Pip Kyle explores a psychologically informed approach to supporting students to present and critically engage with research on leadership and harm. The case study relates to an international cohort of postgraduate students studying on an MSc in Management programme, Developing Leadership Perspectives module, committed to enhancing their leadership development and practice.
By being open and consistent about how AI supports learning materials, an MBA accounting module built trust, encouraged responsible use, and improved engagement with flipped resources— without making transparency feel like a lecture.
Dr Amy Proctor describes how a new module was developed in SNES which embedded continuous reflection in taught sessions and through a reflective essay assessment.
Dr Matt Bawn convened a cross institutional workshop on GenAI and assessment and developed inclusive AI aware approaches that strengthen student critical thinking, transparency, and digital literacy through research informed practice.
Dr Chris Leyland discusses positioning students as active participants in scholarly practices that facilitate professional competences.
Adam Badger, Lecturer in Economic Geography, discusses sharing module responsibilities in Geography.
How structured team-teaching in the School of Geography supports curriculum resilience, and programme coherence.
Building professional competency in Public Relations by connecting academic learning with industry practice through client briefs, portfolio development, and reflective academic writing
Dr Jennifer Warrender discusses how the School of Computing have utilised Team Teaching across multiple modules.
The Sociology programme embedded a clearer Support to Study model, giving students flexible, personalised deadlines to support wellbeing alongside work pressures, improving student autonomy, mental health outcomes, and satisfaction, despite increased staff workload.