Resource library

The Office for Students has announced it has revised the Teaching Excellence Framework.

Medr has published a self-evaluation framework for higher education providers to respond to violence against women, domestic abuse and sexual violence affecting both staff and students.

Advance HE has published a guide to improve information sharing about disabled students across higher education.

Two professionals at Queen Mary University of London have published an article on how providers aren’t fully harnessing AI to understand student feedback.

The Dean of Continuing Education at the University of Roehampton has published an article advocating for a Graduate Excellence framework to better measure graduate outcomes.

AMOSSHE Chair, Aleata Alstad-Calkins, has published an article recommending that universities take on a collaborative approach to student success.

The Head of Law at the University of Salford has published an article assessing the effectiveness of existing frameworks to support student mental health in UK higher education.

Wonkhe has published an article advocating for greater diversity among Student Services and Student Unions staff.

Wonkhe has published new research into how friendships among students influence their sense of belonging to their higher education provider.

The founder of Campus Resolve, an independent higher education misconduct investigator, has published an article highlighting the complexities of the Office for Students' freedom of speech guidance when handling student conduct cases.

Universities UK has published a report outlining how higher education providers are responding to funding pressures.

WhatUni, the university rankings website, has announced its 2026 UK university rankings, which include an award for best student support.

The Union for Jewish Students has published best practice guidance for universities and students’ unions on supporting Jewish students and tackling antisemitism.

The Student Minds University Mental Health Charter Programme is open for registration until Friday 19 June 2026.

A Professor at Cranfield University has published an article advocating for more support for researchers studying trauma.

The Office for Students has published an event summary and video from a session on harassment and sexual misconduct.

Senior leaders at the University of Sussex have published an article about their new open listening programme, designed to strengthen staff and students’ capacity to engage in difficult conversations.

Academics from the University of Winchester have published an article highlighting how positive affect journaling improves mental wellbeing amongst students and staff.

An Associate Head of School at the University of Portsmouth has published an article about students who are neither failing nor thriving in higher education.

The Office for Students is consulting on a new condition of registration that would require universities to treat students fairly when accessing services and support.

The UK Government Home Office has published new statutory guidance on how organisations, including higher education providers, can ensure they comply with the Terrorism (Protection of Premises) Act 2025.

A Senior Lecturer at the University of Greenwich has published new research about how universities can improve support for part-time students.

The Director of Students at Walbrook Institute London has published an article describing how universities can make their studies more accessible for students with jobs or caring responsibilities.

Wonkhe has published their take on Medr’s new regulatory system for tertiary providers in Wales.

The Standards, Assessment and Classification Working Group invites you to participate in a national survey that’ll be investigating how UK higher education providers are managing the operational and policy challenges of ensuring reasonable adjustments can be made to course assessments for disabled students.

Careers educators at the Singapore Institute of Technology have published an article detailing a framework that can help students develop the skills required for their career needs.