Times Higher Education Campus+ partnership

The University of Adelaide has entered into a partnership arrangement with THE Campus+ which provides a platform for academic and professional staff to disseminate insights and advice on key areas of higher education. 

THE Campus  aims to provide actionable resources for practitioners who wish to make enhancements in key areas of higher education, such as teaching and learning; impact and sustainability; internationalisation; early career research support; research management; equity, diversity and inclusion. The website also provides the space for the sharing of views about current topics and challenges in higher education delivery and enables connections with peers across the globe. 

Times HE

University of Adelaide academic and professional staff who wish to share their practice or engage in dialogue with peers on an international stage can submit resources (written or video) or opinion pieces. The Campus+ editorial team will provide guidance and support to prepare submissions for publishing.  

You can see pieces by the University of Adelaide staff on our institutional page.

Contributing to this platform is a great way to share your practice and would be useful evidence for internal or external teaching award applications. THE Campus content has attracted more than 800,000 page views and their newsletter is sent to more than 29,000 higher education professionals globally.


THE Campus have specific style requirements for the written and video resources and opinion pieces which are outlined in these guides . You will save yourself considerable time if you read these carefully before starting your submission. 

You can pitch an idea or submit a draft piece on a wide range of higher education topics at any time. THE Campus will also make fortnightly calls for content on specific topics.

Please contact the Teaching Excellence team to discuss your ideas for submission or if you have any questions. 

It is recommended that you access the THE Campus contributor terms and conditions relating to contributions.


THE Campus spotlight topics and schedule 

  • Due 22 April - How do universities work?

    How do universities work? Practical advice and insight from and for HE professionals on:

    • What does a vice-chancellor/provost do in your country?
    • How to write/read a university budget (in 800 words)
    • What is a university senate and how does it work?
    • How are public universities different from private ones?
    • How does research funding work?
    • How does university recruitment work?
    • The changing role of the university in society
    • Structures/hierarchies in a university explained
    • An overview of roles and departments
      Deadline for content: Monday, 22 April
  • Due 6 May - Indigenous voices in higher education

    Indigenous voices in higher education Practical advice from and for HE professionals on:

    • How to integrate Indigenous knowledge into curricula
    • Insights and lessons from Indigenous-serving institutions
    • Case studies from Indigenous centres on campuses
    • How to support and retain more Indigenous students in higher education
    • How to recruit and promote more Indigenous staff in universities
    • Involving Indigenous communities in research
    • Amplifying Indigenous voices and scholarship
      Deadline for content: Monday, 6 May
  • Due 20 May - Tackling the PhD thesis

    Tackling the PhD thesis Practical advice and insight from and for HE professionals on:

    • Writing tips
    • Time management
    • How to structure your thesis
    • How to write a thesis/dissertation in three months
    • How to write an abstract
    • What to do after it’s finished
    • Understanding the PhD thesis in your country
    • How to prepare for a viva voce or doctoral defence of your thesis
    • What to do when motivation flags
    • Tips for managing referencing and bibliography

    Deadline for content: Monday, 20 May

Previous submission topics

  • Due 8 April - Assessments and AI

    Assessments and AI. Practical advice from and for HE professionals on:

    • How to foster critical thinking
    • What are we measuring?
    • How to re-invent assessments to robustly measure learning
    • How to assess students’ AI literacy
    • How to decide if your assessments are still fit for purpose
    • Ungrading in an age of AI
    • Is generative AI friend or foe?
    • AI and feedback mechanisms
    • Remote proctoring and how to make it work
      Deadline for content: Monday, 8 April
  • Due 25 March - How to develop tough skin for the cold, hard world of higher education.

    How to develop tough skin for the cold, hard world of higher education. Practical advice from and for HE professionals on:

    • Anxiety over public speaking
    • What to do when students make you cry
    • Dealing with bad feedback/peer reviews
    • What to do when your student surveys are awful
    • Should I care about my Rate My Professor score?
    • Resilience skills to cope with rejection of a paper/job application/funding proposal
    • How to persist through setbacks in your research
    • How to deal with competition in your department
    • Setting boundaries for your own well-being

    Deadline for content: Monday, 25 March

  • Due 11 March - How to build data literacy on campus

    How to build data literacy on campus. Practical advice from and for HE professionals on:

    • How and when to manage/analyse/store data
    • How to assess and build data literacy skills among staff and faculty
    • Access/visualisation/cleaning data
    • How to teach data literacy to undergraduates
    • Why humanities students need to be data literate, too
    • How to include data literacy in CPD
    • What can go wrong if staff/students don’t understand how to use or manage data?
    • Embedding data literacy in the curriculum
    • Teaching logic to students
    • Data literacy for PhD students, postdocs and researchers

    Deadline for content: Monday, 11 March

  • Due 26 February - Neurodivergent campus

    Neurodivergent campus. Practical advice from and for HE professionals on:

    • What’s the right language to talk about neurodivergent students/staff?
    • Alternatives to traditional methods of assessment that allow neurodivergent students to do well 
    • Making admissions processes more accessible for neurodivergent students
    • How to prevent/manage sensory overload in student accommodation
    • Making communal spaces more inclusive
    • How to foster clubs and societies that are inclusive for neurodivergent students
    • How to recognise a neurodivergent student in crisis 
    • How to support or refer neurodivergent students to professional support 
    • Supporting students with dyslexia/dyspraxia 
    • How can technology help neurodivergent people? 

    Deadline for content: Monday, 26 February