This article evaluates the factors that comprise the staff-student relationship as it relates to undergraduate dissertation preparation. By utilizing secondary and primary material the article pinpoints the emotionally charged backdrop to the dissertation-for both students and staff. The research points to the combined intellectual and counselling dimensions of the relationship. Data were generated through completed questionnaires by students either leading up to or finishing dissertations, by staff involved in dissertation advising at a single university, and by three international published specialists in teaching, learning and assessment. The research highlights the perceived importance of the staff-student relationship to all stages of dissertation production. Essential supervisor characteristics are identified, and the research culminates in the presentation of a student-supervisor 'contract' or guide, setting down their respective rights and responsibilities.

This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how topical this subject is, given emphasis worldwide on quality assurance measures, such as the UK Government's 2016 Teaching Excellence Framework TEF. The paper then moves to review the academic and practice literature in order to outline what comprises inspirational teaching in HE institutions. These components-in the form of key words-are extracted from the literature and then tested through primary research. Lecturers, at an English University, agreed to circulate a short survey to final year social sciences undergraduates. Fifty-two student returns from 2010 were analysed. A comparative survey of 25 undergraduates-from the same disciplines-was repeated in 2016. Three clear elements of inspirational undergraduate teaching emerge: First and foremost, undergraduates believe it to be motivating; second, and related-inspirational teaching is deemed encouraging and third such teaching flows from teachers' passion for their subject. The paper presents exploratory and illustrative data and sets down a forward agenda for further research to explore aspects of inspirational university teaching linked to differing cultural expectations, potential impacts of gender, age and ethnicity.

Change and exploration offer students and staff the opportunity to positively embrace use of mobile devices in higher education teaching, so that the much-vaunted pursuit of technology-based co-production of learning can become a reality. There is a need to evaluate the incidence and effect of the use of mobile devices in class, however, given the newness and rapidly changing nature of the technologies. This study presents a review of the pros and cons of students using mobile phones, smartphones, laptops and tablets in contact sessions. It sets out to determine how the potential of mobile devices for learning may be realised, and negatives minimised, given that the literature paints a very mixed picture of both positive and negative impacts of using mobile devices for higher education teaching and learning. In addition, there are insights from students about how they and lecturers can practically enhance use of technologies in class. There remain gaps in research around this topic, for example, looking at whether students undertaking different subjects respond differently to the use of mobile devices for study.

Resilience is a multifaceted concept but, in the context of learning, it can best be thought of as an individual’s capacity to create and maximise opportunities as well as responding positively to setbacks and challenges. Developing students’ resilience is becoming increasingly important. Research has shown resilience links to attainment, retention, engagement and employability. However, very little work has examined what aspects of curricula enhance resilience and the particular role of active learning frameworks in achieving this. In this study, we analyse the effects of optional real-world internship placements on eight measures of resilience. Psychometric testing was conducted twice per student – at the start of their second academic year and again at the end. Students choosing an internship had significantly higher challenge orientation and adaptability scores than other students in the same cohort. Adaptability of both interns and non-interns improved over the academic year, but improvement was significantly higher for interns. Scores for optimism, purposeful direction and ingenuity significantly increased between start-of-year and end-of-year tests for interns versus a decline for non-interns. We conclude that facilitating student engagement with real-world issues and challenges through supported internships within an active learning framework is an important mechanism for increasing students’ resilience.

This opinion piece argues that higher education is and should be about the systematic encouragement of independent thought, action and non-conformity.But that various forces act against these intentions. The author issues a rallying cry for the re-ignition of the flames of non-conformity......as a contribution to the future wellbeing of the higher education.