To prepare them for university, the higher education sector has focussed, traditionally, on the systems and learning structures necessary to impart the ‘right’ skills and knowledge. Inclusive curriculums, reflecting on pedagogy, student mentoring schemes, training frontline staff, software that analyses student performance – all are useful steps to create an engaging environment for non-traditional students. More...

Discussion has also been intently focused on non-portability of outputs. This is a knottier issue to untie and we have not heard overall consensus in responses to date. We are keen to identify the best way to implement this recommendation: a way which can address some of the concerns raised for ECR mobility, new units and staff moving in from outside higher education without introducing considerable burden through complexity. More...

Gauging knowledge of, and interest in, the local growth agenda is not an easy piece of market research. How do you define local? How should institutions interact with each other? What if my area doesn’t get a devolution deal? Many questions, multiple potential answers. More...

When designing the second REF we should note where REF 2014 has enhanced the research environment in the UK, and helped our universities strengthen their position internationally. More...

The proposal to submit all ‘research active’ staff to the next REF is a cause of concern for many universities. But it is not only those which stand to lose out that should be worried. To understand the problem, we need to reflect on what it means to be ‘research active’, and what we want to achieve from abandoning the process of staff selection used previously. More...