So, you’ve finished writing your book, the ideas are on the page and all that’s left is to send your opus off to the publisher, right? Not so fast. In between draft and submission is the revising stage, one that many scholars gloss over on their way to a polished manuscript. After all, to paraphrase Hemingway, “all writing is rewriting”.

Editing is an eminently learnable skill – one that can be broken down into manageable steps. That alone can be enough to ease the fear of looking closely and honestly at how your manuscript is constructed. And a systematic approach can guide writers to fix or improve their work in line with what peer reviewers, scholarly publishers and ultimately the target readership are looking for.

For this episode of the podcast, we talk to developmental editor, author and manuscript consultant Laura Portwood-Stacer. Her latest book, Make Your Manuscript Work (Princeton University Press, 2025) decodes the editing process into a set of steps. She explains the key area that anchors a manuscript, how authors can identify the strengths and problems in their work, the skills writers need to edit their own work, and the power of title and chapter headings in reaching as broad a readership as possible.

For more advice from experts around the world on how to take your academic writing to the next level, visit the latest Campus spotlight guide.

The number of international students enrolled on masters by research (MRes) courses more than doubled in the year after the government introduced a ban on dependent visas for other courses, new figures revealed this week.

Higher Education Statistics Agency (Hesa) data obtained by Times Higher Education show that there were 6,085 non-UK-domiciled students enrolled on MRes courses in the 2024-25 academic year – up from 2,485 in 2023-24.

This leaves the institutions behind such rises open to accusations of playing the system and using MRes courses as a way to circumvent the government’s visa rules.

On this episode of News Talks, Miranda Prynne speaks to Times Higher Education deputy news editor Helen Packer, who has been covering the story, to find out what lies behind the rising MRes numbers, what the institutions driving the growth have said and the reaction from politicians and other sector leaders.

International branch campuses are back in the spotlight with countries including India, Vietnam and Greece opening to foreign institutions for the first time. And with international student flows coming under pressure from government policies, stretched student finances and emerging host countries, transnational education (TNE) and branch campuses offer an effective alternative for reaching overseas students.

But while there are many success stories of now well-established branch campuses all over the world, there have also been plenty of failures. There are currently 387 international branch campuses open across 85 countries. A further 73 have opened and then closed, according to research by C-BERT.

So, what causes some international branch campuses to flourish while others collapse?

To find out, I spoke to Christine Ennew, who served as provost and CEO of the University of Nottingham Malaysia from 2013 to 2016, having been part of the team who travelled to Kuala Lumpur in 2000 to establish this pioneering branch campus. Christine spent five years as pro vice-chancellor at the University of Nottingham and most recently was provost at the University of Warwick until she retired in 2023.

We discuss the thinking behind branch campus endeavours, what is needed for sustained success, common criticisms of branch campuses and what impact, if any, the UK government’s new international education strategy may have.

For more insight on related topics, check out our spotlight guide on how to deliver value for international students.

We discuss why the University of Sussex has mounted a legal challenge against a £585,000 fine imposed by the Office for Students (OfS) for failing to uphold freedom of speech.

The case, being heard in the high court in London this week, brings to the fore questions over academic freedom, institutional autonomy, trans rights and EDI policies and the role of the OfS.

On this episode of News talks, Times Higher Education editor Chris Havergal talks to Miranda Prynne about the background to the case, the key points upon which Sussex is disputing the OfS findings and the broader implications for universities and the way they are regulated.

In the last decade, the computational power of AI has grown exponentially – doubling every six months since 2010 for some well-known tools. This, in tandem with more sophisticated machine learning models and increases in available data, has opened up possibilities for research and discovery that would have been unthinkable even a few years ago.

But most academics are relatively new to using AI and thus have a long way to go to understand its many potential applications. Something that comes more naturally to some than to others.

To find out how researchers can get the most out of AI tools while managing the associated risks, this week, we speak to a leading computer scientist who has been developing AI tools for research for more than 20 years.

Karin Verspoor is dean of the School of Computing Technologies at RMIT University in Melbourne, Australia. Her research focuses on the use of AI to support biological discovery and clinical decision making by analysing biomedical text and clinical records.

She has held previous posts as director of health technologies and deputy head of the School of Computing and Information Systems at the University of Melbourne, as the scientific director of health and life sciences at NICTA Victoria Research Laboratory.

Listen to Karin’s take on the good, the bad and the best way forward for AI in academic research.

And if you want more practical advice and insight on how to best apply GenAI to augment your own research, check out our latest spotlight guide: GenAI as a research assistant.

When students start university or return for a new semester, stressors such as cost of living and worries about academic performance or future job insecurity can exacerbate anxiety or other mental health issues. So, how can educators best support them in the classroom, while also ensuring learning objectives are met and they don’t burn out themselves? This is where skills such as emotional intelligence, observation, active listening and the ability to notice when students are becoming disengaged, falling behind or at risk of dropping out altogether come to the fore.

This episode of Campus talks looks at how to foster safe, inclusive learning spaces, how to spot students who are struggling, advice for starting conversations around sensitive topics like mental health, and how educators can be open and authentic while protecting their own boundaries and work-life balance.

We talk to Marissa Edwards, who is a senior lecturer and researcher in the University of Queensland Business School. A mental health advocate with a background in psychology and organisational behaviour, she is also the co-editor of the Research Handbook of Academic Mental Health and co-founder and co-curator of Voices of Academia, a blog dedicated to academic mental health and well-being.

This interview makes reference to eating disorders, anxiety, depression and trauma.

You will find more advice from educators and experts from institutions around the world on supporting students in the university classroom in Campus’ latest spotlight guide.

The arts and humanities bring multiple benefits to students, and society as a whole, but are often dismissed as lacking value by policymakers when pitted against STEM subjects. In this episode of Campus talks, a vice-chancellor-come-artist and a classicist explain why the arts and humanities are so vital to a healthy, well-informed society, the specific lessons and skills these subjects engender in those who study them and how university educators can foreground these.

You will hear from:

Michael Scott is pro vice-chancellor international and a professor of classics and ancient history at the University of Warwick. Michael’s research explores the intersection of ancient history and archaeology within the Mediterranean and beyond. He has published numerous books on the ancient world for the popular market and written and presented TV series on the BBC, ITV, History Channel and National Geographic.

Mark Power is vice-chancellor and chief executive of Liverpool John Moores University and a professor of higher education leadership as well as being practising artist. Mark has worked at Liverpool John Moores University for 44 years, having taken up a role as a senior technician in the fine art department at what was then Liverpool Polytechnic in 1981. He has maintained his internationally recognised work as an artist alongside his academic career throughout this time.

For more insight and advice on why and how to make the case for the arts and humanities in higher education, take a look at the spotlight guide on Campus.

It is a truth (almost) universally acknowledged, that students should sit at the heart of – and take an active role – in their learning.

By inviting students to work with their teachers to shape course materials, activities and even assessments, co-creation appears to offer a textbook solution.

However, giving students greater agency over their learning is not without its challenges and some educators may find the idea of ceding control over their teaching decisions troubling.

On this week’s podcast, we speak to a leading proponent of co-creation in higher education, who has researched and published extensively on this pedagogical approach, as well using it in her own teaching.

Catherine Bovill is a professor of student engagement and head of the programme design and teaching enhancement team in the Institute for Academic Development at the University of Edinburgh. She is also a visiting fellow at the University of Bergen in Norway and the author of dozens of research papers and a couple of books focused on co-creating in teaching and learning.

She explains why and how educators should bring elements of co-creation into their teaching offering examples of how it can work in different contexts and addressing oft-voiced concerns.

For more insight and advice on making co-creation work in your teaching, check out our latest spotlight guide: The practicalities of co-creation with students.