Q6. What’s one practice that helps you sustain your own wellbeing ? Reply with A6 #LTHEChat and your response

Q5. What’s an example of “caring rigour”? Reply with A5 #LTHEChat and your response

Q4. How can we celebrate the relational side of learning and teaching? Reply with A4 #LTHEChat and your response

Q3. Where do you see emotional intelligence making the biggest difference? Reply with A3 #LTHEChat and your response

Q2. What leadership behaviours create positive energy? Reply with A2 #LTHEChat and your response

Q1. What does a “well” academic community look like to you? Reply with A1 #LTHEChat and your response

A6 being kind to myself that everything isn’t going to be perfect and keeping the connections I have with others - to offload/debrief and generally make it all more human

A1 A ‘well’ academic community is one where learning is visible and shared—students and staff in conversation, ideas being tested, informal exchange happening all the time. Saw this at the AA—felt like something many universities are quietly missing. #LTHEchat

One hour to go to get ready :) Read the blogpost lthechat.com/2026/03/23/l... and follow the hashtag #LTHEchat - it's that easy.

Q6: How can we best support ourselves and each other in the current UK HE context? Reply with A6 #LTHEChat and your response

Q5 What has helped you with a change of professional identity? Reply with A5 #LTHEChat and your response

Q4 Has your professional identity changed over time? Reply with A4 #LTHEChat and your response

Q3 What drives / determines your sense of professional identity? Reply with A3 #LTHEChat and your response

Q2 How does this relate to your professional identity? Reply with A2 #LTHEChat and your response

Q1 Does your role align with your official job title? Does it matter? Reply with A1 #LTHEChat and your response

A4 there's a lot of research in this invisible, pastoral work that often female staff take on, often agreeing to take it on but then having negative impact on promotion. www.birmingham.ac.uk/news/2025/wi... I wonder who students would like to encourage them in mattering/belonging. #lthechat

Q6: Do you feel that you matter to students and colleagues? What makes you feel that way? Reply with A6 #LTHEChat and your response

Q5. How can we create mattering moments in online spaces? Reply with A5 #LTHEChat and your response

Q4. Is the work of belonging/mattering gendered? Who does the work of caring for students? Who do students want to do the mattering and caring roles? Reply with A4 #LTHEChat and your response

Q3. Where might institutional processes unintentionally undermine students’ sense that they matter? Reply with A3 #LTHEChat and your response

Q2. How do our everyday interactions signal to students that they are noticed, valued, and taken seriously, that they matter? Reply with A2 #LTHEChat and your response

Q1. If a sense of belonging is framed as something students need to have to be a successful student, what might change if we instead focused on what we do as student-facing staff to foster belonging? Reply with A1 #LTHEChat and your response

@unibirmingham.bsky.social @juliamyatt.bsky.social nph.onlinelibrary.wiley.com/doi/10.1002/...

A4. Absolute unquestionably it’s gendered. I read an article years ago, which talked about how in HEThe “mummies” look after the students& the “daddies” look after the research. Of course some “daddies” are female & some “mummies” are male, but there were some observable patterns. has much changed?

Don’t forget to join us tomorrow, Wednesday 8-9pm BST, for #LTHEchat, which will explore ‘It is not just about belonging, it is also about mattering’ with @jacquithijm.bsky.social Read the blog post at: lthechat.com/2026/02/13/l...

One thing I’m carrying from #LTHEchat: climate change exposes the limits of surface realism. Making something “more real” isn’t always more authentic. Sometimes it’s about careful framing, space for emotion, and not pretending we (or our students) can solve everything. Grateful for the conversation.

#GoodTeaching #Learning #Change #Agility #Transfer #ChallengeAssumptions #ExpertBlindSpots #HigherEducation

#RuggedHope - you heard it here first #LTHEchat

@curriculargeek.bsky.social you are being promoted on #LTHEchat @lthechat.bsky.social tonight 🎉

@alinacongreve.bsky.social such an interesting discussion #EfS #SDGs #Sudtainability #WickedStudents #WickedStaff #HigherEducation #BraveSpace 🍃

Q6. Looking ahead, what kinds of collective professional learning would you like to see to help educators develop confidence and expertise in teaching climate change authentically? Reply with A6 #LTHEChat and your response

Q5. What kinds of spaces, conversations, or communities help educators engage with climate change authentically over time? Reply with A5 #LTHEChat and your response

Q4. How do emotions like anxiety, hope, or frustration show up in climate-related learning, and what responsibility do we have to respond to them pedagogically? Reply with A4 #LTHEChat and your response

Q3. What do you find most difficult about engaging students with climate change in higher education, regardless of discipline or role? Reply with A3 #LTHEChat and your response

Q2. In your experience, what makes learning feel authentic to students: is it the task itself; the purpose behind it; or how students are involved? Reply with A2 #LTHEChat and your response

Q1. When you hear the phrase “authentic learning”, what comes to mind in your own role or context? Reply with A1 #LTHEChat and your response

I used to call it management by cake. Sitting in uni cafes so people could talk to me and I was visible and approachable

Q6. What would help us to 'feel' a university culture? Reply with A6 #LTHEChat and your response

Q5. If 'flourishing lives in the operational details,' what one thing would streamline HE workloads? Reply with A5 #LTHEChat and your response

Q4. The TV series 'Undercover Boss' features CEOs in disguise investigating how their organisation really works. What might an undercover senior leader find in an HEI? Reply with A4 #LTHEChat and your response

Q3. What enables staff to feel as though their development, wellbeing and contributions are valued? Reply with A3 #LTHEChat and your response

Q2. Should creating conditions for people to flourish be the utmost priority in the HE sector at a time of competing pressures? Reply with A2 #LTHEChat and your response

Q1. Leaders should create the conditions in which academics may flourish. What does flourishing in the workplace look like / mean to you? Reply with A1 #LTHEChat and your response

#LTHEchat A1 Flourishing in the w/place is enabled when there is a sense that it's the people and what they do, the values they hold and enact - that create the insitution. There needs to be a sense of shared history & common purpose. The space to work, strive, experiment, belong & experience joy

Come along tonight: talking about Higher Education’s favourite theme - Leadership and Flourishing 🌼

Q6: Looking ahead: what is one small but meaningful change you could make in the next semester that keeps learning human in a GenAI-rich world? Reply with A6 #LTHEChat and your response

Q5. GenAI does not “live” the same way in every discipline. Where do you see productive disciplinary differences emerging, and where are blanket policies getting in the way? Reply with A5 #LTHEChat and your response

Q4. Transparency is described in the Manifesto as “the new integrity”. How comfortable are we “really” with being open about how GenAI is used by staff and students? Reply with A4 #LTHEChat and your response

Q3. Many institutions have focused on detection and restriction. What would it look like to design learning and assessment assuming GenAI is present? Reply with A3 #LTHEChat and your response

Q2. The Manifesto for Generative AI in Higher Education argues that we teach in an age of abundance, not scarcity. What does that idea challenge most in current higher-education practice? Reply with A2 #LTHEChat and your response