Tag: Blog

  • ai-powered-teaching-personalizing-online-courses The Cengage Blog

    ai-powered-teaching-personalizing-online-courses The Cengage Blog

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    Let’s face it: education is changing with technology. But hasn’t it always? Imagine the calligraphy teacher’s grimace at the typewriter. Math teachers and calculators, English teachers and spellcheck, history teachers and Google — instructors quickly adopted all of these tools for their own usage. The same opportunity arises with the explosion of artificial intelligence.

    Personalizing asynchronous courses

    Having been an online student and now leading online courses, I empathize with both sets of stakeholders. Online courses have grown with the availability of the internet and lowered home computer costs. The flexibility asynchronous courses offer is what makes them desirable. Neither party must be in a specific classroom at a particular time. This allows both to work a more convenient schedule.

    The most obvious challenge for instructors is bringing value to the students in a format that lacks the personalization of the classroom setting. Emails and discussion boards don’t communicate with the same personal touch. Recording classroom lectures for a face-to-face class certainly has some merit. The online student gets to hear and watch lectures and discussions. Yet, this might not be a foreseeable solution for instructors without in-person and online sections of the same subject. Also, recorded lectures may give the online sections less time to consume the content than their in-person peers.

    Recorded lecture: the challenges

    Until recently, my modus operandi was recording lectures for online students. I did this in order to replicate what they would get in the classroom, albeit passively devoid of discussion. Unless these videos are reused for different semesters and classes, it still seems inefficient and strangely impersonal. The inefficiency comes from mistakes that I would have laughed off in a live course. However, they certainly became points of frustration when watching myself stumble through a word or phrase that rolled off the tongue effortlessly during the dry run. Sometimes, I didn’t realize my mic was not toggled on. This resulted in a very uneventful silent film. Or someone would interrupt. I don’t think I’ve scratched the surface of all the things that disrupted my attempts. So, I looked for alternative sources for help.

    The power of AI avatars for lecture delivery

    I spent some time dabbling with AI avatars and seeing the potential to adopt the technology. The avatars cross the personalization hurdle by offering lifelike renditions with mannerisms and voice. While the technology is not quite as precise as recorded video, it’s good and getting better. The students have given it positive reviews. It is undoubtedly better than some of the textbook videos I had the unfortunate task of watching in a couple of my online courses as a student.

    Avatars also clear the hurdle of efficiency and frustration. Using an avatar, I no longer have to fret over interruptions or mistakes. The editing is all done in its script. I load what I want it to say, and the avatar says it. No “ums.” No coughs or sneezes to apologize for. No triple takes on the word, “anthropomorphic.” If I’m interrupted, I can save it and return to it later. This enables me to scale my efforts.

    Using Google’s NotebookLM to create AI-generated podcasts

    Depending on your social media algorithm, you were probably privy to people’s Spotify top stats or other creative memes of the phenomenon in early December 2024. Spotify created personal “Wrapped AI podcasts” based on AI’s interpretation of users’ listening habits throughout the year. From a marketing perspective, this is great cobranding for both Google and Spotify, but the instructor’s perspective is why I’m writing. I learned about NotebookLM at a recent conference. The real beauty is that, currently, it’s free with a Google account.

    Evaluating anecdotal evidence from my courses again, the students enjoyed the podcast version of the content. Instructors can add content that they have created and own the rights to, like lecture notes, and two AI “podcasters” will discuss it.

    Because it’s only audio content, students can listen to it anywhere they are with their phones. Some comments that I noted were, “Listening to it felt less like studying” and “It was easy to listen to driving in my car.” This adds another layer of content consumption for students.

    Balancing AI and instructor presence

    Though I offered two technologies to deliver content to students, I do so as supplements to recorded lectures and web meetings. Indeed, in this era of AI, it is easy to become enamored with or apprehensive of this technology. Our students live very digitalized lives. Versing yourself in emerging technologies while still interacting with online students in more “traditional” formats can help you keep up with the times. You can still lean on  tried-and-true education delivery. I think the key is to be willing to try a new technology and ask the students what they think of it. So many educators are worried about replacement, but at this stage in technology, we need to use AI as enhancements. So many digital platforms are using it. Why not use it in online classes responsibly?

    Written by Britton Legget, Assistant Professor of Marketing at McNeese State University and Cengage Faculty Partner.

    Want to learn about Professor Leggett’s unique journey into his current role?

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  • mindtap-coding-labs-build-career-readiness-with-github – The Cengage Blog

    mindtap-coding-labs-build-career-readiness-with-github – The Cengage Blog

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    Now more than ever, today’s higher ed institutions are prioritizing the fundamental on-the-job skills students will need to thrive in their future careers. In fact, according to our 2024 Graduate Employability report, 69% of education institutions are facilitating internships, cooperative education programs and work-related learning opportunities to provide students with practical experience.

    Experience MindTap with GitHub

    With that in mind, we’d like to share exciting news for computer science instructors hoping to equip their students with real-world career experience. Over the last several months, we’ve made key improvements to MindTap with GitHub Codespaces. GitHub is the world’s leading AI-powered developer platform to build, scale and deliver secure software, allowing your students to practice and code in an actual platform that’s used by coding professionals. By integrating GitHub Codespaces with MindTap, students can complete their coding assignments in an authentic coding lab environment, anytime, anywhere.

    MindTap with GitHub Codespaces not only facilitates learning and practice, but also ensures that your students are well prepared as they enter the job market. By actively using industry-standard coding tools, computer science students gain valuable coding experience and proficiency, positioning them to seamlessly transition into their desired careers.

    Significant improvements and updates

    1. Two Critical Functionality Updates:

    • Review Mode lets you review student work directly in MindTap, eliminating the need for students to bundle and share their work.
    • Auto-Grading Functionality has been reinstated for those of you using the following Web Programming titles:

    Since each title has a mix of auto-graded, manually graded and practice labs, we suggest you search the Cengage Instructor Center for your title to get the latest list of labs, available under the Resources tab.

    2. Better Support for Introductory-Level Students — Based on Customer Feedback: 

    • We’ve made updates to existing instructions and feedback, including providing additional information where needed.
    • UX/UI Enhancements, such as the minimization of select popups, help students focus on the salient parts of the experience.
    • We added prerequisite assignments that aim to familiarize students with the GitHub experience. These assignments are available in the Getting Started Folder in the MindTap learning path.
    • Additional Reviews and Quality Assurance were implemented overall to address errors.

    3. Companion Tab New Features: 

    • Pagination allows your students to easily navigate through tasks within an assignment. With just a few clicks, they can jump to the exact page they’re searching for.
    • Selective File Execution is specific to programming languages titles (Python, C++, Java and C#), and gives students the option to select and run code on a specific file.
    • Reset Exercise Button gives students the option to reset their progress, providing them with a fresh version of the assignment.
    • Sidebar Updates include the new Task Summary button, which gives students the completion status of their tasks, as well as the new run code button, which has been updated from a lightning bolt icon to a standard play button icon.

    4. Support Resources:  

    All Getting Started resources for students are now available in the Getting Started folder within the learning path of your MindTap course. You can also locate this content in our Student Help and Instructor Help guides.

    • A Comprehensive List of Labs associated with your title is now available in the Cengage Instructor Center, under the Resources tab. Download the document, “List of Labs – Grading Type” for a categorization of labs based on grading type: auto-graded, manually graded and practice.
    • We’ve enhanced program speed to one third of the original run time, restoring performance to 2023 levels.

    Prep your course with GitHub Readiness Checklist

    Not sure where to begin? Best Practices for Setting Up GitHub in MindTap provides you with an actionable checklist of preliminary tasks to complete as you navigate through course preparation. In addition, you’ll find various linked resources including a list of available titles with GitHub lab activities, a step-by-step video showing how to create your GitHub account, needed technical requirements and more.

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  • the-authors-of-new-titles-in-the-major-problems-series – The Cengage Blog

    the-authors-of-new-titles-in-the-major-problems-series – The Cengage Blog

    Reading Time: 3 minutes

    Cengage authors dedicate themselves to producing high-quality content, while also prioritizing a functional learning experience for students, equipping them with background information and tools necessary to analyze the important topics covered in their courses. We’re happy to introduce you to the authors of two first edition titles, and one upcoming fifth edition title, within the Major Problems Anthology series, which familiarizes students with important topics in U.S history, world history and western civilization.

    Ready to meet these authors and learn about their titles? We can’t wait for you to get to know them all.

    Jackson J. Spielvogel and Kathryn Spielvogel ― authors of Major Problems in Western Civilization, Volume I and Volume II, 1e 2025

    “Major Problems in Western Civilization,” 1e includes a variety of supporting materials and historical prose, guiding a carefully curated set of primary and secondary source selections. This text preps instructors and students so they can engage primary sources at the highest level.

    Jackson J. Spielvogel is Associate Professor Emeritus of History at The Pennsylvania State University. He received his Ph.D. from The Ohio State University, where he specialized in Reformation history. His work has been supported by fellowships from the Fulbright Foundation and the Foundation for Reformation Research. He is the author of  “Western Civilization,” now in its 12th edition, as well as co-author (with William Duiker) of “World History,” now in its 10th edition. Professor Spielvogel has won five major university-wide teaching awards.

    Kathryn Spielvogel earned a B.A. in history, and M.A. in art history from The Pennsylvania State University. She continued her graduate studies in history at the University at Buffalo, SUNY, before working as a research editor on history textbooks for the past fifteen years. Passionate about historic preservation and economic development, Kathryn volunteers for several non-profit organizations while renovating historic homes and commercial buildings throughout Pennsylvania.

    Read Kathryn Spielvogel’s blog article about this first edition title: “Why the Study of Western Civilization Still Matters”

    William J. Duiker, author of Major Problems in World History, Volume I and Volume II, 1e 2025

    “Major Problems in World History,” 1e is a comprehensive source for documents and secondary essays dealing with a broad sweep of world history. Each chapter begins with a short introductory essay providing historical context for that period of history.

    William J. Duiker is Liberal Arts Professor Emeritus of East Asian studies at The Pennsylvania State University. He earned a Ph.D. in East Asian history at Georgetown University in 1968. A former foreign service officer with assignments in Taiwan and South Vietnam, he is the author of several books on East Asia. He is also co-author with colleague Jackson Spielvogel of “World History,” 10e. He has traveled widely and was awarded a Faculty Scholar Medal for Outstanding Achievement in 1996.

    Plus a new fifth edition

    Elizabeth Cobbs, Edward J. Blum and Vanessa Walker ― authors of Major Problems in American History, Volume I and Volume II, 5e 2025

    “Major Problems in American History” includes both primary sources and analytical essays on important U.S history topics, with an overall goal towards helping students refine their critical thinking skills.

    Elizabeth Cobbs is a Professor and Dwight E. Stanford Chair in American Foreign Relations at San Diego State University and has won literary prizes for both history and fiction, including the Allan Nevins Prize and Stuart Bernath Book Prize. She earned her Ph.D. in American history at Stanford University. She has served on the jury for the Pulitzer Prize in History and on the Historical Advisory Committee of the U.S. State Department. She has received awards and fellowships from the Fulbright Commission and other distinguished institutions. Her essays have been published in the New York Times, Jerusalem Post and Los Angeles Times, among others. Her current project is a history of women soldiers in World War I.

    Edward J. Blum is a Professor of History at San Diego State University. He received his B.A. from the University of Michigan and his M.A. and Ph.D. from the University of Kentucky. He is the author and co-author of several books on United States history and the winner of numerous awards, including the Peter Seaborg Award for Civil War Scholarship and the Gustave O. Arlt Award in the Humanities.

    Read Professor Blum’s blog article about this fifth edition: “The Importance of Discussion in American History”

     

    Vanessa Walker is the Gordon Levin Associate Professor of Diplomatic History at Amherst College, where she teaches classes on U.S. politics, foreign relations and human rights. She received her B.A. from Whitman College and her M.A. and Ph.D. from the University of Wisconsin-Madison. She is the recipient of fellowships from the Miller Center for Public Affairs at the University of Virginia, the George Mosse Program at the Hebrew University of Jerusalem and the Stanton Foundation Applied History Program.

    Read: “Q&A With Vanessa Walker, Co-Author of Major Problems in American History”

     

    Did these Major Problems titles pique your interest? Explore them all and decide which one is right for your history course.

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  • Second-generation student borrowers | SRHE Blog

    Second-generation student borrowers | SRHE Blog

    by Ariane de Gayardon

    Since the 1980s, massification, policy shifts, and changing ideas about who benefits from higher education have led to the expansion of national student loan schemes globally. For instance, student loans were introduced in England in 1990 and generalized in 1998. Australia introduced income-contingent student loans in the late 1980s. While federal student loans were introduced in the US in 1958, their number and the amount of individual student loan debt ramped up in the 1990s.

    A lot of academic research has analysed this trend, evaluating the effect of student loans on access, retention, success, the student experience, and even graduate outcomes. Yet, this research is based on the choices and experiences of first-generation student borrowers and might not apply to current and future students.

    First-generation borrowers enter higher education with parents who have either not been to higher education, or who have a tertiary degree that pre-dates the expansion of student loans. The parents of first-generation borrowers therefore did not take up loans to pay for their higher education and had no associated repayment burden in adulthood. Any cost associated with these parents’ studies will likely have been shouldered by their families or through grants.

    Second-generation borrowers are the offspring of first-generation borrowers. Their parents took out student loans to pay for their own higher education. The choices made by second-generation borrowers when it comes to higher education and its funding could significantly differ from first-generation borrowers, because they are impacted by their parents’ own experience with student loans.

    Parents and parental experience indeed play an important role in children’s higher education choices and financial decisions. On the one hand, parents can provide financial or in-kind support for higher education. This is most evident in the design of student funding policies which often integrate parental income and financial contributions. In many countries, eligibility for financial aid is means-tested and based on family income (Williams & Usher, 2022). Examples include the US where an Expected Family Contribution is calculated upon assessment of financial need, or Germany where the financial aid system is based on a legal obligation for parents to contribute to their children’s study costs. Indeed, evidence shows that parents do contribute to students’ income. In Europe, family contributions make up nearly half of students’ income (Hauschildt et al, 2018). But the role of parents also extends to decisions about student loans: parents tend to try and shield their children from student debt, helping them financially when possible or encouraging cost-saving behaviour (West et al, 2015).

    On the other hand, parents transmit financial values to their children, which might play a role in their higher education decisions. Family financial socialization theory states that children learn their financial attitudes and behaviour from their parents, through direct teaching and via family interactions and relationships (Gudmunson & Danes, 2011). Studies indeed show the intergenerational transmission of social norms and economic preferences (Maccoby, 1992), including attitudes towards general debt (Almenberg et al, 2021). Continuity of financial values over generations has been observed in the specific case of higher education. Parents who received parental financial support for their own studies are more likely to contribute toward their children’s studies (Steelman & Powell, 1991). For some students, negative parental experiences with general debt can lead to extreme student debt aversion (Zerquera et al,2016).

    As countries globally rely increasingly on student loans to fund higher education, many more students will become second-generation borrowers. Because their parents had to repay their own student debt, the family’s financial assets may be depleted, potentially leading to reduced levels of parental financial support for higher education. This is likely to be even worse for students whose parents are still repaying their loans. In addition, parental experiences of student debt could influence the advice they give their children with regard to higher education financial decisions. As a result, this new generation of student borrowers will face challenges that their predecessors did not, fuelled by the transmitted experience of student loans from their parents (Figure 1).

    Figure 1 – Parental influence on second-generation borrowers

    As the share of second-generation borrowers in the student body increases, the need to understand the decision-making process of these students when it comes to (financial) higher education choices is essential. Although the challenges faced by borrowers will emerge at different times and with varying intensity across countries — depending in part on loan repayment formats — we have an opportunity now to be ahead of the curve. By researching this new generation of student borrowers and their parents, we can better assess their financial dilemmas and the support they need, providing further evidence to design future-proof equitable student funding policies.

    Ariane de Gayardon is Assistant Professor of Higher Education at the Center for Higher Education Policy Studies (CHEPS) based at the University of Twente in the Netherlands.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • welcome-dr-haiyan-maier-new-author- The Cengage Blog

    welcome-dr-haiyan-maier-new-author- The Cengage Blog

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    Ellie Whitney, author of “Understanding Nutrition” has been known as a nutrition trailblazer for many years. And after several editions, she hand-picked Sharon Rolfes, well known and respected in the field, to become the next author. Today, the Cengage nutrition team is excited to introduce Dr. Haiyan Maier as the new author of “Understanding Nutrition,” 17e. Dr. Maier, Ph.D., R.D., brings state-of-the-art nutrition research, advanced discipline knowledge and a multicultural perspective to the newest edition of the text. As a Registered Dietitian and nutrition professor, she presents an inclusive and comprehensive approach that reflects the latest research, addresses current trends and emphasizes key concepts for your course.

    “All foods fit”

    Dr. Maier prioritizes healthy eating, physical activity and family adventures. Growing up on the coast of northeast China and studying in Europe, she was able to enjoy foods from around the world, and now shares nutritious meals and global cuisine with her family. She advocates an “all foods fit” and “moderation is key” approach, and believes it’s essential to be mindful of the body.

    New topics and perspectives

    Dr. Maier’s contributions to “Understanding Nutrition” aim to promote health at every size, intuitive eating and the importance of the microbiome. Students will gain a deeper understanding of how gut health can influence overall well-being. Additionally, she has helped to present expanded discussions on nutrition misinformation, particularly its influence on diet culture in the United States. The 17th edition delves into the impact of social media on health and provides insights to help readers navigate information effectively. In-text examples, graphs, figures and photos are now more inclusive, showcasing people of various capabilities, life stages, cultures and ethnicities.

    Hear more from Dr. Maier below:

    What’s updated in this edition

    17e has been revised to include expanded discussions, updated highlights and a focus on key concepts, empowering students to develop a deeper understanding of nutrition.

    The highlights

    This best-selling title continues its tradition of providing cutting-edge nutrition coverage. Every chapter is followed by an updated highlight, offering an in-depth look at current and controversial topics. The text has been thoroughly revised to reflect the most recent research findings, ensuring students have access to the latest information. From energy balance to chronic condition prevention, the 17th edition addresses the diverse aspects of nutrition with contemporary relevance.

    Explore key concepts and inclusion

    To enhance learning, each chapter begins with outlines and learning objectives that focus readers’ attention on essential concepts. These objectives have been updated to align with Bloom’s Taxonomy, ensuring strong objective wording. The review features have been reformatted into bullet points, facilitating the capture of key information. This edition also embraces inclusion and diversity by incorporating diverse cultural and ethnic backgrounds, weight-inclusive information and weight-neutral language.

    Artificial sweeteners, sugar addiction and mindful eating

    This edition offers more information on artificial sweeteners, including a detailed exploration of different types of sugar on food labels. It also delves into the relationship between sugar addiction and the gut-brain axis, providing valuable insights into this prevalent issue. Additionally, the text introduces the principles of mindful eating and intuitive eating, emphasizing their importance in establishing a healthy relationship with food.

    Interactive content

    This title is also available in MindTap, our online learning platform, which includes Diet & Wellness Plus, diet analysis software powered by the ESHA database. With Diet & Wellness Plus, students can delve deeper into their own nutrition habits through active and engaging resources, tracking activities and reports.

    The 17th edition is an invaluable resource combining the latest research, contemporary relevance and an inclusive approach.

     

    Interested in “Understanding Nutrition,” 17e for your Intro to Nutrition course? Watch for this new edition coming soon, and explore other nutrition titles on the discipline page.

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  • want-to-build-a-robot- The Cengage Blog

    want-to-build-a-robot- The Cengage Blog

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    Welcome to “System Dynamics and Controls,” 1e by Dr. S. Graham Kelly — a new first edition and comprehensive guide to understanding and controlling interdisciplinary engineering systems. The goal of this text is to provide the reader with a general understanding of how to mathematically model a linear engineering system and how to control it effectively.

    The fundamentals

    Engineering is inherently interdisciplinary, and successful engineers often navigate and work in multi-disciplinary teams. Whether you’re a mechanical engineer learning about electrical systems or an electrical engineer diving into chemical processes, understanding diverse disciplines is key. All engineers should have some familiarity with the modeling of physical systems of any kind, as well as with the time-dependent responses of these systems. This knowledge isn’t just theoretical, it’s integral to designing control systems that guide these systems’ operations.

    Take robotics, for example. Designing a robot requires expertise in both mechanical and electrical systems. A control system for the robot, usually an electrical controller, is designed to make the robot respond appropriately to certain inputs.

    The prerequisites

    Before diving in, it’s important to come prepared. This text is meant for those with a background in:

    • Single-variable calculus, including ordinary differential equations
    • Engineering physics, with a focus on mechanics, electromagnetism, and thermal systems
    • Core concepts from statics and dynamics, especially rigid body dynamics in planar motion

    For more advanced sections, knowledge of multi-variable calculus will be helpful. Additionally, while not essential, prior or concurrent study in chemistry, circuit analysis, fluid mechanics, and thermodynamics will enrich your understanding of specific topics and examples.

    MATLAB and Simulink

    This text frequently uses MATLAB as a tool for the determination of the response of a dynamic system. MATLAB is used as a computational tool, a programming tool, and a graphical tool. From determining dynamic system responses to programming and graphical analysis, MATLAB is used extensively throughout the text. Some specific applications include:

    Simulink, a MATLAB-developed simulation and modeling tool, is also integrated throughout this text. Simulink allows development of models, using either the transfer function or the state-space formulation, without the programming required for MATLAB.

    This text’s comprehensive approach, combining theory with practical tools like MATLAB and Simulink, equips students to tackle the complexities of interdisciplinary engineering systems.

    Written by Dr. S. Graham Kelly, Ph.D., Professor Emeritus, University of Akron and author of “System Dynamics and Controls,” 1e.

     

    Interested in this title? Dr. Kelly’s new first edition text is available for your engineering course now.

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  • Perspectives on pedagogical innovation | SRHE Blog

    Perspectives on pedagogical innovation | SRHE Blog

    by Kamilya Suleymenova and Emma Thirkell

    The landscape of higher education (HE) in the UK (but also more widely, in Western countries and across the globe) has significantly changed, driven by the massification and the following marketisation of HE studies (Alves & Tomlinson, 2021; Molesworth et al, 2009). The predominance of particular governance structures and schools of thought shape the narrative further (as discussed by Marcia Devlin (2021) in her SRHE blog) and create a deceptively heterogeneous environment, where each prospective student can find their “place”, but all are conditioned to follow a similar narrative.

    New disruptions

    On this backdrop new disruptions appear, of which we want to focus on two specifically for the UK HE. First, the legacy of lockdowns, bringing more flexible working environment and an astonishing pervasiveness of digital tools together with disrupted earlier education and legacy of health, including mental health, concerns, unsettles further already brittle UK HE sector (as illustrated by SRHE blog by Steven Jones (2022). Second, the advent of Generative AI and its implications for teaching, learning, and assessment. Much has been said about these (Lee et al, 2024; O’Dea, 2024) – our learning points from this rapidly growing literature are that i) significant disruption has occurred and ii) something needs to be done to react to this change in context. In other words, while there are many tried and tested theories and methods in teaching and assessment, they need to be reviewed and very likely adapted to keep up with the changing context.

    The change did not occur only in the tools: we argue here that it is not merely a quantitative technical change (eg speed of communication), but a qualitative change, which affected or at least has the potential to affect, the mindset and the behaviour of students (and staff). Together, these factors produce more stressed, more demanding, potentially differently engaged students (sometimes perceived as less engaged), focused on the “added value” of their degrees and their “university experience”, anxious to acquire competences and skills through experiential learning to be in the best position for securing the employment of their choice.

    In this rapidly changing context, the need for pedagogical innovations (PI), or at least the desire and the ability to engage with disruptions in the education process, seems almost inevitable. But how do the staff working in the UK HE, respond to this demand? Are the challenges viewed as opportunities or rather as additional pressures, adding to an evolving workload and requirements to navigate a complex bureaucracy?

    Research focus: understanding the lived experiences of educators

    Our research explores the lived experiences of educators across 13 UK universities, investigating their engagement with PI in the aftermath of the COVID-19 pandemic. By examining how institutional dynamics, personal motivations, and perceived barriers shape decisions surrounding PI, we have developed the initial stages of a conceptual framework, presented at the SRHE International Conference, to guide policies that better support educators and foster sustained PI in teaching. Through 30 interviews with educators, senior staff, and technology-enabled learning (TEL) specialists, we reveal the complex decision-making processes that influence whether and how educators embrace or resist innovation in their teaching practices.

    What drives educators to innovate?

    Our research highlights a multifaceted landscape where educators’ motivations for engaging with PI are shaped by both intrinsic and extrinsic factors. For many, intrinsic motivations, such as a deep-rooted desire to enhance student learning and a personal commitment to pedagogical excellence, act as powerful drivers for innovation. As one educator noted, “I’m always looking for new ideas. Innovation gives me a sense of purpose and connection with my students, making teaching more fulfilling.” This indicates that where academics feel a strong personal commitment to education, and it is rewarded, they are more likely to embrace innovative practices.

    The tension between rhetoric and reality

    However, these motivations are often counterbalanced by extrinsic pressures from the institutional environment, whether perceived or real. Many educators reported feeling that institutional strategies, while rhetorically supportive of PI, were undercut by bureaucratic barriers, a lack of adequate resources, and managerial cultures focused on short-term, measurable outcomes. One academic explained, “Innovation is a buzzword here, but when it comes to implementing anything new, we’re stuck in a system that values research output over teaching innovation. There’s little incentive to invest time in something that doesn’t directly contribute to my publication record.” This highlights the tension between institutional narrative and individual motivations, with many educators perceiving a disconnect between institutional rhetoric purporting to encourage PI and the reality of its implementation.

    Autonomy and trust

    Another key finding concerns the role of autonomy and trust in fostering a culture of innovation. Educators who felt empowered within their departments – where trust was placed in their judgment – were more likely to experiment with new teaching methods. As one TEL specialist remarked, “When leadership trusts us, we feel freer to try new approaches. But when we are micromanaged, the innovation just stops. You’re constantly battling to prove that your idea is worth the time it takes.” This sense of autonomy, closely linked to professional identity, is crucial in determining whether educators feel motivated to innovate or revert to traditional methods.

    The cost of innovation

    However, these ‘empowering’ environments were not universally experienced. Many educators, particularly those in large departments or with heavy teaching loads, reported feeling that the cost of innovation – both in terms of time and energy – was too high. “It’s hard to innovate when you’re overwhelmed with marking, preparation, and administration. It feels like there’s no room to breathe, let alone experiment,” shared an academic. This sense of burnout, compounded by a perception of growing academic bureaucracy, led some to feel that the costs of engaging in PI outweighed the benefits, making it more difficult to justify the time and effort required for innovation.

    A balancing act

    Perhaps not surprisingly, some educators justified their lack of engagement with PI by citing these perceived institutional constraints. As one educator put it, “We’re told to innovate, but the structure just isn’t there to support it. It’s easier to stick with what we know works than to risk failure with something new.” This reflects the cognitive flexibility educators employ when balancing personal motivations with institutional limitations. As per Goffman’s (1959) ‘front’ and ‘back’ stage theory, educators sometimes present a compliant, innovative persona on the ‘front’ stage in order to ‘fit in’ (Nästesjö, 2023), while in the ‘back’ stage, they rationalize their lack of engagement by attributing it to costs and benefits, reconciling their professional image with their lived experiences.

    Reflections

    We are certain that some, if not all, of these quotes will resonate with many of the readers: these trends have been discussed in, for example, Lašáková et al (2017) and Findlow (2008). Our aim is not only to systematise and categorise the individual aspects shared with us by both frustrated and aspiring colleagues, but to focus on an in-depth analysis of their motivations. Based on previous literature and our data, we aim to generalise and develop a theoretical framework through the lens of an interdisciplinary management and economics analysis. The preliminary version of this theoretical framework, presented at the 2024 SRHE Conference, should provide a foundation for shaping institutional policies to develop a sustainable pipeline of innovations, in the full respect of both academic freedom and students’ interests. In other words, we hope that our work will facilitate structural changes to unlock the innovation potential and help institutions to help us to innovate.

    Kamilya Suleymenova is Associate Professor at the Department of Economics, Birmingham Business School, University of Birmingham with interests in assessment and feedback particularly for large cohorts, Generative AI in HE, as well as institutional and behavioural and experimental economics. Now twice a presenter at SRHE International Conference, Kamilya appreciates the constructive feedback of the community.

    Emma Thirkell is an Assistant Professor in Human Resource Management at Newcastle Business School, Northumbria University with interests in pedagogical innovation, experiential learning, and the integration of technology in education. A four-time teaching award winner, she is passionate about bridging academia and practice through innovative curriculum design and leadership in higher education.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Invisible labour: visible activism | SRHE Blog

    Invisible labour: visible activism | SRHE Blog

    by Sarah Montano, Inci Toral and Sarah Percy

    Behind many academic success stories lies an untold narrative of invisible labour – a hidden force driving progress but often overlooked or undervalued. From providing emotional support to sitting on committees, the silent effort sustains institutions yet leaves many working tirelessly in the background on non-promotable tasks. Only when invisible labour is met with visible activism, can change begin.

    As a group of academics over the years we became conscious of a phenomenon that affected not only ourselves but many of our colleagues. We particularly noticed that women* were increasingly being asked to take on emotional labour and tasks that, when it came to promotions were classified as “Non-Promotable Tasks” yet were essential to institutional practices. We concluded that this form of emotional labour was a form of wife work, work that is essential to the running of the home (aka Higher Education Institutions (HEIs)) yet often undervalued and the person carries the mental load. We use the term wife work due to the pejorative nature of wife work in the media and the value placed on such work in wider society. Using a feminist collaborative autoethnographic approach we explored invisible and emotional labour among female academics. Therefore, at the 2024 SRHE conference we delivered our paper on ‘Invisible Labour: Visible Activism’ and argued that it is only such activism that will help to end the inequities in HEIs.

    *we acknowledge that invisible and emotional labour can affect any academic of any gender, particularly those on education/ teaching focussed contracts.

    Shining a light on invisible labour

    Despite the increase in women’s participation in the workforce and in academia, there is still a significant gender pay gap and to compound the issue, this gap widened in 2021 and 2022 in 20/33 OECD countries. As noted by Stephenson (2023), in HE only 28% of professors are female despite women making up 43% of the academic workforce leading to a pay gap of 11.9%. We acknowledge that the reason for such pay gaps and gender biases are complex and multi-factorial (Westoby 2021), thus we focus specifically on the issue of the “gender unequal distribution” of academic labour (Järvinen and Mik-Mayer 2024:1).

    There is much discussion on the mental load outside the workplace; therefore, our focus is on the unpaid or unrewarded workload inside the workplace. As universities have new developed pathways to promotion (e.g. education or impact), citizenship has become less important, yet it is critical work that still needs to be done. However, the result of shifting paths to tenure/promotion means that women are carrying out “Non-Promotable Tasks” (Babcock et al, 2022: 15), which are institutionally important yet will not help career success.

    Wife work defined

    Wife work tasks include: writing references for students; mentoring; assisting students with emotional problems or recruitment; careers advice; taking on someone’s admin work whilst they gain awards; and committee work, effectively comprising what is known as service work. Importantly, a significant component of wife work is emotional labour. Emotional labour involves managing emotions and interactions in the academic setting without formal recognition or workload compensation. These emotional labour tasks may include student emotional support, listening, supporting colleagues, helping people or just always being nice. Such wife work occurs due to societal and institutional expectations that prompt women to take on such wife work, yet this labour whilst maintaining the organisation’s reputation and can lead to emotional dissonance and burnout (Grandey, 2013).

    Making the invisible visible

    Drawing on institutional theory​, feminist theory and theory of gendered organizations we explore how universities, embedded in social norms and values, perpetuate traditional gender roles and expectations. Our research specifically focuses on the “Non-Promotable Tasks,” which are essential for institutional functioning but do not contribute to career success and are undervalued and unrecognised. We highlight patterns about gender distinctions that lead to advantages or exploitations of academics and how these create differing identities and expectations within academia.​

    How we uncovered the invisible

    Our research has two stages. In the first stage, we used a feminist collaborative autoethnographic approach to explore invisible and emotional labour among female academics (Rutter et al, 2021)​. This method allowed for an in-depth examination of personal and shared experiences within our academic community (Akehurst and Scott, 2021)​. As the research subjects, we are comprised of female academics from the same department across international campuses, reflecting on our experiences with non-promotable tasks, emotional dissonance, mental load, and burnout (Grandey, 2013; Lapadat, 2017; Babcock et al, 2022)​. We go beyond individual experiences to co-construct the meaning of invisible and emotional labour collectively​.

    Findings that shape our understanding of invisible labour

    We identified the following categories of “wife-work”:​

    • Mentoring support (outside normal expectations or workload) ​
    • Administrative and Logistical Tasks/ Roles​
    • Recruitment and Outreach ​
    • Committee Work
    • Supporting Career Development
    • Academic and Professional Development​
    • Volunteering and Institutional Presence​
    • Helping people​
    • Taking on someone else’s role while they work on “important stuff”​
    • Listening​
    • Being kind ​

    Using the institutional framework, in which the institutional norms shape the undervaluation of service work (Palthe, 2014), we argue that the regulative, normative, and cognitive-cultural elements of institutional theory contribute to the gendered division of labour.  Through the application of these key dimensions, our findings can be categorised under three dimensions:

    1. Institutional Dimension, underpinned by the explicit rules, laws, and regulations that constrain and guide behaviour such as academic quality assurance and behavioural expectations within HEIs.

    2. Social Dimension, encompassing implicit values, norms, and expectations that define acceptable behaviour within a society or organization such as social expectations around punctuality, dress codes, and academic etiquettes in HEIs.

    3. Individual Dimension, which involves implicit but shared beliefs and mental models shaping how individuals perceive and interpret their environments. These are often taken for granted and operate at a subconscious level.

    Using this framework our findings are categorised accordingly to these elements outlined in Figure 1 below.  

    Figure 1:  Invisible Labour: Visible Activism Findings. Source: Developed by the authors

    It’s time for change

    We recognise that the critical issue is, as Domingo et al (2022) highlighted, the significance of recognising and valuing women’s work within institutions, and stress that the real issue lies within organisational practices rather than women themselves. Addressing emotional labour is vital for a supportive and equitable work environment. The burden of responsibility is deeply embedded into the societal norms and often acts as a catalyser for such responses by female academics (Andersen et al, 2022). ​As organisations shift their focus towards formal progress procedures that undervalue volunteerism and emotional labour (Albia and Cheng, 2023), there is a pressing need for activism to ensure equitable recognition and valuation of women’s contributions within academia.

    A path forward – from silence to solidarity

    Invisible labour has long been an unseen and unrecognised necessity in academia, but we argue that it need not, and should not be this way. Acknowledging and recognising the existence and value of invisible and emotional labour will ensure these ‘non-promotable’ tasks become more visible.  Therefore, there is a pressing need for activism to ensure equitable recognition and valuation of women’s contributions within academia. We emphasise the necessity of addressing these systemic issues to foster a more inclusive and supportive academic environment for all individuals involved. Change starts with awareness, so we hope this is a step in the right direction.

    Professor Sarah Montano is a Professor of Retail Marketing at Birmingham Business School. She was awarded a National Teaching Fellowship in 2023. Her research interests are primarily authentic assessments, digital education and retail as a place of community. She is an engaging and skilled communicator and regularly appears in the media on the subject of retail industry change.

    Dr Inci Toral is an Associate Professor at the University of Birmingham, Business School and she is the Business Education Research and Scholarship (BERS) Convenor at Birmingham Business School. Her work revolves around digital marketing, retailing, creativity and innovation in retail education and authentic assessments. 

    Dr Sarah Percy is an Assistant Professor in Marketing at Birmingham Business School, University of Birmingham, with a special interest in authentic assessments.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Happy New Year | SRHE Blog

    Happy New Year | SRHE Blog

    by Rob Cuthbert

    SRHE News is glad to bring you the Augur Report, its prognostications for 2025, based on extensive research into the works of Nostradamus, Old Moore’s Almanac and Mystic Meg.

    January

    • Donald Trump resumes the US Presidency and announces that free speech in HE requires him to ban the use of the words Diversity, Equality and Inclusion in US HE. Elon Musk argues that this should  also be applied in the UK.
    • UUK launches another major campaign to point out that most universities really are in serious financial trouble.
    • UCEA points out the difficulty of affording any staff salary increases at all in the present climate.
    • Vice-chancellors point out that the financial difficulties facing their institutions would not be significantly alleviated if they took a 50% cut in salary, and competitive salaries are essential to enable Britain’s world class universities to recruit and retain the best leaders. Especially when it has become so difficult to recruit staff.
    • The OfS announces a concordat with Russian higher education to support a major increase in its use of AI, using Russian cyber experts. The first expansion of AI will be in the approval of new university titles: the new AI Department will be known as the Nomenklatura Department. The criteria remain unchanged: the OfS “will consult on a provider’s proposed new name and assess the extent to which the proposed name is confusing or misleading”.
    • The OfS is already the investigating authority, prosecutor, judge, jury and executioner for all HE infractions, and now seeks the power to exile to Siberia any academics complicit in breaching Condition of Registration B2. Government agrees in the interests of reducing net migration.

    February

    • After the disappointing application figures for 2025 entry, UCAS launches a major advertising campaign to point out that the increase in undergraduate fees won’t make any difference to most student debt repayments.
    • UUK launches a new campaign to point out that the increase in undergraduate fees won’t make any difference to the financial troubles in most universities.
    • Government announces that even after all those new teachers are appointed there might be a bit left over for HE from the proceeds of VAT on private school fees. Teacher educators point out that after yet another year of missed targets in teacher training there is no-one qualified to apply for the new jobs in schools.
    • OfS approves a name change from Anglia Ruskin University to the University of Cambridge(shire).

    March

    • The OfS approves a name change from Oxford Brookes University to University of Oxford(shire).
    • UUK relaunches its campaign: “Most universities really are in deep financial trouble, honest.”
    • Government says there might still be something left for HE from VAT on school fees, and Elon Musk might have a point.
    • The interim temporary Archbishop of Canterbury says she will renounce the power of the Archbishop to award degrees.

    April

    • The OfS approves a name change from University of the West of England to the Greater Bristol University.
    • The OfS announces a major increase in the use of AI, to extend to all interventions on quality/standards/ breach of conditions of registration. The OfS Nomenklatura Department has been renamed, partly because no-one remembers the Soviet Union any more, and also because it was too likely to cause confusion with the rest of the OfS, who are already party-appointed bureaucrats. The suggested new name, the Behan Bots – conscripted to work for low pay, completely in the dark – is rejected because nobody remembers the Second World War any more and in any case it was too likely to cause confusion with existing university staff. OfS CEO Susan Lapworth says the new Department will now be known as the Laptops.
    • The OfS announces a concordat with Chinese higher education which will start with a new student recruitment campaign in the North East: “Huawei the lads”.

    May

    • The OfS approves a name change from Coventry University to Warwick(shire) University.
    • Government says sorry – even though they couldn’t appoint any new teachers there was nothing left from VAT on school fees because they diverted it to fill the £22billion hole in the public finances. It issues guidance on the use of language in HE, known as the Musk Directive.
    • UUK’s Taskforce on Efficiency and Transformation in Higher Education announces that it is in advanced talks with Government about restructuring the HE sector in England. Luckily the Taskforce chair is a lawyer specialising in mergers and acquisitions.

    June

    • The OfS approves a name change from Birmingham City University to the Greater Birmingham University
    • GuildHE issues a reminder that it has no formal connection with the Church of England or any other faiths but remains committed to whatever you are allowed to call diversity, equity and inclusion since the Musk Directive.
    • Canterbury Christ Church University is renamed University of Kent Two. OfS says this is unlikely to cause confusion among international students, especially since Kent is so near to Paris.
    • Bishop Grosseteste University becomes the University of Lincoln Two But We Were Here First. Leeds Beckett, Northumbria, Sheffield Hallam, Greater Birmingham and Greater Bristol consider name changes.
    • UUK issues a media release saying “we did warn you” as 30% of universities merge or close. OfS says everything will be OK, because all universities are required to have plans for an orderly exit from the market. Wimbledon fortnight begins and UCAS says “you cannot be serious”.

    July

    • OfS approves a name change for Liverpool John Moores to Liverpools University.
    • The BBC is forced to suspend filming of the new series of University Challenge after 30% of universities appearing have merged, have new names or have announced their intention to close.

    August

    • UCAS announces that the 30% reduction in available university places has luckily been matched by an equivalent fall in the number of applicants.
    • Government announces its three priorities for HE – reduction, reduction, reduction – will apply particularly to the numbers of students from all disadvantaged groups.

    September

    • The OfS approves its own name change from the Office for Students to the Office with No Students on the Board (ONO).

    October

    • Government announces its new higher education policy, with the establishment of a new corporation to take over all the universities not in a position to complain, provisionally titled the Great British University. ONO says this is unlikely to cause confusion, but governments in Wales and Scotland say they are confused since all the universities in the GBU are in England. The Northern Ireland Assembly say they’re glad it wasn’t the Great UK University, or they would have been confused. The new HE policy includes a pledge/mission/milestone promising net zero admissions by 2030, or maybe 2035.
    • The last Bishop to leave the Church of England is asked to remember to switch off all the lights to comply with its Net Zero Bishops pledge.

    November

    • The Greater London Non-University College of Monkey Business publishes its annual Report and Accounts: income £925,000; expenditure £925,000, all annual salary for the principal. It  recruited 100 students but they all left at the end of the year without leaving forwarding addresses. Having no students at all on its Board it claims to be completely aligned with the regulator.

    December

    • ONO announces it has breached its own conditions of registration and has removed itself from the Register of Approved Regulators. Dusting down a forgotten part of the Higher Education and Research Act (2017) it issues an urgent appeal – Quick, Anyone? Anyone! – for a new designated quality body to replace itself, which becomes known as the QAA appeal.
    • A High Court judgment finds that publishers have mis-sold the copyright of academics to multinational AI corporations and orders financial compensation, known as Publishers Pay Instead (PPI). Publishers set aside £100billion.
    • Universities launch a counter claim, asserting their ownership of, or failing that a pretty strong  interest in, copyright of academics in their employ, and sue to recover the costs of journal subscriptions and transitional agreements. Publishers set aside a further £100billion.
    • Multinational AI corporation share prices, now quoted only in bitcoin, continue to rise.
    • The new Wallace and Gromit film, Academic Free-Don, is set in a university where the inmates are planning a mass escape. When they realise that their new zero-hours contracts allow them to leave at any time, they apply for exile to Siberia, where they expect better pay and conditions of employment.
    • The theme for the 2026 SRHE Conference is announced: “Where do we go from here?”

    SRHE News is a not-for-prophet enterprise. No octopuses were harmed in the making of this editorial.

    SRHE News Editor Rob Cuthbert is Emeritus Professor of Higher Education Management, University of the West of England and Joint Managing Partner, Practical Academics [email protected]. Twitter @RobCuthbert

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • From Gogglebox sofa to a degree via Go Higher – ALL @ Liverpool Blog

    From Gogglebox sofa to a degree via Go Higher – ALL @ Liverpool Blog

    Photo by Andrew Teebay, Liverpool Echo.

    At the University of Liverpool December graduations this year, 2024, the traditional student speech was given by Gogglebox and Go Higher star Viv Woedenweber. Viv came to Go Higher at the age of 56 after leaving the Goggle box show in 2020 to seek a change in her career and a route into university. Her love of history saw her excel on the Go Higher access programme and go on to achieve a Bachelor degree and then a Master’s degree in Archaeology.

    In her Graduation speech at the Philharmonic Hall, Viv said: “I came along with slight trepidation at first, as perhaps we all did, but was soon overwhelmed by the sense of belonging I experienced. I have made so many good friends, gained a passion for my discipline, climbed hillforts, laughed, cried and had many adventures..’.

    Alongside her studies, Viv works as a disability coach at the University of Liverpool to support students to fulfil their full potential, including Go Higher students and those on other courses in the Faculty of Humanities and Social Sciences.

    You can read more about Viv’s reflections on completing a degree as a mature student in the Liverpool Echo. Her story is yet another illustration that no matter your age or background, university is for you if you want it.

    And, of course, mature people make the very best students….

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