Students spot decolonisation gaps in curricula, belonging, and everyday university life

From the paper: Student experiences of decolonising and indigenising Higher Education. What 68 students in New Zealand reveal about curriculum, belonging, and cultural safety.

Student representation in quality assurance needs training, trust, and usable evidence

From the paper: Students’ assessment literacy in quality assurance of higher education institutions in Sweden: the perspectives of students, teachers and administrators. What this study shows about preparing student representatives, improving course evaluation evidence, and making quality assurance participation more meaningful.

Accent bias distorts student evaluations even when learning is unchanged

From the paper: Evaluating the effectiveness of an awareness-based intervention on reducing accent bias in students' evaluations of instructors. What two experiments show about teaching-evaluation bias, and how UK universities can respond more fairly.

Students engage more when university social media builds belonging

From the paper: Leveraging social media for enhanced student engagement in higher education: a service-dominant logic perspective. Why information quality, digital belonging, and responsiveness matter more than channel activity alone.

Belonging predictors stayed stable through the pandemic

From the paper: Belonging beyond crisis: Predictors are stable in higher education, despite a pandemic. Why universities should track belonging consistently, then use student comments to explain what sits behind the score.

AI feedback can match teacher feedback when assessment design is strong

From the paper: Artificial intelligence and feedback in university education: effectiveness and student perceptions. Why this quasi-experimental study suggests clear criteria and assessment literacy matter more than whether feedback comes from a teacher or an LLM.

Student quality scores are more useful when universities separate services, strategy and reputation

From the paper: Quality in higher education institutions: a model for analysing strategies and outcomes from students’ perspectives. Why UK universities should not treat headline quality scores as a single signal when students are responding to teaching, services, and institutional positioning at once.

Sexual violence surveys should measure institutional response, not just prevalence

From the paper: Experiences and perceptions of sexual violence in a UK university: results from the second iteration of the OUR SPACE survey. Why universities need student voice evidence on safety and institutional response, not only incident rates.

AI chatbots can speed up student support, but universities still need to track trust and usefulness

From the paper: Evaluating the impact of AI chatbots on student support and engagement in UK higher education. What this UK study shows about faster query resolution, student engagement, and why chatbot feedback needs more than usage counts.

High-stakes teaching evaluations can damage academic wellbeing

From the paper: Impacts of student evaluations of teaching on Australian university academics. What the study shows about qualitative comments, evaluation scores, and the risks of using SETs as high-stakes evidence.

When AI rules stay vague, staff and students improvise fairness

From the paper: Moral improvisation with generative AI in higher education: faculty and student experiences in Pakistan. What this study shows about unclear AI rules, uneven expectations, and why universities need sharper feedback on how guidance lands in practice.

Dyslexia classification can widen support or deepen exclusion

From the paper: Explanation, engagement, exclusion: students’ negotiations with dyslexia classification in UK universities. Why classification, disclosure, and support routes can pull students towards help or push them away from it.

Trans students' microaggressions show where belonging and reporting break down

From the paper: A qualitative investigation of trans students' experiences with microaggressions at a Canadian university. What this research shows about belonging, reporting, and trans-affirming practice in higher education.

Harmful doctoral feedback can damage confidence and suppress student voice

From the paper: When feedback is not conducive to learning: a qualitative inquiry into second language doctoral students' experiences of the negative impact of writing feedback. Why harmful writing feedback can stall progress, strain supervision, and make doctoral students less willing to speak.

Support for displaced students cannot stop at admission

From the paper: Navigating forcibly displaced learners’ pathways to higher education and beyond: Ukrainian students in French higher education. Why universities should treat access, belonging, and onward support as one connected student voice problem.

Internships lift employability confidence, but social class still shapes who feels ready

From the paper: Levelling the playing field? How social class and internships influence perceived employability amongst UK university students. What this UK survey suggests about placements, social capital, and earlier feedback on readiness for work.

Student evaluations should inform dialogue, not replace academic judgement

From the paper: Reframing student feedback: from evaluation to dialogue. Why UK universities should use student evaluations to support curriculum dialogue without treating satisfaction as a proxy for learning.

AI detectors can turn academic integrity into a student trust problem

From the paper: AI detectors, student anxiety, and authorial alienation: a qualitative study of affective control. Why detector-led policing can make academic writing feel risky, especially for multilingual students.

Disability offices work better when they are visible, trusted, and joined up

From the paper: Experiences and recommendations for disability offices: a qualitative study in Italian and Spanish universities. What disabled graduates' accounts suggest about visibility, mediation, and joined-up support in higher education.

Remote teaching can preserve alignment while weakening peer collaboration

From the paper: Disrupted studying? University students' experiences of remote vs. on-site teaching and learning. Why UK universities should compare feedback, collaboration, and exhaustion together when they review remote or hybrid study.

AI attitude surveys need to separate usefulness, self-expression, and concern

From the paper: Functional attitudes towards artificial intelligence among university students: Development of a scale and influencing factors. Why universities need AI-related student voice questions that separate usefulness, self-expression, and concern.

Student mini-publics only matter if universities can show what changed

From the paper: Deliberative impact and governance: toward a wider evaluation of student mini-publics and their consequences. Why universities should judge deliberative student voice by policy change, institutional follow-through, and visible consequences.

Student engagement leads to better outcomes when students can speak up

From the paper: Student agency in Colombian higher education: a dual-pathway model of mediation and moderation between student engagement and academic achievement. Why universities should measure not only engagement, but students' ability to influence teaching.

Exam adjustments break down when universities treat disability in isolation

From the paper: An intersectional analysis of students with disabilities’ exam experiences. Why universities should redesign assessment support around intersecting pressures, not single-axis adjustments.

Student AI surveys should ask about competence, authorship, and fairness

From the paper: University student perspectives on generative AI: reconfiguring competence, fairness, and authorship in academic work. Why universities need AI-related student voice questions that go beyond usage to capture judgement, ownership, and fairness.

Digital learning platforms do not fix weak feedback or low motivation on their own

From the paper: Navigating learning disruptions: The role of digital learning platforms in student motivation, feedback and emotion. Why UK universities should treat digital platforms as part of teaching, feedback, and emotional support rather than a standalone solution.

Short belonging scales work only when universities test where they fit

From the paper: The Simple University Belonging Scale: working towards a measure of postsecondary students’ sense of belonging. Why UK universities should validate short belonging scales locally before they benchmark groups or act on small score shifts.

High-impact practice builds disadvantaged students' resilience

From the paper: Effects of high-impact educational practices on academic resilience among disadvantaged college students: evidence from national survey data. Why universities should track which students can access the experiences that build resilience.

Doctoral complaints systems fail when students do not feel recognised

From the paper: Recognition in STEM doctoral education: a phenomenology of student complaints, institutional response, and lived conditions. Why UK universities need earlier, safer ways to recognise doctoral concerns before they harden into formal complaints.

Belonging needs more than reasonable adjustments

From the paper: 'I'm just the nuisance crip': Postqualitative flows of un/belonging for disabled staff and PGR students across UK universities. Why universities should read disability-related feedback as evidence about culture, not just compliance.

AI learning surveys should measure adaptation, critique, and reflection, not just tool use

From the paper: Redefining and Measuring Student Agency in AI-assisted Learning: Development and Validation of the Agentic Engagement with AI (AE-AI) Scale. Why universities need better survey questions if they want to understand how students actually work with GenAI.

Students reflect more critically when they stay in charge of AI

From the paper: The agency gap: perceived human AI agency, reflection and generative AI learning across UK and China based higher education contexts. What this comparative survey study shows about student agency, reflective engagement, and critical thinking in AI-supported learning.

Student-staff partnerships improve teaching when power and responsibility are shared

From the paper: Rethinking learning and teaching cultures in higher education through radical collegiality and student-staff partnerships. Why meaningful partnership needs shared power, shared spaces, and visible follow-through.

Peer mentoring works better when students co-design it, and mentors are properly supported

From the paper: Using co-creation to explore important aspects of peer-mentoring for undergraduate students. Why UK universities should design peer mentoring around student voice, clear boundaries, and mentor wellbeing.

Students act on feedback when it is timely, credible, and personal

From the paper: University student experiences of feedback: timing and credibility are key. Why students disengage when feedback feels late, generic, or detached from a trusted teaching relationship.

Feedback literacy can develop in ways a standard survey scale misses

From the paper: Tracking student feedback literacy: a longitudinal study from the perspective of feedback orientation. Why reflective logs and interviews may reveal change that a standard feedback scale does not.

International students need practical support before academic advice can land

From the paper: When the only thing familiar is the moon – initial transitions of Indian, Pakistani and Nigerian students into UK HE. What this UK photovoice study shows about food, support, belonging, and why feedback in the first weeks should not start with academics alone.

VLEs scale better when feedback and reattempt are built in

From the paper: Reclaiming pedagogy in virtual learning environments: educator and student perspectives. What this UK multi-institution study shows about automated feedback, student agency, and why VLE access must be embedded in timetabled teaching.

Student feedback literacy grows when goals and standards are clear

From the paper: When 'good teaching' isn't enough: learning environments that affect student feedback literacy. What this mixed-methods study shows about why clear goals, aligned assessment, and transparent standards matter for students' use of feedback.

Student engagement suffers when students and lecturers define it differently

From the paper: Reframing student engagement: a systems approach to bridging learner–lecturer dualities. Why UK universities should compare student and staff accounts of engagement instead of relying on one-sided measures.

Universities need a whole-journey view of student voice, not isolated survey snapshots

From the paper: Rethinking the student journey with voice of student: unstructured data-driven approach. Why universities should analyse student comments across the full journey, not just at single survey touchpoints.

Student voice gets more inclusive when universities redesign how participation works

From the paper: Beyond voice: Re-imagining student engagement through a co-created project led by an autistic student. Why student-led, multimodal design helps universities hear quieter voices and turn feedback into structural change.

International students need earlier, clearer support than universities think

From the paper: Share Your Voices: Capturing the perspectives of international students. What this UK case study shows about academic cultural distance, communication gaps, and why early transition feedback matters.

Everyday community contact shapes international student wellbeing

From the paper: International student wellbeing and everyday community engagement experiences: an Australian study. Why universities should treat everyday welcome, local interaction, and community contact as part of student wellbeing evidence.

Friendships and collaborative study shape belonging more than extracurricular activity

From the paper: The power of friendship and study collaboration on the development of students' sense of belonging: A three-year longitudinal study at Russian universities. Why UK universities should treat peer connection as part of course design, not only campus life.

Time poverty creates hidden inequality for low-income students

From the paper: Time as privilege: exploring the intersection of social class and temporality as sources of invisible inequality in higher education. Why timetable structures, attendance rules, deadlines, and fee schedules can quietly penalise low-income students.

Student evaluation systems earn trust through fair process, not just fair scores

From the paper: Justice and the legitimacy of student evaluation systems in higher education: a systematic review. Why universities should treat SET fairness, process, and legitimacy as governance design problems.

Students' feelings about AI reveal trust and belonging risks universities miss

From the paper: Feeling AI: Circulating emotions, institutional climates, and moral boundaries in student use of AI. What this study shows about trust, guilt, and belonging in student responses to Generative AI.

Students use assessment feedback better when universities create space for questions

From the paper: The feedback cafe: Creating opportunities for dialogue between students and staff regarding assessment and feedback. What a UK mixed-methods study shows about assessment literacy, feedback uptake, and low-workload dialogue.

Future alumni giving starts with student-centred teaching and stronger campus experience

From the paper: Creating future alumni donors: exploring critical aspects of an enriched undergraduate experience. Why student-centred teaching, careers confidence, and social experience matter long before fundraising begins.

Students find AI feedback useful, but not personal enough to trust on its own

From the paper: Lacking the ‘personal touch’: students’ perceptions of generative artificial intelligence in assessment feedback. What this study shows about accuracy, trust, dialogic feedback, and why students still want human expertise.

Students value AI feedback most when teacher judgement stays in the loop

From the paper: The potential of AI-generated feedback from the students’ perspective: a systematic review. What this review shows about why students welcome AI feedback, where they still prefer teachers, and what UK universities should test before scaling it.

Paid student voice roles can make representation more accountable

From the paper: Accountable and Empowered - Professionalising Student Voice. What this UK case study shows about paid student voice ambassador roles, clearer accountability, and stronger departmental decision-making.

Hybrid community spaces work better when students co-design them

From the paper: Amplifying Student Voice in the Creation of a Hybrid Community Space. What this Manchester case study shows about belonging, co-created social spaces, and the limits of relying on digital channels alone.

Student members in quality assurance panels need status, training, and evidence

From the paper: Extended collegiality? The role of students in external quality assurance panels in Europe. Why universities should treat student panel members as trained partners with broader evidence, not symbolic attendees.

Mandatory placements can damage wellbeing when cost, safety, and support are ignored

From the paper: The impact of mandatory work-integrated learning placements on university student wellbeing in Australia and Aotearoa New Zealand: a scoping review. Why UK universities should treat placement cost, safety, and support as core student voice issues.

Student councils work better when quieter students can contribute too

From the paper: Case study: Engaging Students, Elevating Voices: The Role of a Student Council in Education. Why student councils become more useful when anonymous feedback, co-creation, and visible follow-through widen participation.

Midsemester course feedback is most useful when it leads to visible in-term change

From the paper: Midsemester course feedback from students as reflective practice: A pilot exploratory study on instructors' and students' insights. Why fast reporting and visible follow-through matter more than collecting feedback alone.

End-of-unit surveys miss the moment when feedback can still change the course

From the paper: Is it time to move away from end of unit surveys? Why this UK case study argues for earlier, multi-channel student feedback that current cohorts can still benefit from.

International PGT support works better when students co-design it

From the paper: Stepping Up, Standing Out: A Case Study on engaging with international student voices through co-creation. What this three-year Leeds case study shows about international PGT support, co-created resources, and closing the feedback loop.

Assessment practice improves when students can review it as partners

From the paper: Empowering students as partners in enhancing assessment practice, using the research-informed EAT framework. Why a structured review framework helps students and staff improve assessment design, literacy, and feedback together.

Peer review of teaching works better when students help shape the review

From the paper: Students as Partners in Peer Review of Teaching: A Collaborative Model Involving the Students' Union. What this UK case study shows about bringing student voice into teaching review more directly.

Student voice builds trust when students can see what changed

From the paper: ‘My input was actually being listened to and could lead to real change’: Developing trust through student voice in student-staff partnerships. Why trust in student-staff partnerships depends on clear expectations, shared power, empathy, and visible impact.

Student voice gets stronger when representation, partnership, and policy are designed together

From the paper: Revitalising student voice through a trilateral partnership approach: How a university and students’ union sought to refresh practice and re-boot student engagement and representation. What this case study shows about formalising representation, clarifying expectations, and widening participation routes.

Student feedback only works when universities show what changed

From the paper: Enhancing Student Voice: Developing the Student Feedback Loop, a practice-based case study. Why Glasgow's four-stage framework matters for closing the loop on course evaluations, SSLCs, and NSS feedback.

Student engagement depends more on institutional design than student background

From the paper: What drives Student Engagement in higher education? Exploring key demographic, institutional and personal variables. Why UK universities should look beyond student background and improve the parts of the student experience they control.

Universal design helps international students only when culture stays in view

From the paper: The sociocultural context of international students' experience in the UK: exploring the merits and limits of Universal Design for Learning. Why UK universities should pair inclusive design with culturally responsive teaching when interpreting international student feedback.

Student wellbeing at university depends on connection, space, and culture

From the paper: Student perceptions on community well-being in Higher Education: social capital and connection, place, and culture. Why universities should treat social connection, campus spaces, and institutional culture as core wellbeing evidence.

Belonging grows in phases, starting with safety and recognition

From the paper: Reimagining belonging: a post-pandemic exploration of student perspectives. Why UK universities should treat belonging as an evolving mix of safety, recognition, connection, and transition, not a single survey score.

International students' digital transition shapes belonging, not just convenience

From the paper: Charting the initial digital journeys of students in a new digital environment: a qualitative study. Why universities should treat apps, platform usability, and digital guidance as part of student experience design.

Lecturer rapport matters more than GenAI use for student learning

From the paper: Does GenAI truly support student learning? Examining the impact of lecturers’ pedagogical vs. technological skills. Why lecturer rapport, clarity, and expertise matter more than lecturer GenAI use.

Belonging works better as connection across the student life course

From the paper: Beyond belonging: connecting across the STEMM + B student life course. Why UK universities should treat belonging as changing patterns of connection, not a single stable score.

Brief self-reflection improves feedback satisfaction for lower-performing students

From the paper: Perceptions of feedback: the use of self-reflection to improve student satisfaction. Why a short reflection task before releasing comments may matter most for lower- and medium-performing students.

Care-experienced students need reliable relationships, not only bursaries

From the paper: The ethics of love and care in higher education: Perspectives of students with care experience. Why relational support matters alongside formal provision for retention and belonging.

Module Evaluation, Likability and The Case For Free-Text Comments

From the paper: The student evaluation of teaching and likability: what the evaluations actually measure

Students disclose AI use when governance feels fair and trustworthy

From the paper: Beyond the syllabus: How the fidelity of GenAI governance implementation shapes student trust and transparency behaviours. Why enacted governance, procedural justice, and trust matter for student disclosure of AI use.

Teaching award nominations reveal what students value, and when praise rewards overwork

From the paper: Lecturers on demand: Student perceptions within Student-Led Teaching Award nominations. What UK universities can learn from award comments about teaching excellence, student expectations, and staff workload.

Teaching evaluation surveys work better when students and staff help design them

From the paper: Redesigning student evaluations of teaching: integrating faculty and student perspectives. How a six-stage redesign process identified the teaching qualities students and staff most want evaluation surveys to measure.

Welcome week attendance boosts peer belonging, but not staff belonging

From the paper: Sense of belonging in higher education: The effect of early introductory activities. What a longitudinal study suggests UK universities should measure after welcome week.

What 3,070 misconduct reflections reveal about academic integrity policy

From the paper: Examining student reflections on academic misconduct: insights for academic integrity in higher education. What 3,070 student reflections suggest about integrity literacy, assessment design, and support.

What ethnic-minority students mean by belonging, and what surveys often miss

From the paper: Sense of belonging defined: how ethnic-minority students conceptualise belonging in the university. Why universities need broader belonging measures and richer student voice data.

When are student evaluations of teaching actually reliable?

From the paper: The reliability of student evaluations of teaching. Why student evaluation scores are only moderately stable even in the best case, and what UK universities should do before using them to judge teaching quality.

Who Actually Fills In Student Evaluations? New Evidence on Non-Response Bias

From the paper: Can student evaluations be made more representative? Testing alternative strategies. What a randomised experiment reveals about which students complete teaching evaluations, and how to close the gap.

A validated employability scale can sharpen student surveys and careers support

From the paper: Measuring students’ self-perceived employability capital attainment: the development and validation of a scale. Why earlier, better employability measurement matters for survey design and careers support.

Belonging is weaker when students feel they must hide part of themselves

From the paper: Fitting in, feeling true: student experiences of sense of belonging and authenticity. Why universities should ask not only whether students belong, but whether they can do so without self-editing.

First-semester belonging changes around key moments, not in a straight line

From the paper: Stories of transition: sense of belonging in the first semester at university. Why universities should track belonging across key moments, not treat transition as one settled phase.

Induction can build mature students' belonging, but only if universities design beyond the default student

From the paper: Mature undergraduates' experiences of a UK university induction programme: accruing social capital, evolving habitus and developing a sense of belonging. How UK universities can use transition feedback to improve belonging for mature students.

International students' learning practices are an asset, not a deficit

From the paper: Tracing pedagogy from below: an affirmative account of international students' learning practices in higher education. Why universities should look for practical, relational, and care-based strengths in international student feedback.

Retention work needs belonging evidence, not just a single score

From the paper: The implications of sense of belonging for student retention in higher education: a systematic literature review and research agenda. Why universities should pair belonging measures with richer student voice evidence when tackling continuation risk.

Student evaluation scores are not automatically comparable across departments, programmes, or time

From the paper: On the comparability of SET scores: measurement invariance across programs, departments, and time. Why universities should test whether student evaluation scores mean the same thing before benchmarking across departments or years.

Student evaluations improve when staff and students redesign them together

From the paper: Redesigning student evaluations of teaching: integrating faculty and student perspectives. What a six-year redesign project reveals about building better teaching evaluations.

Students judge AI-using teachers by care, not just technical competence

From the paper: 'If GAI has finished her job, why would I need her?': a mixed-methods study on students' perceptions of GAI-using teachers. What this study shows about teacher care, critical AI use, and student trust.

Students judge feedback comments as fairer when they are usable

From the paper: Fairly useful feedback: characteristics of feedback comments perceived as fair by students. Why students read constructive, actionable feedback as fairer than supportive wording alone.

Students judge teaching quality through expertise, care, and inspiration

From the paper: Rethinking teacher quality in Swedish higher education: insights from social sciences student perspectives and Q methodology. Why universities need more than one broad teaching-quality score.

Students turn to GenAI when assessment support feels private and instant

From the paper: Impact of text-generative artificial intelligence tools on students’ approach to assessment: a case study of a UK institution. Why students use GenAI to clarify concepts, start assignments, and privately bridge learning gaps.

What new students need to feel they belong, and stay well

From the paper: Factors affecting new students' sense of belonging and wellbeing at university. Why universities should listen for academic, social, environmental, and personal barriers in early student feedback.

When geopolitics shapes what Chinese international students feel able to say

From the paper: Politicized identity and language practices: Understanding Chinese international students’ language ideologies amid U.S.-China geopolitical tensions. What interview evidence suggests about self-censorship, tokenisation, and inclusive practice.

Why neutral students stay silent in teaching evaluations

From the paper: Students’ ‘fast and frugal’ heuristics in SET completion: a preliminary typology. What the study shows about in-class time, course experience, and the silent middle in teaching evaluations.

What deaf and hard of hearing students say makes higher education accessible

From the paper: Accessibility and support in higher education: a case study of deaf and hard of hearing students’ perceptions. What this research suggests UK universities should prioritise in support, communication, and inclusive teaching.

Muslim students’ belonging is shaped by faith provision, religious literacy and peer care

From the paper: Navigating sacred and secular: the dynamic evolution of Muslim students’ sense of belonging in UK higher education. How faith provision, staff religious literacy, peer support, and policy climate shape belonging over time.

Belonging surveys need better validation before universities benchmark them

From the paper: How to measure belonging in higher education: a systematic review. Why UK universities should check the validity of belonging measures before comparing cohorts or tracking change.

Post-pandemic flexibility can widen access while weakening belonging

From the paper: Navigating student engagement and belonging post-pandemic: A case study from a post-1992 university. Why UK universities need hybrid models that protect connection as well as convenience.

Student evaluations help teaching improve when staff can discuss them

From the paper: Teachers' continuing professional development: using student evaluations to start a dialogue. What this study shows about turning SET feedback into staff learning and teaching improvement.

Student satisfaction tends to be higher in smaller universities

From the paper: Student satisfaction as a function of student and staff sizes in higher education. What the study suggests about institutional scale, student support, and why scores alone cannot explain satisfaction gaps.

Students feel hopeful about AI, but worry and guilt shape how safe it feels to use

From the paper: Feeling AI: Circulating emotions, institutional climates, and moral boundaries in student use of AI. What a national survey and focus groups reveal about trust, anxiety, and AI policy in higher education.

Could ranking teachers work better than rating them in student evaluations?

From the paper: From ratings to rankings: A complementary approach for student evaluations of teaching in higher education. Why direct rankings may reduce rating-scale noise in teaching evaluations, but still need qualitative context.

Active learning and clear goals are linked to stronger student resilience

From the paper: Fostering resilience among university students: the role of teaching and learning environments. What a mixed-methods study suggests universities can do to strengthen resilience through learning design and clearer expectations.

Belonging can rise in first year, but survey comparisons across time can mislead

From the paper: First-year students’ sense of belonging in higher education: examining measurement invariance and longitudinal development across migration background and generation status in HE. What this research implies for interpreting belonging survey trends and equity gaps.

Belonging is not fixed: how ethnic-minority students build it over time

From the paper: Invisible threads: how ethnic-minority students weave belonging in higher education. What a longitudinal study shows about belonging trajectories, student agency, and practical support.

Campus climate predicts interfaith learning, safe spaces and challenge matter in UK surveys

From the paper: How can universities support students’ interfaith learning? Findings from a longitudinal survey of students in the UK. What the research suggests about pluralism, safe spaces, and insensitive or coercive experiences.

From student to customer: what changes in postgraduate feedback

From the paper: Student or customer? Mainland Chinese students’ self-identification and reflexivity in Hong Kong’s self-financed taught postgraduate programmes. How value for money and trust shape where students take their feedback.

Intersectional barriers disabled students describe — and how universities can respond

From the paper: An intersectional perspective on disabled students’ experiences in German higher education. What interviews reveal about stigma, disclosure, and support — with lessons for UK universities.

Students and educators prioritise different things in digital assessment quality

From the paper: Walking the tightrope of quality assessment: balancing perspectives and priorities of stakeholder groups. Why student experience, feedback quality, purpose, and technology all need a place in digital assessment design.

Tracking student belonging over time: why first-generation trajectories matter

From the paper: Dynamic belonging – how student belonging changes over time for first-generation students. What UK universities should take from a more time-sensitive approach to belonging, engagement, and student voice.

What Students Really Mean by Teaching Excellence

From the paper: The meaning of excellence in learning and teaching to students. A mixed methods study reveals that students define excellent teaching through support, student-centricity, and opportunities for growth.

Why assessment fairness does not feel the same to every student

From the paper: It’s (un)fair! undergraduate student self-construals, self-esteem, and perceptions of summative assessment fairness. Why universities should separate assessment process from assessment outcome when they interpret student feedback on fairness.

Students engage less with employability support when opportunities feel unclear, irrelevant, or badly timed

From the paper: Improving student engagement in employability development: recognising and reducing affective and behavioural barriers. Why students disengage from employability opportunities when confidence, relevance, and timetabling do not line up.

Students see accreditation work better when quality assurance is visible

From the paper: Accreditation processes and their impact on improvements in the organisation and management of Spanish university degrees: student assessment. Why students perceive accreditation more positively when they understand the process and can participate in it.

AI detectors catch many LLM-assisted essays, but privacy and false positives remain major risks

From the paper: From AI to authorship: Exploring the use of LLM detection tools for calling on "originality" of students in academic environments. What student survey data and detector tests suggest about privacy, fairness, and trust.

Can Machine Learning Help Instructors Make Sense of Student Evaluation Comments?

From the paper: Understanding university instructor responses to machine-learning analysis of mid-semester teaching evaluations. How topic modelling can turn open-text student feedback into actionable insights for instructors of large courses.

Emotional Engagement in Online Forums: Three Patterns That Shape Participation

From the paper: Conceptualising Emotional Engagement in an Online Asynchronous Forum. What students' emotional engagement behaviours mean for designing online discussion spaces and interpreting student voice.

Faster feedback policies do not guarantee better NSS results

From the paper: Universities' policies on feedback speed do not meaningfully predict students' satisfaction with assessment and feedback. Why UK universities should look beyond turnaround targets when improving NSS assessment and feedback scores.

Low-SES Students Face Cultural Mismatch on Placements

From the paper: “They want people who are not me”: low socioeconomic status students' WIL experiences. What a qualitative case study suggests about cultural mismatch, confidence, and better placement support.

Student belonging declines over the first year, and first-generation gaps open later

From the paper: Dynamic belonging – how student belonging changes over time for first-generation students. What a mixed-method study suggests universities should measure beyond welcome week.

Student Voice as Partnership, Not Extraction

From the paper: Repositioning Student Voice and Agency: A Call for the Epistemic Expansion of Scholarship of Teaching and Learning Inquiry. Why universities should treat student feedback as shared knowledge-making, not a one-way data collection exercise.

What gets students to fill in teaching evaluations? Evidence on incentives and messaging

From the paper: Motivating student participation in teaching evaluations: evidence from a hypothetical scenario experiment in China. What this study suggests UK universities should prioritise when trying to improve response rates.

In hybrid classes, flexibility drives online participation, and social presence drives campus attendance

From the paper: Online and on-site participation in synchronous hybrid settings: reasons from the perspective of higher education students. What student questionnaire and interview data reveals about why students choose online or on-campus attendance.

PhD competency confidence varies by research style: evidence from 1,105 doctoral students

From the paper: Do PhD students’ research styles predict their perceived competencies? We review a validated competency inventory and what it means for doctoral programme support and PGR survey design.

Student survey data works better when universities benchmark and triangulate it

From the paper: Research institutions' perspectives on assessment and improvement efforts that contribute to college quality. What the study suggests about benchmarking, triangulation, and turning survey evidence into institutional action.

Students use Generative AI for feedback, but trust teachers more

From the paper: Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness. Why students use both feedback sources, but trust teacher feedback more when the stakes are higher.

Can Behaviour-Focused Evaluation Questions Reduce Gender Bias in Student Feedback?

From the paper: Rethinking bias in student evaluations: a multivariate analysis of observable instructional behaviors. How reframing evaluation questions around concrete teaching behaviours may eliminate gender bias in student feedback.

Conditional Belonging: What Minority Ethnic STEM Students Tell UK Universities

From the paper: ‘I deserve to be here’: minority ethnic students and their conditional belonging in UK higher education. How belonging becomes conditional — and what universities can do about it.

Lexicon and Software Choice in Education Text Analysis

From the paper: Making sense of student feedback using text analysis – adapting and expanding a common lexicon

Gender Stereotypes in the Text of Teaching Excellence Submissions

From the paper: Gender stereotyping in student perceptions of teaching excellence: applying the shifting standards theory

Detecting hate speech online using machine learning models

A new study compares the challenge posed in the detection of offensive and hate speech online in the context of both majority and minority languages.

Reducing Bias in Natural Language Processing Systems

Machine learning-based language systems should be fair and unbiased. A recently published paper has proposed a novel test procedure.

Using machine learning for automated language analysis

A recently published paper has outlined how AI automated text analysis may be used in a range of applications.

Halo Effects in the Student Voice: Unwanted Correlations

From the paper: Quantifying halo effects in students’ evaluation of teaching. We look at how correlated questions become less useful in student voice surveys

Definitions of fairness in machine learning explained through examples

A recent paper clarifies what fairness means in machine learning, showing why consistent definitions help institutions address bias more effectively.