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India¡¯s National Education Policy aims to establish a seamless connectivity between humanities and science, says Rup Narayan Das

Sustainable changes in digital learning will result from best practice alongside bold experimentation, say Friedrich Hesse, Volker Meyer-Guckel, Bitange Ndemo, Alexandros Papaspyridis, Rahim Rajan and Suzanne Walsh

Assessing doctoral candidates¡¯ published papers instead would teach more useful skills and improve morale, says Noam Schimmel

Academics may wish we weren¡¯t here, but burying heads in the sand about the depth of the deficit is no longer viable, says Bernard Casey

Despite Auckland¡¯s lockdown, the country¡¯s handling of Covid-19 is increasing its attractiveness to students, says Roger Smyth

Academic endorsements cast little light while entrenching privilege, says Vincent Hiribarren

Universities and colleges are having to promise physical classes to protect enrolments, says Joseph Guarneri

Administrators must stop asking faculty of colour to do more than our fair share and then punishing us for it, says Josh Hiller

The Research Australia report has exposed the fault lines in health research funding, says Ross Coppel 

But in the new normal, the situation for female academics with children is even worse, says Enrica Maria Ferrara

Failure to act robustly risks legal, reputational and financial consequences for universities, says Susan Matthews

Managers must acknowledge that supervising some types of doctoral candidates is more labour-intensive, say Roger Watson and David Thompson

Sexual violence at the student level is being addressed, but what about when the perpetrator is a member of staff, asks Heather Savigny

Critics underestimated the human imagination¡¯s capacity to render concepts flexible, says Frank Furedi

Lockdowns, campus protection and the new security law risk permanently cutting off scholars from the city and wider world, says Michael O¡¯Sullivan

Higher education is no panacea, but critical thinking is the best antidote to inequality, say Chris Cunningham and Colin Samson

Stilted and unengaging Zoom lectures must not be allowed to become the new normal, says Nuria L¨®pez

Artists are not empty dissemination vessels and must be respected and fairly paid for the expertise they bring, says Aoife Monks

Appointing Sir Steve Smith to spearhead the UK¡¯s strategy could see Australia lose ground, warns Tim Dunne

This week¡¯s deal will tip the balance back towards fundamental research ¨C and it might not have been done at all, says Jan Palmowski 

Widening eligibility for the new round of the initiative would accelerate the balanced development of global ÖйúAƬ in China, says Li Qingquan

Two years ago, universities claimed to be selling the student experience. So where are our lockdown refunds, asks Maria Magdalena Gajewska

Rather than simply endorsing complaints from the most vocal students and staff, we must react rigorously to curricular exclusions of all kinds, says Steven Greer

An oft-overlooked component of the research process is that simple little thing called leadership, says Matthew Flinders

Simplistic performance measures hold research back, says Jim McCluskey, as Melbourne becomes the first Australian university to sign up to Dora

A string of anti-immigration moves has already made the US significantly less attractive to international students, says Rajika Bhandari

Filling campuses with lucrative overseas students does little to internationalise domestic students¡¯ experience, says Peter Brady

The ability for PhD students to research previous students¡¯ experience with particular examiners could reduce bad practice 

Never assume, never dominate the conversation and always have a Plan B are three of the lessons learned by Milena Head and Michael Hartmann

Legal challenges may succeed, but US universities must plan how to maintain physical classes come what may to avoid mass deportations, says Brian Wong

If universities don¡¯t commit to underwriting a riskier investment strategy, pension contributions will have to rise sharply, says Bill Galvin

Understanding students¡¯ individual needs and concerns during this pandemic will go a long way to helping them progress academically, says Cathy Sandeen

There are simple ways that the publishing process can be made easier for academics with educational needs, says one early career researcher 

Anthony Seldon reflects on his time leading the University of Buckingham as he prepares to step down 

Now is the time for universities to interrogate the inequities of traditional classroom settings to ensure they aren¡¯t repeated online, says Jessica Rowland Williams 

Self-congratulatory messages about online teaching may belie failures to meet learning outcomes, warns Nabil Ghantous

Declarations of solidarity lay bare the feudalistic mentality of even the most radical leftist scholars, who speak for the beleaguered masses from the cover of their academic nobility, says Scott Thomas Gibson

Volatility has become part of university managers¡¯ new normal, but the effort won¡¯t quickly become wasted, says David LeFevre

Cross-border knowledge sharing is core to ÖйúAƬ and must be preserved, say 33 university leaders in a joint statement on global academic mobility 

There¡¯s no evidence that lower fees will lead to more enrolments, and employability for ¡®work relevant¡¯ degrees is low, says Gavin Moodie

The challenges of the future won¡¯t respect disciplinary boundaries, so why would we teach and research within them? asks Tan Eng Chye

The government and universities are not doing enough to protect their students from the effects of the lockdown, says Futao Huang

They have an obligation to engage in diversity education because it is the flip side of the intercultural work in which they are experts, say Harvey Charles and Darla Deardoff 

Challenging students to collaborate on course content will help them learn better and develop essential skills, say Cathy Davidson and Christina Katopodis

Stephen Thomson outlines his evidence of ¡®letterhead bias¡¯ in legal academic publishing and suggests ways to dismantle it

Moving paper tests online increases access and security problems. Rather, online exams should be ¡®digital first¡¯, says Burr Settles 

Rishi Trikha says his experiences of racism and homophobia in a conservatoire show that creative fields have to be part of anti-racism conversations, too

Fee caps should be dependent on what universities can actually provide in a pandemic, says prospective fresher N¨¦lson Fernandes Serr?o

Extra funds for science are welcome, but tipping the balance towards challenge-led research must not become the new normal, warns Jan Palmowski

Engaging students in institutional planning and enhancing their work placement opportunities could cushion the impact of the virus, says Craig Jeffrey 

The urge to be proved right and the mantra of publish or perish amount to a toxic scholarly brew. Reflection is the best policy, says Simone Eringfeld 

The UK¡¯s international education strategy must be more ambitious if the country is to remain globally competitive, writes Jo Johnson

Women and racial minorities are more likely to introduce valuable scientific novelty. Why are their ideas not taken seriously? Bas Hofstra and Daniel McFarland ask

The volume of Covid-19 publications raises questions of legitimacy and risks public trust in science, argue Jaime A. Teixeira da Silva and Peter Tsigaris

In the post-Covid world we have a chance to increase our use of data to better understand research opportunities and student learning, says Dawn Freshwater

Research from a team at Henley Business School highlights the funding, time and location constraints on academic research during the pandemic 

Matthew Reisz reflects on the researchers who have brought us powerful stories about how gender manifests ¨C from remote Himalayan villages to the nightclubs of the French Riviera

Posts on social media aren¡¯t enough to dismantle institutional and structural racism in the academy, say Marcia A. Wilson and Lurraine Jones

The reboot of universities post-Covid against a backdrop of anti-racist protests makes decolonising the curriculum imperative, says Priya Rajasekar

As we integrate online learning more into on-campus classes, let¡¯s break away from synchronous classroom models, says Dilip Soman