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School’s out!
The end of the academic year comes in many forms and guises. The end of the examination period, the submission of a final piece of work, the release of the grades and many more ways you can say that’s the end of this year! Unlike the calendar year, the end of the academic year comes in the summer as a natural end to work. It is like the school year that was shaped centuries ago! The reason for the summer break was the need for the kids to work in the harvest, a tradition that has remained past the agrarian society.
So, what does the end of an academic year signifies? For the students, there is a sense of accomplishment as they have completed their course or level of study. All the hard work, coming to class, long hours of making notes to complete THAT assignment, and all the heartache preparing the exams finally paid off and they can see their labours paying off. It is also a natural intellectual boundary that takes them a step up in the way they see the world through the lens of their subject. For colleagues the end of an academic year is slightly different…the next academic year’s preparation is upon them, the paper that needed writing is now facing a fast-approaching deadline and the resetting of all these priorities as set by management.
Since joining academia, the process of end of summer, has changed significantly from the working on research and scholarly output to administrative tasks! For those interested in a career in academia, on top of working with others, enjoying a discipline and being involved in education a wider question on how well they can handle paperwork, albeit virtual, is part of the job description. That comes as part of the job, always did, it is that it feels more intertwined with what we do.
There is undoubtedly a change in the role education plays in peoples lives especially Higher Education. This is a sector that in the 1970s recruited less than half a million to now being near the three million mark. This massive rise on student number has changed the way we see high education and the role it plays in our society. This is not the education of the elite but the opportunity for all to embrace opportunities and explore areas of interest that will allow them to find themselves, employment, build a career and ultimately a life! Whilst HE is still expanding the job market is becoming increasingly competitive and the cost of living is forcing people to adjust in how they plan the future.
So, what will the future hold for the end of year hiatus? Financially HE is facing challenges, culturally it is under attack, and socially it is being critiqued around whether it offers what it was set up to do. All these are short- and long-term challenges and they are not going away. Some will affect in future, access to HE, others will question the content and the basis of academic freedom and finally with the onset of Ai, the scope of HE itself. Despite all, I am still hopeful that HE is not a degree nor a job opportunity but a moment in any person’s life that takes a step up. It is a very important human need to fulfil curiosity and to embrace a path that wasn’t clear at the beginning of the journey. The first academia was founded in an agora under a tree and maybe we get back to that, but in the end human intellect will need stimulation and that is where, despite all challenges, HE prevails.
Perhaps the future of higher education won’t be defined by buildings or systems, but by the enduring human need to learn, to question, and to grow. Whether under a tree in an agora or through the lens of AI, the pursuit of knowledge remains a profoundly human act—and that is where higher education will always find its purpose.
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National Autism Awareness and Acceptance Month
This blog is about national autism acceptance month and comes in a timely manner at the beginning of the month.
Autism Spectrum Disorder (ASD) is a neurological difference that affects communication, social interactions, and behaviour. However, no two autistic individuals are the same. Some may have heightened sensory sensitivities, while others excel in specific skills like pattern recognition or problem-solving. The key is recognizing that autism is not a disability—it’s a different ability.
ASD is becoming more understood and talked about in contemporary society. This is a great start and months like these also bring ASD into discussion. There are a few things that I would like to talk about in this blog.
Firstly, I want to talk about an interaction that I had with an autistic student. The student was from a different department and came to ask me where a room was. It was at the beginning of term and this was clearly a new student trying to settle into university life. I explained where the room was and this then led onto her explaining that she felt quite overwhelmed being in the classroom, and was a little scared to go back. The lecturer had encouraged her to join but she was unsure as it was a lot of information to take in. I explained to the student that if she felt able, she should definitely try to return to the class to see if she could get something out of it. I also suggested she have a further conversation with the module lead to see if there was anything else that could be done to support her. During the conversation it was clear that the student was feeling overwhelmed in part with interacting with myself in general. I could see that she was trying to regulate herself and had started to stim (this generally consists of repetitive movements, sounds, or actions that help to regulate or soothe the individual but this is not an exhaustive list) by squeezing a stress ball and then tapping herself on the head with it. It is examples like this that really highlight how every day conversations, interactions and experiences can really be challenging for individuals on the autistic spectrum. I must say that I felt honoured she was able to confide in me and also explain that she had autism. Individuals should be able to explain how they process things in a different way in order to get further support, and they should not feel any shame or judgement in doing so. As a university, and as a society more broadly, it’s important to create the safe spaces where conversations can be had and support can be provided.
Another example I would like to provide came about after watching a short clip from Survivor that has recently gone viral. In this TV show, individuals compete with each other in order to walk away with a cash prize. It can involve deceit and selfish actions in order to walk away victorious. One contestant, Eva Erickson, felt able to disclose her autism to a trusted teammate, Joe Hunter. In return, he explained how glad he was that she felt safe enough to confide in him and vowed that he would support her through the rest of the competition. Later on there was a task where Eva was struggling to complete it; she became visibly frustrated and overwhelmed towards the end. Despite feeling this way, she managed to compose herself enough to complete the task ahead of the other individual. This shows immense courage, strength, and resilience to be able to do this despite being overloaded in terms of the environment she was in. The second part of the video that was powerful and moving showed the aftermath. After the task Eva began to cry uncontrollably and scream as a result of being completely overwhelmed by the task she had just completed. Joe, who she had confided in, now on a competing team, never took his eyes off her and you could see and feel how intensely he felt her struggle, and at the same time wanted to support her. The presenter at this point asked him if he wanted to go over and give her a hug and with no hesitation he agreed, went over to give her a hug and helped her to regulate. In her earlier discussions with him she had told him that when she gets overwhelmed and has episodes, she needs somebody to give her hands a squeeze and help to calm her down. This is exactly what he did and he helped to regulate her until she had regained composure and was able to carry on. It was such a powerful moment that demonstrates the importance of compassion, the importance of understanding others needs, and also the importance of being selfless sometimes when others are in need. Individuals within society can support those with autism in the same way. If you haven’t seen the clip already I urge you to watch it, the clip can be found here and here.
Lastly, it was great to see a large display of colourful umbrellas in central Milton Keynes in support and recognition of neurodiversity as well as stalls and events.
The take away message from this blog is the following:
- Become more aware about neurodiversity and autism;
- Become more aware of the ways in which you can support individuals with autism, creating a positive sensory space for them;
- Advocate for changes within society in order to create more support for those of autism whether that be in schools, in the workplace, healthcare, the criminal justice system and other aspects of society.
We can all do our bit, so use this month to become more aware of ASD and the ways in which some individuals experience the world. Find out what you can do and implement it throughout the year rather than just for the month.
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Criminology in the neo-liberal milieu
I do not know whether the title is right nor whether it fits what I want to say, but it is sort of catchy, well I think so anyway even if you don’t. I could never have imagined being capable of thinking up such a title let alone using words such as ‘milieu’ before higher education. I entered higher education halfway through a policing career. I say entered; it was more of a stumble into. A career advisor had suggested I might want to do a management diploma to advance my career, but I was offered a different opportunity, a taster module at a ‘new’ university. I was fortunate, I was to renew an acquaintance with Alan Marlow previously a high-ranking officer in the police and now a senior lecturer at the university. Alan, later to become an associate professor and Professor John Pitts became my mentors and I never looked back, managing to obtain a first-class degree and later a PhD. I will be forever grateful to them for their guidance and friendship. I had found my feet in the vast criminology ocean. However, what at first was delight in my achievements was soon to be my Achilles heel.
Whilst policing likes people with knowledge and skills, some of the knowledge and skills butt up against the requirements of the role. Policing is functional, it serves the criminal justice system, such as it, and above all else it serves its political masters. Criminology however serves no master. As criminologists we are allowed to shine our spotlight on what we want, when we want. Being a police officer tends to put a bit of a dampener on that and required some difficult negotiating of choppy waters. It felt like I was free in a vast sea but restrained with a life ring stuck around my arms and torso with a line attached so as to never stray too far from the policing ideology and agenda. But when retirement came, so too came freedom.
By design or good luck, I landed myself a job at another university, the University of Northampton. I was interviewed for the job by Dr @manosdaskalou., along with Dr @paulaabowles (she wasn’t Dr then but still had a lot to say, as criminologists do), became my mentors and good friends. I had gone from one organisation to another. If I thought I knew a lot about criminology when I started, then I was wrong. I was now in the vast sea without a life ring, freedom was great but quite daunting. All the certainties I had were gone, nothing is certain. Theories are just that, theories to be proved, disproved, discarded and resurrected. As my knowledge widened and I began to explore the depths of criminology, I realised there was no discernible bottom to knowledge. There was only one certainty, I would never know enough and discussions with my colleagues in criminology kept reminding me that was the case.
Why the ‘neo-liberal milieu’ you might ask, after all this seems to be a romanticised story about a seemingly successful transition from one career to another. Well, here’s the rub of it, universities are no different to policing, both are driven, at an arm’s length, by neo liberal ideologies. The business is different but subjugation of professional ideals to managerialist ideology is the same. Budgets are the bottom line; the core business is conducted within considerable financial constraints. The front-line staff take the brunt of the work; where cuts are made and processes realigned, it is the front-line staff that soak up the overflow. Neo-Taylorism abounds, as spreadsheets to measure human endeavour spring up to aide managers both in convincing themselves, and their staff, that more work is possible in and even outside, the permitted hours. And to maintain control, there is always, the age-old trick of re-organisation. Keep staff on their toes and in their place, particularly professionals.
The beauty of being an academic, unlike a police officer, is that I can have an opinion and at least for now I’m able to voice it. But such freedoms are under constant threat in a neo-liberal setting that seems to be seeping into every walk of life. And to be frank and not very academic, it sucks!
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A Love Letter to Criminology at UON
In 2002, I realised I was bored, I was a full-time wife and parent with a long-standing part-time job in a supermarket. I first started the job at 15, left at 18 to take up a job at the Magistrates’ court and rejoined the supermarket shortly after my daughter was born. My world was comfortable, stable and dependable. I loved my family but it was definitely lacking challenge. My daughter was becoming increasingly more independent, I was increasing my hours and moving into retail management and I asked myself, is this it? Once my daughter had flown the nest, could I see myself working in a supermarket for the rest of my life? None of this is to knock those those that work in retail, it is probably the best training for criminology and indeed life, that anyone could ask for! I got to meet so many people, from all backgrounds, ethnicities, ages, religions and classes. It taught me that human beings are bloody awkward, including myself. But was it enough for me and if it wasn’t, what did I want?
At school, the careers adviser suggested I could work in Woolworths, or if I tried really hard at my studies and went to college, I might be able to work for the Midland Bank (neither organisation exists today, so probably good I didn’t take the advice!). In the 1980s, nobody was advocating the benefits of university education, at least not to working-class children like me. The Equal Pay Act might have been passed in 1970 but even today we’re a long way from equality in the workplace for women. In the 1980s there was still the unwritten expectation (particularly for working class children from low socio economic backgrounds) that women would get married, have children and perhaps have a part-time job but not really a career….I was a textbook example! I had no idea about universities, knew nobody that had been and assumed they were for other people, people very different from me.
That changed in 2002, I had read something in a newspaper about a Criminology course and I was fascinated. I did not know you could study something like that and I had so many questions that I wanted to answer. As regular readers of the blog will know I’m a long-standing fan of Agatha Christie whose fiction regularly touches upon criminological ideas. Having been born and raised in North London, I was very familiar with HMP Holloway’s buildings, both old and new, which raised lots of questions for a curious child, around who lived there, how did they get in and out and what did they do to the women held inside. Reading suffragette narratives had presented some very graphic images which further fed the imagination. Let’s just say I had been thinking about criminology, without even knowing such a discipline existed.
Once I was aware of the discipline, I needed to find a way to get over my prejudices around who university was for and find a way of getting in! To cut a long story short, I went to an Open Day and was told, go and get yourself an access course. At the time, it felt very blunt and reinforced my view that universities weren’t for the likes of me! Looking back it was excellent advice, without the access course, I would never have coped, let alone thrived, after years out of education.
In 2004 I started reading BA Criminology, with reading being the operant word. I had been an avid reader since early childhood (the subject of an earlier blog) and suddenly I was presented with a license to read whatever and whenever I wanted and as much as I could devour! For the first time in my life, people could no longer insist that I was wasting time with my head always in a book, I had “official” permission to read and read, I did! I got the chance to read, discuss, write and present throughout the degree. I wrote essays and reports, presented posters and talked about my criminological passions. I got the chance to undertake research, both empirical and theoretical, and lawks did I revel in all this opportunity. Of course, by looking back and reflecting, I forget all the stresses and strains, the anxieties around meeting so many new people, the terror of standing up in front of people, of submitting my first assessment, of waiting for grades….but these all pale into insignificance at the end and three years goes so very quickly….
In the summer of 2007, I had a lovely shiny degree in Criminology from the University of Northampton, but what next? By this point, I had the studying bug, and despite my anticipation that university would provide all the answers, I had a whole new set of questions! These were perhaps more nuanced and sophisticated than before but still driving me to seek answers. As I said earlier, human beings are awkward and at this point I decided, despite my earlier passion, I didn’t want to be put in a box labelled “Criminology“. I felt that I had finally cracked my fear of universities and decided to embark on a MA History of Medicine at Oxford Brookes. I wanted to know why Criminology textbooks and courses still included the racist, sexist, disablist (and plenty more) “theories” of Cesare Lombroso, a man whose ideas of the “born criminal” had been discredited soon after they were published.
But again the old fears returned….what did I know about history or medicine? What if the Criminology degree at Northampton hadn’t been very good, what if they just passed everyone, what if I was kidding myself? Everything at Brookes felt very different to Northampton, everyone on the course had studied BA History there. Their research interests were firmly centred on the past and on medicine, nursing, doctoring, hospitals and clinics and there was me, with my ideas around 20th century eugenics, a quasi-scientific attempt to rationalise prejudice and injustice. Along with studying the discipline, I learnt a lot about how different institutions work, I compared both universities on a regular basis. What did I like about each, what did I dislike. i thought about how academics operate and started to think about how I would be in that profession.
I successfully completed the MA and began to think maybe Northampton hadn’t given me good grades out of our pity or some other misplaced emotion, but that I had actually earnt them. I was very fortunate, I had maintained connection with Criminology at UON, and had the opportunity to tip my toe in the water of academia. I was appointed as an Associate Lecturer (for those not familiar with the title, it is somebody who is hourly paid and contribute as little or as much as the department requires) and had my first foray into university teaching. To put it bluntly, I was scared shitless! But, I loved every second in the classroom, I began to find my feet, slowly but surely, and university which had been so daunting began to seep into my very being.
Fast forward to 2025, I have been involved with UON for almost 22 years, first as a student, then as an academic, achieving my PhD in the process It is worth saying that the transition is not easy, but then nothing worth having ever is. I have gained so much from my studies, my relationship with two universities and the experiences I have had along the way. It is fair to say that I have shed many tears when studying, but also had some of my very highest highs, learning is painful, just watch a small child learning to read or write.
Hopefully, over the past decades I have repaid some of the debt I owe to the academics that have taught me, coached me, mentored me and supported me (special mention must go to @manosdaskalou who has been part of my journey since day 1). My life looks very different to 2002 and it is thanks to so many people, so many opportunities, the two universities that have provided me with a home from home and all of the students I have had the privilege to engage with.
I am so delighted to have been part of Criminology at UON’s 25 years of learning and teaching. To my colleagues, old and new, students, graduates and everyone I have met along the way, I raise my glass. Together we have built something very special, a community of people committed to exploring criminological ideas and making the world an equitable place.
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An annual reflection and a glance to the year ahead!
As we complete the last day before the Christmas break, I encourage you to sit back and reflect on what you have achieved this academic term. Some of you will have started university for the first time and will be getting to grips with the processes, the assessments, the staff and the learning styles of the university. Some of you will be navigating second year and the new expectations of you at this level, learning to move beyond discussion to instead evaluation and being critical, honing your research skills in preparation for your dissertations in the next academic year. For some of you this may have been a hard journey and one that will progress into the second semester, but please know that this will build up your skills and your confidence, turning you into the academic you need to be in order to succeed.
For some of you, you will have moved into your third and final year. With this comes more independence, and some of this may feel uncertain, confusing, and a bit unknown. Please know that again this does not last and you will find your feet. Whether that is a lightbulb moment with your dissertation, or finally finding the right article that helps you to write your essay. For those of you that have exams coming up in January, make sure you can enjoy the festivities and take a well earned break. But when you find those moments where you’re bored and have nothing to do, and you start to think about your criminology course, I think that will be a good indication to pick up a book, to read through your notes, or to practice some exam questions.
On a personal note as I reflect on this year there are things I am definitely proud to have achieved, and things I would like to work on in the future. One of my biggest achievements this year was completing my PhD. It has been a long, difficult journey, spanning over eight years, but the feeling of successfully completing my viva, making those final changes, and the recognition I feel when discussing my research to various people reminds me of its importance. The special moment of my graduation. At my graduation my research title was read aloud, I was applauded, and then welcomed into the academic community onstage to be seated with fellow academics such as my supervisors. This was a special moment I will cherish and having family there was all the more memorable and precious. Whilst the PhD journey has come to an end, new opportunities arise, so keep an eye out in 2025 for further publications!
In addition, this year, I navigated my new job at the University of Northampton. In the 12 months I’ve been here I have learnt a lot from colleagues, from the faculty, and from other departments. Looking ahead, the road is one of change and adjustment, but I am optimistic and ready for whatever changes may come.
I wish everyone a wonderful and restful Christmas. Like myself, I hope you return in the New Year with renewed energy ready to tackle any new adventures with poise and determination. Remember to push yourselves to get to the best version of you!
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Meet the FBL Student Experience Assistant Team – Kayleigh
My name is Kayleigh, and I am one of the Student Experience Assistants (SEAs) for the Faculty of Business and Law at UON.
I graduated from UON in 2024 with a BA in Psychology with Criminology, and alongside this role I have just started a Master of Research degree. I also work in mental health for the NHS at the weekends. My academic and professional interests are largely around peer support, diversity and inclusion; particularly around the value of lived and living experience, forensic mental health, and neuroscience.
I came to UON in 2021 as a mature student having worked and volunteered within various forensic mental health settings, and I assumed this would be the area I went back into when I finished my degree, but now I’m not so sure… Despite a lot of adversity, university was overall a hugely positive and pivotal experience for me and so I am currently exploring a more academic path. I have a lot of experience to call upon and to share and I’m hopeful that I can support you so that your time at university is positive too.
I am here to support both students and staff in the Faculty of Business and Law by meeting with teams to identify their needs and ensuring students get the right help. As a recent UON graduate, I understand the challenges you might be facing and can offer guidance, connect you with the right people, or just have an informal chat. I have been assigned to support Criminal Justice Studies and Strategy & International Business teams, but support to students is not necessarily limited to these subjects. You can reach out to any of the SEAs for help.
Contact the team at fblseat@northampton.ac.uk, or me directly at kayleigh.willis@northampton.ac.uk. We also hold a drop-in outside LH201, Monday to Friday, 10am-4pm, no booking needed.
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Meet the FBL Student Experience Assistant Team – Kezia
Hello everyone! My name is Kezia Asante, and I’m part of the Student Experience Assistance Team [SEAT]. I’ll be working with the Criminology and Law departments and am looking forward to meeting you all and providing necessary support wherever it’s needed.
My primary objective in this role is to enhance your overall student experience, and as a recent graduate of the university myself, I understand how overwhelming student life can be. Challenges like balancing coursework, managing deadlines, and navigating university resources can feel daunting, but I’m here to help guide and support you through all of it. Feel free to reach out whenever you need assistance or just a friendly chat!
Choosing criminology to study was a great decision, and if you allow yourself to, you can gain a wealth of knowledge and a fresh perspective on the world. I’ve developed a genuine passion for the subject, particularly because I believe it encourages us to examine the complexities in grey areas that others might view as simply black and white. Criminology has so many different aspects that stem from various fields such as sociology, psychology, law, policing, and forensics. It delves into the root causes of crime, the workings of the criminal justice system, and the societal impacts of crime and punishment and much much more! Moreover, pursuing a degree in criminology can lead you down numerous career paths. For instance, I will be starting my MSc in Cyber Security and Forensics in January, inspired by my interest in the digital realm initiated by my criminology studies.
Overall, what I’m trying to say is to make the most of your criminology studies. Immerse yourself in the subject, engage with your peers and professors, and take advantage of all the resources available to you. Attend workshops, research, and read up on areas of the subject you enjoy and participate in relevant events to deepen your understanding and broaden your perspective. The more actively you engage, the more you’ll get out of it.
Please don’t navigate the university experience on your own. There are many people like me and various support systems available to help you and make your journey easier.
Look forward to meeting you all!
Kezia Asante
kezia.asante-nkansa@northampton.ac.uk
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Welcome to the University: How can I help you?
In recent years, and to be more specific, ever since universities were forced to introduce fees, a wider discussion emerged regarding what the Universities are for. The fees changed the nature of education and from a right, it became a privilege. The choice of going to Higher Education [HE] to improve oneself was combined with what the universities can offer to make their education “value for money”! This of course had to be done in line with consumer policy and practice. That led to a shift from educational principles to commercial concerns. Changing the process from what universities do, to what they can offer for their prospective students. Talking consumer law and setting thing up to align with what we can offer, not what students can achieve. This led to a fierce competition in the sector about which university offers the greatest value for money.
“Come to our university, we have nice buildings”, “come to us we have nicer laptops”, “no, come to us we have fabulous sports facilities” “no please come to us we will take you away on great trips”. Although telling students what to expect and how this is offered is great, it does miss the fundamental principle of what a university is! Universities evolved from philosophical academies that posed questions about the world. The participants engaged in dialogue that challenged their perspectives and viewpoints. Out of their works our collective understanding on nature and the world, was and is still, being shaped.
A university is an annex of learning. It covers a wide variety of disciplines and provides opportunities for advancing education locally, nationally and internationally. Academics who teach are experts in their field, having undergone a long educational process themselves. The people who come to the university to learn, are adults, the majority still young adults, who wish to develop their skills and advance their education to the highest level. The last point is the most poignant when it comes to Higher Education. It builds up learning experience together with hard and soft skills on academic writing and articulation, advancing disciplinary knowledge and a profound understanding of self; “a know thyself” moment.
The services offered pale into comparison with what students can really acquire from a university education. No amount of consumer products can replace the insight and of course the transformative nature of Higher Education. A number of helpful services are a great addition to the educational experience, and I am forever grateful to the hard work to all of our colleagues in students’ services and other administrative services that makes our lives, and the lives of the students so much better, but they are not the main reason why so many come through the doors of HE. The university has its place in education and what it does is already clear. It gives people the opportunity for employment and personal advancement, and that is great, but what it really does is to be transformative. People get time to consider things they may have never thought before and discuss them with people who have spent a considerable time in studying them.
As this week marks the start of the academic year and we are all happy welcoming our students, I would like to remind everyone that Higher Education is not a passive process but an active one that allows each participant to interact with and to interrogate the materials and ideas they are presented with. Whilst some students influenced by a consumer mentality may be asking what I am getting, this may not be a satisfactory question because each person wants different things, but we all aspire to improve ourselves in the process. So to paraphrase a US president: “Ask not what your University can do for you – ask what you can do for your University studies”.
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Highlights and Hindsight: Reflections from a Final Year Student
Whilst I hope to continue writing beyond graduation, for my last blog post as a UON student, I’d like to share, for those at the beginning or early stages of their degree, some of the things I’m glad I did, and the things I wish I had done, maybe something will resonate with you.
I’m glad I…
Found opportunities to prove myself: Although I worked before doing my degree, being course representative, student voice as well as a research assistant have helped me build confidence and skills and given me so much more to talk about when I’m selling myself in both professional and academic applications.
Maintained my routine: I’ve never pulled an all-nighter or found myself regularly submitting at 11:58pm (just one exception!) I knew I couldn’t give my best when stressfully counting down the minutes to midnight and being sleep deprived. I tried different ways and routines of studying and found something that was sustainable. As far as possible I maintained boundaries so as not to put myself in a position where sacrificing sleep was a necessity.
Didn’t compare myself (often!): It’s easy to see other people getting higher grades, doing more things, doing ‘harder’ topics, and to feel inferior. We’re all on our own journeys, have our own interests, our own barriers and limitations and that’s ok. I never have been and probably never will be a ‘straight A’ student, but I’ve worked incredibly hard for the grades I have got. And truly, in all the interviews I’ve done in the last 4 months (lots), they’ve been more interested my grit and compassion than everything else!
I wish I had…
Connected more: I wish I’d pushed a little harder to make some friends or some more familiar faces. University can be really lonely, for so many reasons, and I think lots of students feel this way! Perhaps pushing through that fear of the unknown, and the social anxiety to talk to people on my course, having joined a society or attended more events might have alleviated some of this.
Taken what I needed: I spent years one and two determined not to use extensions, mitigating circumstances or office hours, anything that I perceived to be a setback or a silly question. This resulted in me running out of an exam before finishing, and completing a timed assignment the day after discharge from psychiatric hospital. I turned this around in year three and used what I needed, used extensions, booked in to office hours even if it was just for reassurance and actually felt like I had given my work my best (and this reflected in higher grades!)
Last Nuggets of Advice
Pay attention to what you enjoy: It’s easy to see it all as just hard work, rush to get it done and then feel lost in the end. I’ve now started on a masters degree towards a career path I never thought I’d pursue, focussing on something that isn’t even my strongest skill, but I’ve decided its worth the challenge for something I’m going to enjoy.
Reflect, reflect, reflect: I’ve learned so much by taking the time to reflect on what I’m experiencing or learning, how it makes me feel and why, why I do or don’t want to do it, where my thoughts are coming from. I wholeheartedly recommend regularly thinking about these things (or writing about them!) The ability to be reflective is assessed more than you might think, and you never know what it might reveal to you.
You are more than this: No matter what grades you get, how you handle uni life, if you make friends or not, do ‘extra’ stuff or not, do a masters, or not. You’re still… you, with so many good qualities, values and goals that are not tied to your achievements, it may or may not always be the life changing experience you hoped it would be. This is an important time, sure, but it’s not more important than your health, your values, your sense of self.
Remember, you can only do what you can, with what you have at the time. Take care.
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The power of collaboration in Higher Education
In today’s rapidly evolving landscape of higher education, interdepartmental collaboration and knowledge sharing are becoming increasingly vital. By rapid evolution, I mean the pressing challenges we face, including rising costs and finances, issues in student engagement and attendance, digital transformation and rise of new technologies, growing concerns about student wellbeing, and most importantly, the critical need to ensure a strong, positive student experience in the face of these challenges. While the idea of interdepartmental collaboration and knowledge sharing isn’t entirely new, its importance in addressing these complex issues cannot be overemphasised.
At my university, our faculty, the Faculty of Business and Law recently celebrated its ‘Faculty Best Practice Day’ on Wednesday, September 4th. This event, led by our deanery, was an opportunity for departments within the faculty to showcase their hard work, innovations, and fresh ideas across various areas – from teaching and research to employability and beyond. Personally, I view this day as an opportunity to connect with colleagues from different departments – not just ‘catch-up’ but to gain insight into their current activities, exchange updates and share ideas on developments within our sector and disciplines.
This event is particularly intriguing to me for three distinct reasons. Firstly, the ability for department representatives to present their activities to faculty members is invaluable. Departmental reps showcase their growth strategies, techniques for strengthening student engagement, and the support they provide for students after graduating. Some present their research and future directions for the faculty. Others present their external partnership growth, evidence-based teaching pedagogy, and other innovative approaches for enhancing student experiences. Also, these presentations often highlight advancements in technology integration and initiatives aimed at encouraging diversity and inclusion within the HE. All these presentations are not just impressive – they’re incredibly informative and inspiring. Secondly, the event regularly reinforces the need for collaboration between departments – a cornerstone of academia. After all, no single person or department is an island of knowledge. So the ability to collaborate with other faculty members is crucial as it provides opportunities for synergy and innovation, showcases our strengths. Thirdly, and on a personal level, the event fosters the need to learn best practices from others, and this is an aspect that has been tremendously helpful for my career. Such interactions provide opportunity for stronger collegiality, including insights into different approaches and methods that I can adapt and apply in my own work in ways that I can contribute to my professional growth and effectiveness.
In the most recent event, I attended a session on cultural literacy and awareness. Despite my years in higher education, I was particularly surprised to learn new things about cultural awareness that pertain not only to international students but to home students as well. This was an excellent session that also offered the opportunity to connect with colleagues from other departments whom you only know through email exchanges, but rarely see in person.
In sum, I strongly encourage everyone in academia to attend such events or create one if you can. Contribute to and engage with these events – for they equip us to break down traditional barriers between disciplines and provides us with an opportunity to learn from each other with an open mind. This is something I will continue to advocate for because fostering interdepartmental collaboration isn’t just beneficial – it’s essential. It is through these collaborative efforts that we can truly innovate, improve, and excel in our mission to educate and inspire the next generation.
Thoughts from the criminology team 