Tag: Engagement

  • Essay on Faculty Engagement and Web Accessibility (opinion)

    Essay on Faculty Engagement and Web Accessibility (opinion)

    Inaccessible PDFs are a stubborn problem. How can we marshal the energy within our institutions to make digital course materials more accessible—one PDF, one class, one instructor at a time?

    Like many public higher education institutions, William & Mary is working to come into compliance with the Web Content Accessibility Guidelines by April 2026. These guidelines aim to ensure digital content is accessible for people who rely on screen readers and require that content be machine-readable.

    Amid a flurry of other broad institutional efforts to comply with the federal deadline, my colleague—coordinator of instruction for libraries Liz Bellamy—and I agreed to lead a series of workshops designed to help instructors improve the accessibility of their digital course materials. We’ve learned a lot along the way that we hope can be instructive to other institutions engaged in this important work.

    What We’ve Tried

    Our first big hurdle wasn’t technical—it was cultural, structural and organizational. At the same time various groups across campus were addressing digital accessibility, William & Mary had just moved our learning management system from Blackboard Learn to Blackboard Ultra, we were beginning the rollout of new campuswide enterprise software for several major institutional areas, the institution achieved R-1 status and everyone had so many questions about generative AI. Put plainly, instructors were overwhelmed, and inaccessible PDFs were only one of many competing priorities vying for their attention.

    To tackle the issue, a group of institutional leaders launched the “Strive for 85” campaign, encouraging instructors to raise their scores in Blackboard Ally, which provides automated feedback to instructors on the accessibility of their course materials, to 85 percent or higher. The idea was simple—make most course content accessible, starting with the most common problem: PDFs that are not machine-readable.

    We kicked things off at our August 2024 “Ready, Set, Teach!” event, offering workshops and consultations. Instructors learned how to find and use their Ally reports, scan and convert PDFs, and apply practical strategies to improve digital content accessibility. In the year that followed, we tried everything we could think of to keep the momentum going and move the needle on our institutional Ally score above the baseline. Despite our best efforts, some approaches fell flat:

    • Let’s try online workshops! Low engagement.
    • What about in-person sessions? Low attendance.
    • But what if we feed them lunch? Low attendance, now with a fridge full of leftovers.
    • OK, what if we reach out to department chairs and ask to speak in their department meetings? It turns out department meeting agendas are already pretty full; response rates were … low (n = 1).

    The truth is, instructors are busy. Accessibility often feels like one more thing on an already full plate. So far, our greatest success stories have come from one-on-one conversations and by identifying departmental champions—instructors who will model and advocate for accessible practices with discipline-specific solutions. (Consider the linguistics professor seeking an accurate 3-D model of the larynx collaborating with a health sciences colleague, who provided access to an interactive model from an online medical textbook—enhancing accessibility for students learning about speech production.)

    But these approaches require time and people power we don’t always have. Despite the challenges we’ve faced with scaling our efforts, when success happens, it can feel a little magical, like the time at the end of one of our highly attended workshops (n = 2) when a previously skeptical instructor reflected, “So, it sounds like accessibility is about more than students with disabilities. This can also help my other students.”

    What We’ve Learned

    Two ingredients seem essential:

    1. Activation energy: Instructors need a compelling reason to act, but they also need a small step to get started; otherwise, the work can feel overwhelming.

    Sometimes this comes in the form of an individual student disclosing their need for accessible content. But often, college students (especially first year or first generation) don’t disclose disabilities or feel empowered to advocate for themselves. For some instructors, seeing their score in Ally is enough of a motivation—they’re high achievers, and they don’t want a “low grade” on anything linked to their name. More often, though, we’ve seen instructors engage in this work because a colleague or department chair tells them they need to. Leveraging positive peer pressure, coupled with quick practical solutions to improve accessibility, seems to be an effective approach.

    1. Point-of-need support: Help must be timely, relevant and easy to access.

    When instructors feel overwhelmed by the mountain of accessibility recommendations in their Ally reports, they are often hesitant to even get started. We’ve found that personal conversations about student engagement and course content or design often provide an opening to talk about accessibility. And once the door is open, instructors are often very receptive to hearing about a few small changes they can make to improve the accessibility of their course content.

    Where Things Stand

    Now for the reality check. So far, our institutional Ally score has been fairly stagnant; we haven’t reached the 85 percent goal we set for ourselves. And even for seasoned educational developers, it can be discouraging to see so little change after so much effort. But new tools offer hope. Ally recently announced planned updates to allow professors to remediate previously inaccessible PDFs directly in Blackboard without having to navigate to another platform. If reliable, this could make remediation more manageable, providing a solution at the point of need and lowering the activation energy required to solve the problem.

    We’re also considering:

    • Focus groups to better understand what motivates instructors to engage in this work.
    • Exploring the effectiveness of pop-up notifications that appear with accessibility tips and reminders when instructors log in to Blackboard to raise awareness and make the most of point-of-need supports.
    • Defining “reasonable measures” for compliance, especially for disciplines with unique content needs (e.g., organic chemistry, modern languages and linguistics).

    Leading With Empathy

    One unintended consequence we’ve seen: Some instructors are choosing to stop uploading digital content altogether. Faced with the complexity of digital accessibility requirements, they’re opting out rather than adapting. Although this could help our institutional compliance score, it’s often a net loss for students and for learning, so we want to find a path forward that doesn’t force instructors to make this kind of choice.

    Accessibility is about equity, but it’s also about empathy. As we move toward 2026, we need to support—not scare—instructors into compliance. Every step we make toward increased accessibility helps our students. Every instructor champion working with their peers to find context-specific solutions helps further our institutional goals. Progress over perfection might be the only sustainable path forward.

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  • Civic engagement offers a firm foundation for universities contributing to regional economic growth agendas

    Civic engagement offers a firm foundation for universities contributing to regional economic growth agendas

    When searching for friendly support or warm words from politicians, the media, and the public, UK universities are increasingly being left empty-handed.

    Last year’s modest increase in tuition fees allowed universities a temporary reprieve after years of tightening financial constraints but came with a firm warning that standards must improve and was quickly wiped out by rises in National Insurance. Meanwhile, culture wars and negative perceptions on quality and graduate outcomes continue to dominate discourse around the sector, fuelling criticism of universities from all directions.

    Richard Jones, vice president for regional innovation and civic engagement at the University of Manchester posited last week that university leaders may be tempted to look for easy savings in their civic impact work – initiatives that engage with and benefit their local community but ultimately fall outside of a university’s traditional mission of teaching and research. But as he argues, this would be a profound mistake.

    The outlook in recent years for universities may have been challenging, but hope lies in Labour’s focus on place-based policy. Place has driven flagship funding decisions and policies including the Spending Review and the Industrial Strategy, with more money being devolved from Whitehall to the regions in pursuit of growth. New Mayoral Strategic Authorities have been empowered to take the reins on transport, investment, spatial planning and skills, with the promise of further autonomy as they mature. A new Green Book – government’s methodology for assessing public investments – is being updated and will broaden the criteria to look more favourably at investments outside London and the South East.

    Universities are perfectly placed to be the drivers of Labour’s regional growth ambitions. The priority sectors in last week’s Industrial Strategy – including advanced manufacturing, life sciences, and clean energy industries – are some of UK universities’ best strengths. Moreover, as anchor institutions located in the heart of communities, universities are physically well-placed to address causes of economic decline.

    Civic engagement for economic growth

    The civic university movement, which champions collaboration between universities and their localities, has an established framework for institutions looking to ramp up civic impact initiatives with their civic university agreements. More than 70 civic university agreements are already in place between universities and their local authorities, with universities in Manchester, Nottingham, Sheffield, Exeter, Derby and London, among others, providing a range of examples for institutions to learn from.

    A UPP Foundation series of roundtables held in four regions across England recently has also highlighted that the civic university movement remains active, with a wealth of civic activity taking place across the country. Universities are finding creative ways to engage with their local communities, with examples including offering to host events in university spaces, or running a café that demystifies the benefits of nuclear energy while providing employment and training for local people. For institutions nervous about signing up to lengthy and potentially costly partnerships, participants at the roundtables instead stressed that smaller gestures can be just as meaningful. Rather than draining resources, civic activity can in fact alleviate funding pressures when universities work together to learn from one another.

    Irrespective of geography, participants were united in their contention that universities should collaborate with their local partners to develop civic initiatives, working collaboratively to address the real day-to-day problems communities want help with, such as helping local businesses transition to net zero.

    Labour’s devolution agenda also offers an opportunity for universities to become visible bridges working across regions and political geographies. While mayoral devolution has been lauded in cohesive urban centres like Manchester and Birmingham, there are concerns the model will work less well in rural areas where proposed Mayoral Combined Authorities will intersect with traditional county borders. For such regions, universities can both serve as bolsters to wider regional identity and can benefit from the flexibility of their own geography that may span mayoral regions.

    The opportunities are there for universities to re-embed civic activity into their core work under Labour’s agenda – but it needs brave leadership to embrace them. In the face of tough financial decisions, university leaders must champion the benefits of civic activity. The late Bob Kerslake, chair of the UPP Foundation’s Civic University Commission 2018–19, deeply understood the potential and necessity for universities to be rooted in their local communities. For a higher education sector that has spent recent years on uncertain footing, tapping into Kerslake’s vision could provide a more certain path forward.

    The UPP Foundation’s full report UPP Foundation Spring 2025 Roundtables: The Role of Universities in Regional Placemaking explores the key themes of the roundtable discussions. You can download the report here.

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  • Reimagining the Flipped Classroom: Integrating AI, Microlearning, and Learning Analytics to Elevate Student Engagement and Critical Thinking – Faculty Focus

    Reimagining the Flipped Classroom: Integrating AI, Microlearning, and Learning Analytics to Elevate Student Engagement and Critical Thinking – Faculty Focus

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  • Co-creation of research agendas could strengthen policy research engagement

    Co-creation of research agendas could strengthen policy research engagement

    The University Policy Engagement Network (UPEN) recently announced that it had been successful in a UKRI bid to develop and expand UK policy to research infrastructure, facilitating connections and engagement between public and civil servants on one hand, and research organisations on the other.

    This call is a recent manifestation of a perennial and important interest in evidence-informed policymaking, and policy and research engagement. Policy engagement is also part of an increased focus on engagement with and impact of research, driven by the Research Excellence Framework.

    We recently published a journal article exploring what researchers and policymakers need to know and understand when engaging with each other, based on interviews with 11 experts working with higher education regulators, other major sectoral bodies, and higher education institutions who had extensive expertise across the UK higher education sector.

    University-based researchers and policymakers respond to different incentives in ways that are not always conducive to engagement. Interviewees described a wide range of influences on policy, including many types of research, much of which is produced outside the university sector. For some types of research, such as rapid research, researchers at higher education institutions were seen as being at a disadvantage. To address these considerations, our interviewees suggested that research co-creation – involving policymakers earlier in the process to develop research ideas and design projects – could promote engagement with policy.

    Engagement from the start

    In a typical research process, university-based researchers develop, conduct, and publish their research with a high degree of independence from the stakeholders of their research. Once the research is completed, researchers disseminate their findings, hoping to reach external stakeholders, including policymakers. In contrast, co-created research brings research stakeholders into the research process at the beginning and maintains stakeholder influence and co-creation throughout.

    When asked how researchers can increase engagement with policy, one participant said: :

    Co-designing projects with people involved in policy from the outset rather than, you know, what I often see, which is ‘we’ve done this stuff and now, who can we send it to?’ So, getting people involved from the outset and the running of it through advice.

    Because policy priorities shift and because research often takes a long time to complete, co-creation is not a perfect solution for policy research engagement. But co-creation may increase the likelihood that research findings are relevant to and usable for the specific needs of policymakers. Another benefit of co-creation is that, by taking part in the research process, policymakers are more likely to feel invested in the research and inclined to use its findings.

    Co-creation of research with policymakers requires access to and some form of relationship with relevant policymakers. While some researchers have easier access to policymakers than others, there are structures in place to facilitate the networking required to build relevant relationships, including through academic fellowship with the UK Parliament. Researchers can sometimes connect more easily to ministers and policymakers via intermediary organisations such as mission groups, representative bodies, think tanks, and professional organisations.

    Designing successful co-creation

    In a policy-research co-creation model, one of the questions that is worth asking is what is co-created: is research co-created, policy co-created, or both? For example, one participant in our study viewed researcher engagement with policymakers as policy-co-creation, rather than as research co-creation. Researchers can ask themselves: “What policy am I well-positioned to co-create based on my research?” as well as “How can my research benefit from co-creation with its stakeholders?”

    Our article highlights that one of the more frequent pathways for researchers based at universities to engage with policy is through conducting commissioned research. Commissioned research is often aligned with policy needs and facilitates co-creation. Yet independence, rigour, and criticality – markers of quality research – still need to be ensured even as part of co-created and commissioned research.

    Commissioned research was not the only type of research discussed by our participants that led to policy engagement. Interviewees provided examples of researchers with an established and rigorous body of work that answered policy-relevant questions which were successful in shaping policy. Sometimes, a body of research developed over time and over multiple studies is better suited for policy engagement. Sometimes this takes the form of a systematic review designed to bring a large body of research literature to bear on a current policy problem.

    This raises an important consideration for mechanisms that incentivise engagement: how does incentivising engagement affect the multiple priorities that researchers based at higher education institutions need to meet? The danger here is that, as more policy engagement is incentivised, researchers at higher education institutions might prioritise forms and qualities of research which lend themselves to engagement over those which higher education is uniquely placed to offer.

    As current efforts to expand UK-wide policy to research infrastructure develop, it is important to consider the multiple complexities associated with policy research engagement. In our view, for policy and research engagement to be meaningful, policy to research infrastructure needs to support high quality research, targeted engagement, and have a clear sense of what each of these means in practice.

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  • Investing in Student Engagement: University of Georgia Equips Faculty and Students with Free Access to Top Hat

    Investing in Student Engagement: University of Georgia Equips Faculty and Students with Free Access to Top Hat

    New license agreement provides all students and faculty with free access to Top Hat, reinforcing UGA’s strategic focus on affordability, student success, and innovation in teaching.

    TORONTO – June 17, 2025 – Top Hat, the leader in student engagement solutions for higher education, today announced that the University of Georgia has entered into a new enterprise agreement that will provide campus-wide access to the Top Hat platform at no cost to students or faculty. This initiative supports UGA’s continued efforts to promote high-impact teaching practices, student affordability, and innovation in the classroom.

    Top Hat’s interactive teaching platform as well as content authoring and customization tools will be available to UGA faculty to enhance in-person, online, and hybrid courses across disciplines. With this agreement, UGA joins a growing number of leading institutions investing in Top Hat to empower instructors to improve learning outcomes and student success at scale.

    “We are proud to support the University of Georgia in its efforts to deliver proven, student-centered teaching practices,” said Maggie Leen, CEO of Top Hat. “This partnership ensures every student and educator at UGA has access to the tools they need to drive learning and achievement, while reinforcing the university’s focus on affordability, innovation, and evidence-based instruction.”

    This initiative reflects UGA’s commitment to both student affordability and instructional excellence. With Top Hat, faculty can adopt and customize low- or no-cost course materials—including OpenStax and OER—helping to reduce costs for students while delivering engaging, evidence-based instruction. The platform enables instructors to easily integrate active learning strategies, such as frequent low-stakes assessments and reflection prompts, which are proven to enhance student engagement and academic outcomes. Top Hat’s AI-powered assistant, Ace, streamlines course prep by generating high-quality questions directly from lecture content, and supports students with on-demand study help and unlimited practice opportunities—reinforcing learning both in and out of the classroom. Real-time data from polls, quizzes, and assignments also empowers educators to continuously monitor progress and improve instructional impact.

    The University of Georgia is recognized nationally for excellence in teaching and learning, student completion, and affordability. The enterprise agreement with Top Hat is part of UGA’s broader commitment to building a world-class learning environment and increasing access to affordable, high impact teaching and  learning resources.

    About Top Hat

    As the leader in student engagement solutions for higher education, Top Hat enables educators to employ proven student-centered teaching practices through interactive content and tools enhanced by AI, and activities in in-person, online and hybrid classroom environments. To accelerate student impact and return on investment, the company provides a range of change management services, including faculty training and instructional design support, integration and data management services, and digital content customization. Thousands of faculty at 900 leading North American colleges and universities use Top Hat to create meaningful, engaging and accessible learning experiences for students before, during, and after class.

    Contact press@tophat.com for media inquiries.

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  • A Chance for Constructive Engagement (opinion)

    A Chance for Constructive Engagement (opinion)

    Earlier this spring, I was one of hundreds of college, university and scholarly society leaders to sign “A Call for Constructive Engagement” published by the American Association of Colleges and Universities. The statement speaks out against “the unprecedented government overreach and political interference now endangering American higher education.” It calls for the freedom to determine, on academic grounds, whom to admit and what is taught, how and by whom, while engaging in constructive reform and openness to legitimate government oversight.

    Deciding whether to make such a public statement merits careful consideration. This is because by making the statement, a higher education leader will likely not be reflecting the viewpoints of all of their institution’s constituents.

    An email from an alum from the 1970s reminded me of this. The alum chastised me for signing the statement, for overreaching and speaking for some members of our university community such as him, and for banding together with other higher learning institutions that have become “liberal cesspools of propaganda and misinformation … [that] openly permit anti-Israeli protests led by anti-Semitic educators … [and] become another left-wing terrorist organization supporting the likes of Hamas.”

    The alum asked me to remove my signature from the AAC&U statement on account of the concerns that he had raised. One higher education leader has so far done so, likely because of receiving input such as that provided by our alum.

    I opted to reply to our alum, thereby putting to practice the constructive engagement preached by the AAC&U statement. My reply asked the alum how long it had been since he had last visited campus and whether he knew that, thanks to the philanthropic generosity of some fellow graduates, we renovated our campus’s Hillel House last summer.

    I asked the alum whether he had heard of the Common Ground program Alfred instituted in 2018 through the philanthropic support of our trustees. It is a required course for all of our new undergraduate students and consists of small-group dialogue facilitated by a faculty or staff member with two key objectives: 1) to better appreciate the different backgrounds (including geographies, ethnicities and religions), aspirations and interests that our new students bring to Alfred (artists think differently than engineers, liberal arts students think differently than business students), and 2) to arrive at some shared values that our new students will commit to living by as citizens of the Alfred community—such as commitment to constructive dialogue.

    By fostering constructive engagement, our Common Ground program likely helped prevent the strife that occurred on many other college campuses in the wake of the Oct. 7 Hamas terrorist attack on Israel and the ensuing war in the Middle East. When members of campus communities have built meaningful relationships with one another, they are less likely to retreat to their ideological corners when a potential conflict arises. Instead, they talk as friends.

    I closed my email by asking the alum whether he had any impactful mentors as a student.

    To my pleasant surprise, the alum replied by recounting a particularly impactful faculty mentor in the field of astronomy who had given him many applied learning opportunities and inspired a lifelong interest in stargazing, which he continues to do to this day from his home. He also noted how well his college education had positioned him for the professional success that he has enjoyed.

    We have since spoken by phone. While there are certain matters upon which we still disagree, we have found some common ground.

    We agree that institutions of higher learning are potent engines for promoting the success of graduates as well as the prosperity of our nation and the health and well-being of our broader population. There are nearly 4,000 institutions of higher learning across our nation—spanning public and private and including community colleges, technical training institutions, arts schools, religious institutions and HBCUs. This constellation, in which anyone can find a place, provides powerful opportunities for professional and personal advancement, social mobility, entrepreneurial innovation, access to health care, national defense, social services and cultural offerings.

    We agree that the core focus of institutions of higher learning should be on providing an education of enduring value through fostering knowledge and curiosity.

    We also agree that universities, like individuals and nations, do not always uniformly arc toward wisdom. They can stumble and thus benefit from constructive reform. Our field of higher education can and should be better listeners to our public, more concerned about the cost of college and more focused on student success and less on prestige.

    Notwithstanding the stumbles, however, institutions of higher learning, as noted by Israeli historian Yuval Hariri in his recent book Nexus, have some powerful self-correcting mechanisms such as peer review. Authoritarian regimes, by contrast, lack such self-correcting mechanisms when they suppress inquiry and criticism.

    Consider Katalin Karikó, who emigrated from her native Hungary to the United States with $1,200 cash sewn into her daughter’s teddy bear to do research on mRNA. While at the University of Pennsylvania, her hypothesis regarding the potency of mRNA research was derided by most fellow researchers around the globe. She was denied a tenure-track position and demoted. Yet, the research that she kept pursuing was pivotal to the development of COVID vaccines and earned her a Nobel Prize in 2023.

    And while our alum and I still disagree on whether my signature should be affixed to the AAC&U statement, we have ended up agreeing both on the value of constructive engagement and the criticality of promoting it as a central value in higher education.

    Mark Zupan is president of Alfred University.

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  • Reviving Engagement in the Spanish Classroom: A Musical Challenge with ChatGPT – Faculty Focus

    Reviving Engagement in the Spanish Classroom: A Musical Challenge with ChatGPT – Faculty Focus

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  • With better coordination we can break down barriers to academic policy engagement

    With better coordination we can break down barriers to academic policy engagement

    How can universities best support the UK’s research base to deliver better outcomes for people? This is becoming an ever more urgent challenge for our sector, in the context of a changing geopolitical landscape and the desire of the UK government for research and innovation to better serve the public good.

    One route to deriving greater public benefit from academic research lies in research better connecting with and informing public policy development. Recent years have seen a growing number of universities establishing policy units – at least 46, at the last count, and almost certainly more now. There has also been increased investment in policy-focused activity from research funders, for example, Research England’s Policy Support Fund, UKRI policy fellowships, and ESRC investments to increase policymaker engagement with research. New mechanisms to strengthen evidence use, such as government areas of research interest and parliamentary thematic research leads, have been introduced, alongside an increased focus on building capacity for evidence use across sub-national government.

    Through the Covid-19 pandemic, we saw the myriad ways in which research evidence informed policy to deliver benefits for people, whether understanding and treating the disease, informing the public health response, or mitigating the wider social impacts.

    You can’t always get what you want

    “Academic-policy engagement” is becoming increasingly mainstream, as part of universities’ wider knowledge exchange or civic engagement strategies. However, considerable barriers to engagement between academic researchers and policymakers remain. These include significant cultural differences, lack of incentives and investment, mismatched timescales and approaches, lack of access to academic research, and difficulties in parsing an ever-growing volume of information.

    Policymakers often express a desire for a streamlined, “one stop” interface with academics to enable them to quickly and easily reach the right expertise at the right time. Given such barriers, this is much easier said than done.

    Too often, where interaction does happen, it is short-term, ad hoc, dependent on individual contacts, and enabled through fixed-term funding rather than sustainable approaches. Many institutions lack both the capacity and the necessary capabilities to respond to policy needs.

    There is no systematic mechanism for policymakers to engage with universities in order to identify and access the expertise they need, or for universities and researchers to identify policy needs, still less provide a coordinated response. This means that policymakers do not necessarily have access to the best evidence, only that which is most readily available.

    What is now required is a serious focus on establishing a more systematic and sustainable approach. Such an approach requires organisational capacity and individual capability, alongside greater collaboration and coordination across the academic-policy ecosystem.

    The policy connection cavalry is here

    This is where the Universities Policy Engagement Network (UPEN) comes in. Established in 2018 UPEN is a voluntary network of over 120 universities, research centres, and policy organisations across the UK, currently hosted at UCL. Our university members comprise diverse institutions, from large, research-intensive to small, specialist institutions, across all parts of the UK. UPEN provides an interface between all areas of academic research and public policymaking, with strong relationships with the UK’s four national legislatures and 25 government departments and growing links with local and regional policymakers.

    UPEN has until now been powered by the contributions of our members: both financial and, crucially, time. With a new funding award from Research England and ESRC, we now have the opportunity to build a national “connective infrastructure” which can respond to growing policy demand, at multiple levels of government, for academic expertise and evidence.

    Enhancing UPEN’s ability to provide this interface will enable us as a sector to work in a more coordinated and efficient way. It will also foster greater diversity in academic-policy engagement by ensuring a greater breadth of evidence and voices are heard. And it will build on previous UKRI investments to underpin stronger collaboration and collective action to harness the full potential of the university research base.

    Our new programmes of work will focus on three key areas. First, supporting universities to strengthen their academic engagement with public policy by enhancing individual and organisational capabilities. Second, strengthening place-based approaches to academic-policy engagement. Third, developing a national knowledge brokerage function to mobilise academic expertise to respond at the point of policy need.

    The UK government is grappling with multiple complex and cross-cutting policy challenges – from bolstering a weak economy, to improving energy security and sustainability, to tackling problems with the health service, to addressing housing needs. It is time for us, as a sector, to better leverage the knowledge of universities to address these challenges in order to deliver better outcomes for citizens across the UK.

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  • How to Significantly Improve Student Engagement and Retained Learning in Higher Education – Faculty Focus

    How to Significantly Improve Student Engagement and Retained Learning in Higher Education – Faculty Focus

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  • Supporting Student Mental Health in the Classroom: A Faculty Guide to Compassionate Engagement – Faculty Focus

    Supporting Student Mental Health in the Classroom: A Faculty Guide to Compassionate Engagement – Faculty Focus

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