A6 #LTHEChat - catching up late - predominantly back to the idea of communities of inquiry & ensuring that you are part of a group of people with practical support on how to develop their scholarship. Also set expectations: scholarship by its nature is often slow eg iterations of action research

A2 #LTHEChat yes because it's meant I reflect on learning & teaching & also because I've become part of various networks - including this one - of learning & teaching scholars. My concern is how much I'm able to put it into my own practice

A1 #LTHEChat I'm a teaching focused academic so my research/scholarship etc is v much along the lines initially identified by Boyer as Scholarship of Teaching & Learning

Hi - I'm Martin & might be a slightly intermittent participant in this #LTHEChat

A6 #LTHEchat if it's a single tip then persevere & support students who appear to be struggling with independent study & recognise that for some it can be very challenging indeed

A5 #LTHEchat this feels v much like a q with no magic answers except perhaps to recognise that facilitating independent study can be a significant amount of work for educators

A4 #LTHEchat potentially a lot. Even without independent study I'm interested in the idea that students might be able to choose between a number of different paths through a module, potentially achieving the same at the end of it but figuring out what works best for them

A3 #LTHEchat for 1st year undergraduates - also though they're less familiar in my role for postgraduates who have been in the working world & away from study - lack of confidence in how to study & what's expected of them & for those who do need support from peers lack of connection with others 1/2

A2 #LTHEchat where possible v detailed instructions on what to do including where students do need to make their own independent decisions

A1 #LTHEchat I'd want a lot of scaffolding, even though it's independent I'd want somebody to guide me through my own ideas, & perhaps the opportunity to go for a long walk & think about it

Hi - I'm Martin participating from the kitchen table having just eaten (& cooked) so #LTHEchat has arrived here more than me arriving at the chat. Have an emojo

For those interested after today's #LTHEchat, I wrote the 2nd (more positive) part of this article - I think you need a subscription whether insitutional or individual to see it. Do teaching fellowships actually improve teaching? www.timeshighereducation.com/depth/do-tea...

Thanks @richbale.bsky.social for a particularly worthwhile #LTHEchat

A6 #LTHEchat it's a cliché to relate this to AI but we're going through a period of change in the way that we consume & interpret information that's at least comparable to emergence of widespread use of the Internet 25 years ago. This has profound implications for HE (& won't make unis obsolete) 1/2

A5 #LTHEchat this was a big part of my Times Higher article. Link fellowship to other initiatives about learning & teaching - eg a group might work together on a teaching innovation then could apply together for fellowship citing one another as collaborators. Ensure transparency of process 1/2

A4 #LTHEchat for me, the teaching team, professional staff across a range of functions & especially those whose role didn't fit into traditional silos, peers in other unis with similar roles, also to some extent students given work on co-creation of material & students as partners

A3 #LTHEchat I found gathering evidence both difficult & worthwhile once I'd done it. There are all sorts of sources but making the connection & getting the level of detail right is tough

A2 #LTHEchat the flip side is that it can look like a tick-box exercise eg when claims are referred on minor but specific points so the feedback is more how to present it than how to do some useful reflection so there's an imperative on mentors in particular to make it constructive

A2 #LTHEchat SFHEA applications in particular, not just my own way back but those I've mentored, & even those which have been difficult to get right, have been really valuable for reflection & identifying relevant case studies. Also the applicants form a useful community of practice

A1 #LTHEchat I should probably also say that I was in formal leadership roles with undergraduate learning, 1st course director then associate dean, for around 13 years before going on sabbatical

A1 #LTHEchat my role right now is a bit unusual because I'm in the middle of a spell of sabbatical from teaching except I've come back to teach - in other words it's a split sabbatical. I'm an education-focused academic in a business school principally working with undergraduates

I’m Martin in London. Particularly interested in this #LTHEchat because among other things I had a piece in the Times Higher about fellowships a couple of years ago. A colleague who had very negative experiences of the scheme wrote about these & I did a companion article defending the scheme 1/ 3

A6 #LTHEchat for me specifically? Perhaps go back to my answer to q1 & think about how the lumper/splitter dichotomy works for students in the context of sustainability especially for undergraduates preparing for potentially 40+ years in the workplace

A5 #LTHEchat time & institutional support (I should say my own uni is good on the latter). Sustainability should of course run through all that we do but sustainability initiatives do need to compete with others for resources & indeed for staff & student attention

A4 #LTHEchat a lot of my working life at least is about balancing competing pressures & that was a whole lot more the case when I was in leadership roles up until last year. If you recognise the competing pressures & also that you won't always get it right I think you're much of the way there

A3 #LTHEchat given a minute I'd determine a discussion 1 or 2 to get students thinking about sustainabity & ideally different views & perhaps run the Greek Yoghurt/toxic waste exercise that I've used as a wicked problem exercise, a morning & I'd put together a session with something on greenwash 1/2

A2 #LTHEchat within business and management we have PRME (principles for responsible management education) & while I recognise responsible business isn't congruent to sustainability there's a bit overlap. Worth looking for similar networks in other disciplines

A1 #LTHEchat I'm broadly interested in the idea of when to be a lumper (look at things holistically) and when to be a splitter (divide issues into separate components) & I think among the key skills for sustainability is taking a holistic view eg knowing when your actions have uninended consequences

Hi - I'm Martin from London for this #LTHEchat . Recent achievement? I can now do a thumbs-up in my left hand which is a sign of my nerves recovering properly after an arm fracture back in the spring

A6 #LTHEChat not sure if this counts as 1 thing because it's so big! But redesign the approval/redesign/review system so it's right for a digital world where new tech becomes available rapidly. Do so without sacrificing academic rigour or clarity. That's a big ask...

A5 #LTHEChat Oooh! Without getting into the details of culture vs climate (I see climate as focusing on things which leaders can change but your definition may vary) it's about building a culture where innovation is welcomed & where digital tools are seen as an integral part of what a uni does 1/2

A4 #LTHEChat partly a conviction which goes back to when I 1st learned to program in Fortran that if you understand the tech & especially the data used by an organisation you're part way to understanding the organisation: v true of unis particularly of cohorts of students 1/2

A3 #LTHEChat partly the same way you would in any leadership role: recognise different needs, treat everybody fairly, pick up when problems arise, be ready to look beyond 1st impressions & set aside biases 1/2

A2 #LTHEChat positive point is that understanding programming & computing terms is really valuable across a range of activities, negative side of that is that once word gets round that you know about these things people will ask if you can fix their laptops

A2 #LTHEChat more so earlier in my career when the Internet & even VLEs were becoming an integral part of a uni's work. I did an undergraduate maths degree with an element of CompSci & v early in my career worked in tech so it felt like a nice bridge between my earlier life & being in academia

A1 #LTHEChat there's a load of factors which differentiate digital leadership in any field, not just HE, from other areas of leadership. Principally these are about pace of change because the tech world can change beyond recognition while you're not looking & within the planning cycle 1/2

Hi - this is Martin from London: late arrival for this #LTHEChat as I've just finished dinner (sorry) but v interested in the topic

A6 #LTHEChat the sort of things that get positive mentions at staff-student committee meetings, graduation receptions (a valuable if highly unscientific source of feedback) dissertation supervision meetings (an undervalued source of feedback) could well be considered to be superpowers

A5 #LTHEChat this is a tough one (why do I often say this) because these students are clearly balancing academic matters with much else in their lives. Some of it's about prioritising: given limited time what are the most important aspects of academic citizenship to take account of?

A4 #LTHEChat look for opportunities to work across modules & to integrate the learning process in some way. Make the point about identifying a professional identity explicit rather than just expecting it to happen for students

A3 #LTHEChat maybe that's a difference that students really need to examine & appreciate at postgraduate level...

A1 #LTHEChat I like the idea of superpowers if only because the term is catchy & it's the sort of thing that might be hard to explain but students recognise when they see them - eg saying Dr X has superpowers in guiding a student to the right resource in the library & the right analytical technique

A2 #LTHEChat in my experience we explain complexity & criticality but generally not the others. Also for postgraduate students (see caveat in my previous post) we possibly underestimate that some are coming in with life experience where they don't use such terms

Hi - a bit late & complicated excuse involving workaround for a failed oven so didn't quite achieve my aim to have dinner before this #LTHEChat . Looking forward to catching up especially as my work's mostly with undergraduates so I'm less familiar with level 7

Thanks @drchrism.bsky.social for a great thought-provoking #LTHEchat & I'll look at refining what I do with academic skills

A6 #LTHEchat we're trying to ensure learning support both for academic skills & subject matter is tailored to individual students. In particular starting to make some headway with using analytics to facilitate highlighting where there are individual needs - not as a substitute for tutors 1/2

A5 #LTHEchat I wish there was some magic to this but just making sure that key people in different roles see others as those they ought to collaborate with & make an effort to find common ground. A practical thing we did was inviting ppl in various functions to present to (academic) course directors

A4 #LTHEchat I'd like to think that with many digital skills we're used to embedding them in a way that recognises the diversity of different subjects and we know what tools students should use & have expectations of what they understand on arrival & what they need to learn 1/2

A3 #LTHEchat this is a really tough one & like so much that comes up in these chats it needs to be mediated by the fact it's competing with lots of other good things for staff time & attention. Definitely prioritise 1st year UG/1st term PG where putting in the effort stands to yield the most

A2 #LTHEchat as an example I did a session on teamwork covering Belbin roles & Tuchman stages of team devt (classic theories & none the worse for that) a couple of weeks ago & same students will be expected to apply these in a team assessment next term 1/2