Campus Talks by Times Higher Education

How can universities develop sophisticated systems for data sharing and analysis that can guide communications and student services? Alain Pompilus was tasked with putting such a system in place and shares lessons from the experience - - - Universities hold a huge amount of data, with information collected at each stage of a student’s journey. The challenge lies in how to make best use of this data to support insights that can shape university services and communications. Alain Pompilus, associate vice-president for constituent knowledge and insights at the University of Florida, was bought in to address this challenge and create more effective market research efforts in order to better understand and engage key groups such as prospective students and parents, current students and alumni. His work focuses on using research, data, and strategic analysis to deepen the university’s understanding of its target audiences and strengthen how it responds to the needs and expectations of these different communities. Here, he discusses this work, what has been learnt so far and how he has started to build a more joined-up approach to developing and sharing insights across a huge and decentralised organisation like the University of Florida. Thanks to the University of Florida for sponsoring this episode.

We find out how one US institution has led the way in embedding AI across all its majors and what has been learnt in the process --- Many universities are now racing to embed AI literacy across their curricula and equip students with knowledge that may prove critical to future careers. But the University of Florida had embarked on this mission years before large language models exploded into everyone’s consciousness with the arrival of ChatGPT. In this episode of Campus Talks, we speak to Hans van Oostrom, director of the University of Florida’s AI2 Center, which supports the university’s AI initiatives across teaching and research, including the university-wide Undergraduate Certificate in AI Fundamentals and Applications. We discuss what ‘AI across the curriculum’ means in practice, how the University of Florida has built AI expertise across all its academic departments, what drives AI resistance and how to balance AI use against the other foundational skills that students need to develop. For more advice and insight on building AI literacy from higher education experts all over the world, head to our latest spotlight guide: Boosting AI literacy across your institution.

Effective graduate supervision depends on a suite of interpersonal, technical and disciplinary skills, but many scholars enter into this complex, years-long role with only a small toolkit left over from their own journey. When a good supervision experience brings enrichment to supervisor and supervisee, as well as completion cache for both, and poor supervision can be destructive, this is one area of academia that should not be left to chance or assumptions. Especially not when the capabilities required can be learned. Institutions, as well as students and established scholars, have much to gain when universities develop communities and support structures to ensure that skills such as planning, communication, judgement and cultural awareness are embedded across the university. To find out more, we speak to Katerina Standish, an advocate for professional development around graduate supervision and author of The Graduate Supervisors Handbook: Practical Strategies for Graduate Pedagogy and Practice (Palgrave Macmillan, 2026). Katerina is a professor of global and international studies, interim dean of the Faculty of Indigenous Studies, Social Sciences, and Humanities, and vice-provost academic at the University of Northern British Columbia, Canada. Having supervised 26 PhD candidates and many master’s students to completion, her postgraduate teaching and supervision background draws on knowledge of Western and Indigenous research frameworks, and she is a certified conflict coach. This conversation is packed with practical advice about building foundational skills and where established scholars can look to advance their own practice. And for more advice on research supervision that supports and inspires, check out our latest spotlight guide.

Learn about the journey from academic researcher to entrepreneur and what it takes to launch a successful spin out company. Academics are specialists in their disciplines and research areas but very few have any expertise in running a business. So, while their discoveries may hold commercial potential, it is rarely a simple or easy process translating this knowledge into a saleable product or service. To demystify the process of research commercialisation, on this episode we hear from a US-based biomedical researcher who has launched and grown five spin-out companies over the last 25 years. Ashutosh Chilkoti is the Alan L. Kaganov Professor of Biomedical Engineering in the Pratt School of Engineering at Duke University and the brains behind companies including PhaseBio Pharmaceuticals, Sentilus and Insolere Bio. He runs the Chilkoti research group and has driven a number of initiatives at Duke designed to support entrepreneurship among students and staff. As well as describing his own varied start-up experiences, he breaks down the process of developing a research finding into a business and offers insight on what investors look for and how institutions can best support their academics efforts in commercialisation. For anyone interested in commercialisation and enterprise, this conversation offers practical takeaways and useful insights to guide your decision-making. And for more advice on this process, check out our latest spotlight: A step-by-step guide to commercialising your research.

STEM study and research are responsible for much of humanity’s most transformative knowledge and technology. Discoveries and products that emerge from STEM will continue to define how we live now and in the future. So, it should concern everyone that STEM fields are still overwhelmingly male dominated. And it’s not just women who are underrepresented, this also applies to minority ethnic groups. Women make up just 16.9 per cent of the 6.4 million people working in engineering and technology in the UK - compared to 56 per cent in other occupations. While minority ethnic groups make up just 14 per cent of the workforce, according to EngineeringUK’s 2025 workforce report. On this week’s podcast, in homage to International Woman’s Day, we speak to an academic who has built a successful career as a woman in the male dominated field of chemical engineering, to find out how being an outlier shaped her approach to her career and what she thinks needs to change to diversify her discipline. Raffaella Ocone became the first female professor of chemical engineering in Scotland – second in the UK – when she was appointed to the post at Heriot-Watt University in 1999. She is currently serving as president of the Institute of Chemical Engineering, marking the organisation’s first female president and CEO partnership. She is also a fellow of the Royal Academy of Engineering, the Royal Society of Edinburgh, the Institution of Chemical Engineers, and the Royal Society of Chemistry. In 2007 she was appointed Cavaliere of the Italian Republic and in 2019 in the Queen’s New Year Honours she was appointed Officer of the British Empire (OBE) for services to engineering. But it all started for Raffaella in a small village, Morcone, in the hills of Campania in Southern Italy where, as she explains, few people backed her chances of becoming a professional engineer. Listen on to hear how she proved them wrong. For more advice and insight on how universities and academics can support efforts to get more women and other underrepresented groups into STEM, check out our spotlight guide: Opening doors to greater diversity in STEM.

So, you’ve finished writing your book, the ideas are on the page and all that’s left is to send your opus off to the publisher, right? Not so fast. In between draft and submission is the revising stage, one that many scholars gloss over on their way to a polished manuscript. After all, to paraphrase Hemingway, “all writing is rewriting”. Editing is an eminently learnable skill – one that can be broken down into manageable steps. That alone can be enough to ease the fear of looking closely and honestly at how your manuscript is constructed. And a systematic approach can guide writers to fix or improve their work in line with what peer reviewers, scholarly publishers and ultimately the target readership are looking for. For this episode of the podcast, we talk to developmental editor, author and manuscript consultant Laura Portwood-Stacer. Her latest book, Make Your Manuscript Work (Princeton University Press, 2025) decodes the editing process into a set of steps. She explains the key area that anchors a manuscript, how authors can identify the strengths and problems in their work, the skills writers need to edit their own work, and the power of title and chapter headings in reaching as broad a readership as possible. For more advice from experts around the world on how to take your academic writing to the next level, visit the latest Campus spotlight guide.

International branch campuses are back in the spotlight with countries including India, Vietnam and Greece opening to foreign institutions for the first time. And with international student flows coming under pressure from government policies, stretched student finances and emerging host countries, transnational education (TNE) and branch campuses offer an effective alternative for reaching overseas students. But while there are many success stories of now well-established branch campuses all over the world, there have also been plenty of failures. There are currently 387 international branch campuses open across 85 countries. A further 73 have opened and then closed, according to research by C-BERT. So, what causes some international branch campuses to flourish while others collapse? To find out, I spoke to Christine Ennew, who served as provost and CEO of the University of Nottingham Malaysia from 2013 to 2016, having been part of the team who travelled to Kuala Lumpur in 2000 to establish this pioneering branch campus. Christine spent five years as pro vice-chancellor at the University of Nottingham and most recently was provost at the University of Warwick until she retired in 2023. We discuss the thinking behind branch campus endeavours, what is needed for sustained success, common criticisms of branch campuses and what impact, if any, the UK government’s new international education strategy may have. For more insight on related topics, check out our spotlight guide on how to deliver value for international students.

In the last decade, the computational power of AI has grown exponentially – doubling every six months since 2010 for some well-known tools. This, in tandem with more sophisticated machine learning models and increases in available data, has opened up possibilities for research and discovery that would have been unthinkable even a few years ago. But most academics are relatively new to using AI and thus have a long way to go to understand its many potential applications. Something that comes more naturally to some than to others. To find out how researchers can get the most out of AI tools while managing the associated risks, this week, we speak to a leading computer scientist who has been developing AI tools for research for more than 20 years. Karin Verspoor is dean of the School of Computing Technologies at RMIT University in Melbourne, Australia. Her research focuses on the use of AI to support biological discovery and clinical decision making by analysing biomedical text and clinical records. She has held previous posts as director of health technologies and deputy head of the School of Computing and Information Systems at the University of Melbourne, as the scientific director of health and life sciences at NICTA Victoria Research Laboratory. Listen to Karin’s take on the good, the bad and the best way forward for AI in academic research. And if you want more practical advice and insight on how to best apply GenAI to augment your own research, check out our latest spotlight guide: GenAI as a research assistant.

The arts and humanities bring multiple benefits to students, and society as a whole, but are often dismissed as lacking value by policymakers when pitted against STEM subjects. In this episode of Campus talks, a vice-chancellor-come-artist and a classicist explain why the arts and humanities are so vital to a healthy, well-informed society, the specific lessons and skills these subjects engender in those who study them and how university educators can foreground these. You will hear from: Michael Scott is pro vice-chancellor international and a professor of classics and ancient history at the University of Warwick. Michael’s research explores the intersection of ancient history and archaeology within the Mediterranean and beyond. He has published numerous books on the ancient world for the popular market and written and presented TV series on the BBC, ITV, History Channel and National Geographic. Mark Power is vice-chancellor and chief executive of Liverpool John Moores University and a professor of higher education leadership as well as being practising artist. Mark has worked at Liverpool John Moores University for 44 years, having taken up a role as a senior technician in the fine art department at what was then Liverpool Polytechnic in 1981. He has maintained his internationally recognised work as an artist alongside his academic career throughout this time. For more insight and advice on why and how to make the case for the arts and humanities in higher education, take a look at the spotlight guide on Campus.

How do universities ensure their programmes and curricula meet the demands from industry, government – and students themselves – for career-ready graduates equipped with vital transferable skills? Skills – whether you call them soft, transferable, power, productivity, work-based or human skills – have come to dominate the conversation about employability. The rapid advance of artificial intelligence, coupled with a shrinking number of entry-level roles, means that graduates are looking for the capabilities that will give them an edge. Industry and governments, meanwhile, have their eye on the economic and innovation advantages that come with an agile, digitally literate and productive workforce. Alongside academic skills, universities have long provided students with opportunities to develop communication, critical thinking and teamwork skills, but external demands mean they need to be more intentional about embedding transferable skills in curricula – and give graduates means to evidence this learning. To find out how institutions in the UK and Australia are responding to the call for work-ready graduates with a skill set adapted to the modern economy, we talked to: Sir David Bell is vice-chancellor and chief executive of the University of Sunderland. He is also vice-chair of Skills England. Sir David has served as Her Majesty’s chief inspector of schools, and his public sector roles include permanent secretary at the UK Department for Education, director of education and libraries for Newcastle City Council and chief executive of Bedfordshire County Council. Dawn Bennett is a higher education consultant, with a focus on graduate outcomes and student success. She is also founder of the Developing Employ-ability Initiative, which gives students and educators a framework for managing career development and mapping employability skills, and a senior associate with consultancy Outside Opinion. She spent 14 years as the John Curtin distinguished professor of higher education and director of the Developing Employability and Creative Workforce Initiatives at Curtin University, Australia, and continues to engage in research. She is a former professional violist. Derek Harding is manager of the VET Educator Academy at Swinburne University of Technology, Melbourne. In this role, he works on professional development for staff to promote academic quality. A former high school teacher, he has experience in foundation education and instructional design. For more advice and insight on developing transferable skills from academics and experts from universities around the world, read our spotlight Soft skills for hard times.

As centres of learning, universities should be places where ideas, opinions and beliefs can be openly discussed, challenged and interrogated. They also have a duty of care to ensure their diverse community students and staff feel safe, welcome and free from discrimination. But some claim that an over-zealous focus on inclusion and appeasing students has led to an erosion of academic freedom and allowed a ‘cancel culture’ to dominate higher education, leading to a worrying expected conformity of opinion on important contemporary issues. This is all playing out against the wider backdrop of growing polarisation and identity politics. For this episode, we speak to two experts in this space to find out what practical steps universities can take to encourage more constructive disagreement and engagement with differing viewpoints among students as part of their learning. And how institutions can uphold the requirements of free speech and nurture plurality across campus, while protecting those most affected by contentious issues. You will hear from: Caroline Mehl, the co-founder and executive director of the Constructive Dialogue Institute, a non-profit organisation that builds educational tools to equip US higher education institutions and other organisations with skills to communicate and collaborate across differences. She founded the CDI with psychologist and author Jonathan Haidt in 2017 having previously worked as an associate research scholar and visiting scholar at New York University’s Stern School of Business. Abhishek Saha, a professor of mathematics at Queen Mary University of London and co-founder of the London Universities Council for Academic Freedom. Abhishek was heavily engaged in lobbying the UK government over key details of the Higher Education (Freedom of Speech) Act 2023 which came into force this year. You can find more insight and advice on how universities can encourage respectful disagreement, while handling sensitive topics with care and protecting academic freedom in our latest spotlight guide: Dealing with division: the polarised university.

Motivation is key to getting stuff done – whether that “stuff” relates to your work, studies, hobbies or simply answering a Whatsapp message. For academics, working on long-term research projects while also teaching courses, that can last years, to hundreds of students, understanding how to boost and sustain motivation in themselves and others is vital for success. So, today we explore the many factors that influence motivation and ask how educators can use these to keep students engaged throughout their studies. You will hear tips for improving the quality of motivation, for beating procrastination and improving your time management, from: Ian Taylor, a reader in motivational science at Loughborough University and an associate fellow and chartered psychologist of the British Psychological Society and the author of a new book, published this year, Time Hacks: The Psychology of Time and How to Spend It. Helena Seli, a professor of clinical education and assistant dean of academic programme development at the USC Rossier School of Education at the University of Southern California. She is an expert in educational psychology and co-author, with Myron H. Dembo, of Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning. For more insight and practical advice on this topic, head to our spotlight guide which contains dozens of resources on motivating university students and staff.

How can universities equip students with the knowledge and skills they will need to succeed in a job market that is ever changing and increasingly difficult to forecast? The answer, Thomas Jefferson University president Susan Aldridge says, lies in an interdisciplinary and applied approach to learning. In this video podcast, she describes how the institution has achieved a 98% success rate for graduates in employment or further study, the benefits of bringing students from different disciplines together, upskilling everyone in the use of AI and why US university leaders need a joined-up strategy for communicating the value of higher education. Thanks to Thomas Jefferson University for sponsoring this episode.