What does it really mean to decolonise the curricula and pedagogy of higher education? Dr. Meera Sabaratnam, senior lecturer in international relations at SOAS University of London and chair of the decolonising SOAS working group joins the podcast to discuss what decolonising looks like in a UK context and how it goes well beyond just the content of a course.

Kaleke Kolawole, a graduate of the African studies master's programme at SOAS University of London and a facilitator for decolonising toolkits also joins to explain why this work should extend to secondary and primary education. 

And Myriam Kane, a member of Goldsmiths Anti-Racist Action (GARA) and a former member of the National Union of Students' national executive council, gives a first-hand account of the 137-day student protest at Goldsmiths, University of London and why cultural competency training for all staff and annual funding specifically for black history events were among the protestors' demands. 

THE Podcast: Decolonising the curriculum

Advice, insights and solutions for the challenges facing higher education from academics, faculty and staff at institutions around the world. Hear teaching tips, writing pointers, discussions on the  big issues, forecasts and first-hand experiences from university leaders.

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Imagine a learning environment where an AI professor fields infinite student questions, where business students practise difficult conversations with an avatar that models an array of personas and reactions, where automated feedback is not static but dynamic and individualised. Artificial intelligence and XR tools are changing education and preparing students to live and work in an unpredictable world. 
In this episode of the Times Higher Education podcast, we talk to an expert in immersive technology, whose experience includes big tech companies such as Amazon and Meta, where she was head of immersive learning, as well as her current role in higher education.
Monica Arés is executive director of the Innovation, Digital Education and Analytics Lab at Imperial College London. In this conversation, she tells us about the evolution of edtech from the early days of virtual reality, immersive technology’s potential for unlocking curiosity (and the costs that come with it), and what she thinks teaching technology will look like in 2034. Hint: it’s a personalised, creative world with fewer screens.

Campus: The future of XR and immersive learning

For this episode of the Times Higher Education podcast, we talk with an academic, practitioner and policy commentator who uses phrases such as “burning platform” to describe the state of universities’ digital landscape.
Mark Thompson is a professor of digital economy in the research group Initiative for the Digital Economy (Index) at the University of Exeter, and his work focuses on the complexity and velocity of the digital economy. A former UK government policy adviser, he is recognised as one of the architects of digital service redesign of the UK public sector.
In this interview, conducted at Digital Universities UK at Exeter, Thompson shares his concern that the sector is drifting away from its true north of research, teaching and impact (he uses Jeff Bezos idea of “day one”), citing statistics that less than 40 per cent of university staff are academics. He suggests reasons for this and talks about the need for leadership at institutional and government level as well as the prisoner’s dilemma of whole-sector transformation.

Campus interview: Mark Thompson, professor of digital economy at the University of Exeter

What difference does human connection make to student success? Does it matter if students come to in-person lectures? And what if students turn to AI for help with academic tasks rather than asking libraries or someone in student support?
This episode of the podcast takes on these questions, ones that have driven headlines on Times Higher Education, to examine the topics of student attendance in lectures and whether students’ use of AI might be making them lonelier. We talk to two Australian academics who both touch on questions of human connection in their work.
Jan Slapeta is a professor of veterinary and molecular parasitology and associate head of research in the Faculty of Science at the University of Sydney. He first talked to THE in 2022 when his tweet of a photo of an empty lecture hall touched a nerve in the Twitter-verse. Here, he explains why he is feeling optimistic about in-person teaching in 2024. His insightsare insightful and heartening as are his tips for new teachers.
Joseph Crawford is a senior lecturer in management in the Tasmanian School of Business at the University of Tasmania. His paper, co-authored with Kelly-Ann Allen and Bianca Pani, both from Monash University, and Michael Cowling, from Central Queensland University, “When artificial intelligence substitutes humans in higher education: the cost of loneliness, student success, and retention”, was published last month in Studies in Higher Education. Our conversation ranged from what belonging and loneliness actually are to what happens when students turn to AI over real-life relationships.

Campus: Human connection and the student experience

In this episode of the Times Higher Education podcast, we talk to two experts – one in the US and one in the UK – about open access, the global movement that aims to make research outputs available online immediately and without charge or restrictions.
Heather Joseph has been an advocate for knowledge sharing and the open access movement since its earliest days. Based in Washington DC, she has been executive director of the Scholarly Publishing and Academic Resources Coalition (SPARC) since 2005, and is known for her policy work, leadership and international consultancy for organisations such as Unesco, the World Health Organisation and the World Bank. In 2021, she won the Miles Conrad Award, the National Information Standards Organization’s recognition of lifetime achievement in the information community, and her lecture as the recipient is a detailed history of the movement, its goals and strategies.
Steven Vidovic is the head of open research and publication practice at the University of Southampton in the UK. A palaeontologist with a passion for scholarly communication and knowledge exchange for public benefit, he is also chair of the Directory of Open Access Journals advisory board and Southampton’s institutional lead for the UK Reproducibility Network, and he is a member of Jisc’s transitional agreement oversight group.

Campus: What is open access?

In this episode we discuss a rare creature: the female higher education leader. 
Indeed, according to the American Council on Education’s most recent American College President Study, women remain outnumbered by men in the college presidency by a ratio of 2:1, with about 33 per cent of presidencies held by women.
Women in higher education were also more likely to work a part-time or reduced schedule or postpone a job search or promotion to care for minor dependents
We’d be hard pressed to find a better person to speak with about female leadership in higher education than Sian Block, an award-winning cognitive scientist and an expert on performing under pressure. She is also the 19th president of Dartmouth, and the first woman elected to the position in the institution’s 250-year history.
Sian speaks about navigating failure and dealing with anxiety on the job. She also gives some very helpful advice on how to turn imposter syndrome into something positive and shares her personal experience of female leadership, a journey that began with working in the provost office at the University of Chicago before serving as president of Barnard College at Columbia University and then moving to Dartmouth in 2023.

THE Podcast: Decolonising the curriculum

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