Campus Talks by Times Higher Education

What purpose does, or should, assessment serve? How can educators shift the focus of assessment towards feedback? Who is really driving higher education’s unhelpful obsession with grades? And how does GenAI affect all this?

In this episode of Campus Talks, we explore all these questions and more with David Boud, Deakin distinguished professor at Deakin University and a leading scholar on assessment and feedback. David is the foundation director of Deakin’s Centre for Research in Assessment and Digital Learning and an Emeritus Professor at the University of Technology Sydney.

He has been a pioneer in learning-centred approaches to assessment and is one of the most highly cited academics in the world on teaching, learning and assessment in higher and professional education with dozens of books bearing his name, including The Impact of Feedback in Higher Education (2019) and Assessment for Inclusion in Higher Education (2022).

We discuss what constitutes good feedback, strategies for engaging students in the feedback process, how to design assessments that centre feedback and learning and where universities have been going wrong on assessment and grading.

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.

Disabled students make up the biggest minority group in US and UK higher education, accounting for about a fifth of undergraduates in both countries.

While efforts to improve access to higher education for disabled students have contributed to increased enrolment, people with disabilities are still less likely than their counterparts to enter college, to feel at home in higher education settings and to secure a degree. And research suggests that many do not to disclose their disabilities once enrolled within an institution, which limits the support available to them.

So this week, we speak to a US researcher who has dedicated the last decade to studying the experiences of disabled students in higher education and the barriers to full access and inclusion for all.

Katherine Aquino is a social scientist and educational researcher who currently serves as the executive director for research training and development in the School of Graduate Studies at Rutgers University. Her research examines the complexity of disability in the postsecondary setting and her most recent book, The New Accessibility in Higher Education: Disrupting the System for an Inclusive Future, co-authored with Adam Lalor was published by Oxford University Press last year.

Katherine explains why existing efforts to improve access and inclusion have so often fallen short of their ambitions, why a shift in mindset is needed for systemic change to take hold and how individuals have the power to drive big change

For more advice and insight on improving accessibility for all in university teaching, head to our spotlight guide: Make learning accessible to all in higher education.

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.

The relationship between academic staff and their professional services colleagues is key to delivering on universities’ goals of high-quality student experience and knowledge creation. Today, it’s more strategic alliance than traditional hierarchy, with increasing recognition that skills such as teaching practice are as crucial as subject knowledge, but tensions and challenges remain. This is despite the fact that professional services underpin all university functions, from education practice to careers services, lab management, estates, admissions and student well-being.

One issue is that professional services staff don’t always have clear pathways to promotion and progression, which can perpetuate perception of division.

So, this Campus Talks episode aims to answer questions such as: how deep is the divide between academic and professional services staff? Does the sector do enough to support career pathways for staff who don’t fit the neat progression of traditional academia? And how can universities do more to ensure that the breadth and depth of professional services expertise are not overlooked?

We talk to Eleanor Hodgson, a senior educator developer and director of the ASPIRE Professional Recognition Pathway at the University of Exeter. With a PhD in French, Hodgson has held both academic and professional services roles, at Next Steps South West and Exeter’s Business School, before taking on her current position in 2021.

She explains how her team collaborates with academics to enhance teaching and develop expertise such as AI literacy and inclusive pedagogy, and with other professional services teams across the university. She lays out why universities should draw in the depth of expertise across the university at all stages of strategy, policy and programme development. And she offers careers advice for graduates looking for alternatives to the traditional academic pathway.

For more insight on related topics, check out the latest Campus spotlight guide on connecting the dots between academic and professional services staff.