says Carole Binns

No one would want to repeat 2020. But perhaps there are ways it will leave us better prepared for the future

In their unearthly calm and Dewey Decimal order, university libraries offer the promise of remaking ourselves, says Joe Moran

A huge endowment could help draw the talent and capital to counterbalance the golden triangle, say Neil Lee and Javier Terrero D¨¢vila

Practitioners have a lot to teach students, but the value of research training should not be dismissed lightly, says Sam Christie

Robert Peckham¡¯s faith in the value of his medical humanities training was gravely tested as his father lay in intensive care

It makes no sense for universities to control all pre-specialism, hospital-based training, says Fistra Janrio Tandirerung

Essay mills¡¯ opportunism, preying on student anxiety about online assessment methods, strengthens the case for legislation, says Douglas Blackstock

Mass reliance on the traditional 50-minute lecture format will soon be a thing of the past, says David Maguire

Pandemic or no pandemic, academics should try to find time for regular rethinking of their curricula and methods, says Jessica Johnson 

Two decades of Bologna-driven programme accreditation has proved that universities can be trusted to assure their quality, says Mich¨¨le Wera 

A rationalisation of transnational delivery was already in the offing, but post-pandemic austerity will hasten it, say Matt Durnin and Jazreel Goh 

In the new world order, leadership is about collaboration and coordination. Higher education networks are an obvious forum, says Annelise Riles  

The US¡¯ announcement that it now regards Israeli settlements as consistent with international law does not make them so, say eight senior academics

The pandemic has hit university finances, and further challenges lie ahead. But the case for supporting higher education and research is overwhelming

Distributing financial aid based on identity or academic attainment leaves many poor people excluded from the academy, says Ryan Coogan

In handling cases, UK universities must clarify the burden of evidence, better train adjudicators and publish incidence statistics, says one survivor

While eLife is planning to publish only preprints, even it concedes that journal brand still counts for a lot, notes Michael Marinetto

Gavin Williamson¡¯s directive will embolden other groups to demand the enforcement of their interests by ministerial fiat, says Geoffrey Alderman

The Purpose Coalition will bring together the skills and the jobs needed to create a fairer, greener UK, says Justine Greening

Professionalising university teaching and changing incentive structures are the first steps, says Steven Mintz

Universities¡¯ ethics oblige them to pay their own interns, so why do they permit their students to work many months for free, asks Sam Scott

Evidence suggests that different personality types are drawn to ¨C and excel at ¨C teaching and research, says John Dreijmanis

Inevitable examples of jargon or poor research are no reason to reject an entire discipline, say Debby Cotton, Elizabeth Cleaver and Dilly Fung

Academics remain wedded to prestige indicators, but peer reviewers may conclude that the journal is profiteering, says Dorothy Bishop

An open letter from cultural figures and academics to the University of Roehampton¡¯s vice-chancellor and council members

The ¡®Tasmania Model¡¯ of addressing social need offers lessons for the wider sector, say Rufus Black and Nick Fowler

With global warming a priority for the next US president, the International Universities Climate Alliance can lead the academic response, says Ian Jacobs

An Australian university¡¯s attitude towards Rwanda illustrates the West¡¯s failure to treat African academics as equal partners, says Timothy Carey

Until they have their allotted departure time, no one is meant to travel home. So, asks George Bass, should security guards dive on anyone pulling a suitcase? 

This tumultuous year has shown universities can adapt rapidly and radically, but the reimagining mustn¡¯t pause amid continuing disruptive pressures

Most lecturers dread educationalists¡¯ holier-than-thou, discipline-blind invocations of the latest teaching fads, says an anonymous academic

A high level of public information literacy will minimise the spread and influence of falsehood, says Tim Blackman

Republican office holders will walk a fine line of supporting their local college while decrying higher education in general, says Anthony Carnevale

Pledged support for equality must be put into practice on multiple fronts, from syllabi and curricula to advising and recommending, say Chisomo Selemani and Anna Young

Regulation of international branch campuses can be onerous, but China has begun to show flexibility in areas of national strategy, says Hongqing Yang

Research on dance and drama graduates demonstrates that post-degree satisfaction is not all about salaries, argue Tristram Hooley and Robin Mellors-Bourne

University careers attract intellectually curious people who want to make a difference. But Donna Swarthout has been disillusioned once too often

It is crucial to adapt teaching methodology to students¡¯ specific cultures and traditions of learning, says Bashir Makhoul

Academics justifiably express disbelief and outrage when librarians inform them that they can¡¯t afford a particular title, says Caroline Ball

Pre-arrival checks and continuous monitoring of student health are replicable elements of China¡¯s successful approach, say Yingru Li and Jane Duckett

If we can¡¯t find the narrative forms to make the world real to one another, we risk losing our politics to the fantasists and cynics, says Lyndsey Stonebridge

UK universities must investigate how many of their students are affected by homelessness ¨C and what can be done about it, says Ricardo Visinho

For a successful transition to open access, we must respect the needs and requirements for different types of output and disciplines, says Rhodri Jackson

The experience of Monash University suggests that staff members¡¯ greatest mental health needs are not necessarily obvious, says Kim Cornish

In the post-Trump, pandemic era, universities must redouble efforts to change the narrative, win back public trust and help heal divided societies

As the pandemic reshapes both conferencing and publishing, melding talks and papers makes a lot of sense, says Richard Oliver

Support must continue beyond 9 December for those with positive Covid-19 tests, international students and others, says minister Michelle Donelan

The potential involvement of the UK, Australia and Canada requires a fair payments mechanism between the EU and associate countries, says Jan Palmowski

Linguistic framing of coronavirus on campus by management has dodged a proper assessment of risks to students and staff, writes a UK academic

The popular conception that US academics are uniformly liberal fails to take into account universities¡¯ subject breadth, says John R. Thelin

Some locked-down students have no electricity at home, never mind broadband service, say Abdur Rehman Cheema and Mehvish Riaz

When teachers ignore offensive language, we are complicit in making the classroom unsafe, say Mariangela Palladino and Shalini Sharma