The project is the brainchild of former Stoke City footballer Meg Bowyer who has been subjected to sexual harassment on multiple occasions when out exercising.

“Men would shout inappropriate comments as I ran past,” she said. “If that was your mum, sister, wife, daughter or friend, you wouldn’t like them having that shouted at them.

“I thought, if men can put on a VR headset and see through the eyes of a woman, that might make them understand how we feel.”

She added: “It’s not saying you are doing something wrong – they might not necessarily realise how they make women feel. It’s about raising awareness and educating people.”

Meg works for TKO Consulting, which supports offenders after their release from prison, and approached University of Staffordshire to collaborate on an immersive virtual reality (VR) app to challenge attitudes and educate people about this type of harassment.

Over the past 18 months, Meg has worked with Lecturer in Policing David Webb and Digital Education Officer Simran Cheema to design an app that places users in realistic scenarios commonly experienced by women.

Using a VR headset, participants step into the role of Zoe, a woman walking home alone. As events unfold, users are confronted with inappropriate comments and the experience of being followed – situations many women face regularly.

David has 18 years’ experience as a police officer and is currently completing a PhD in domestic abuse research. He is also a member of the University’s VAWG Hub, which connects professionals, police, and charities to improve support for victims of domestic and sexual abuse.

“Virtual reality gives us a safe environment to explore difficult situations. This app enables users to step directly into Zoe’s shoes and experience how quickly an ordinary evening can become intimidating,” David explained.

“The aim is to educate people about attitudes and behaviours towards women and girls by providing a first-hand experience of the harassment many women encounter daily.”

The app will now be trialled with TKO Consulting, as well as local schools, colleges and businesses, before being rolled out more widely. The team also plans to evaluate its impact through research and hopes to incorporate it into teaching across University degree programmes.

The academy will help LJMU staff use AI to reduce time spent on manual administrative tasks, strengthen data handling capabilities, improve financial resilience and build a consistent, institution-wide approach to responsible AI use.

Learners will be enrolled on Multiverse’s Level 3 AI-Powered Productivity, which helps teams use GenAI effectively in their daily tasks, driving efficiencies with tools like Microsoft 365 Copilot or Gemini. The AI for Business Value and AI and Machine Learning Fellowship programmes will build the skills needed to use AI responsibly, overhaul processes, and convert data into actionable insights. Level 5 AI Strategy and Leadership will support teams to guide AI implementation across the organisation.

By becoming comfortable with AI tools, the learners will unlock a projected 4.5 hours of time savings each week by streamlining reporting and automating repetitive workflows such as note-taking, triage, and document preparation. This saved time can be spent on higher-value activities, including student support, teaching, research, and writing.

LJMU Vice-Chancellor, Professor Mark Power says: “Our partnership with Multiverse is the key to building confidence in our staff and refocusing time and resources on what matters most – our students.

“Our priority is delivering outstanding teaching and learning to support our students in achieving their ambitions and aspirations. Every one of our staff is crucial to that aim and it’s important that we can realise the benefits of AI across the institution. I look forward to seeing how our AI pioneers progress and apply their knowledge during the course of this programme.”

Gary Eimerman, Chief Learning Officer at Multiverse said: “We’re proud to be partnering with an institution that is placing people and resources at the centre of its approach to AI. Liverpool John Moores University plays a crucial role in supporting students, staff and communities across the city and we’re excited to help teams to develop the skills and confidence that enable them to work more efficiently.”

Multiverse is the upskilling platform for AI and tech adoption, which delivers personalised, on-the-job learning. Multiverse has trained more than 20,000 apprentices in AI, data and digital skills since 2016.

Over 1,500 companies work with Multiverse to deliver a new kind of learning that’s transforming the workforce at scale. Programmes are targeted at people of any age or career stage.

Procured through the Crown Commercial Services (CCS) framework, the project will replace siloed legacy on-premises systems and transition the University to a fully managed, cloud-based service model. This will create a single, robust communications ecosystem focused on omnichannel engagement – including WhatsApp – giving students more flexible and accessible ways to engage with the University.

The initiative plays a key role in advancing BCU Strategy 2030 ambitions. Committed to being an exemplar anchor institution, the University is laying essential foundations for success that will underpin its work to create inclusive opportunity, social mobility,
and community-focused outcomes.

Exponential-e will implement four core components: an Azure cloud environment, Microsoft Teams-based telephony, Five9’s cloud Contact Centre as a Service (CCaaS) solution, and a new University-wide switchboard. By removing on-site infrastructure and adopting Exponential-e’s managed services offering, BCU will be able to run its contact centres and wider communications estate in a resilient, scalable and cohesive way.

Matt Peers, Senior Project Manager at Birmingham City University, said: “As an institution committed to inclusion, opportunity, and prosperity, it’s essential that every interaction is accessible, responsive and positive. This project allows us to bring multiple communication environments together into a single, modern ecosystem.

“Not only will it streamline workflows and improve visibility across teams, it will also enhance the experience for students, whether they’re contacting us during Clearing for the first time, accessing welfare support, or seeking help from our IT teams.

“It was important we found a partner that had technical excellence as well as sector expertise. Exponential-e has been knowledgeable, professional and flexible throughout the process, and we look forward to a long-term partnership.”

Afshin Attari, Senior Director of Public Sector at Exponential-e, said: “We are delighted to support Birmingham City University as it modernises its communication and service infrastructure. By combining Teams telephony, Five9’s intelligent contact centre technology, and Exponential-e’s managed service model, we’re helping BCU deliver a resilient, flexible platform that supports student-centred service delivery.”

The three-year contract with a two-year extension option was signed in September 2025. BCU and Exponential-e are currently mobilising the project and finalising the delivery schedule, with timelines aligned to the academic year to minimise disruption.

The new platform will underpin BCU’s future Clearing operations while strengthening everyday engagement with current students, prospective applicants, and staff across the University.

The partnership has seen the successful deployment of more than 90 EPoS terminals across 30 sites, supporting a large and diverse catering operation. The new system is used by over 190 EPoS users and 65 back-office users, providing a modern, flexible platform designed to enhance operational efficiency and improve the day-to-day experience for staff and students. With integrated merchant services creating a seamless payment experience across campus.

Commenting on the partnership, Paul Taylor, Head of Operations at Durham University, said: “This partnership represents an important step forward for our catering operations. The rollout has delivered a modern and flexible EPoS platform that supports our teams across multiple sites and provides a strong foundation for future innovation. We’re pleased to be working with a partner that understands the complexity and scale of a university environment.”

Paul Markey, Head of Sales & Accounts at Lolly, added: “Durham University is a great example of how institutions are investing in flexible, future-ready technology to support both operational performance and the student experience. We’re proud to be partnering with the University and look forward to supporting the next phase of its digital catering strategy.”

Building on the partnership, Durham University is already working with Lolly on the next phase of its EPoS roadmap. Planned developments include self-service kiosks, counter self-service and AI tray-scanning solutions, all designed to further enhance efficiency and the customer experience.

A key project currently in development is the integration of the EPoS platform into a loyalty and cashless app, which will streamline operations and increase engagement with students and staff. A pilot version of the app is scheduled for release at Easter 2026, with a full rollout planned for Freshers 2026, aligned with the start of the academic year.

The Centre for Excellence will provide University staff with the resources and professional development they need to help them deliver impactful teaching which has AI and digital literacy at its core. In providing this, the centre will have a positive impact on Queen Mary students, who will be equipped with leading AI skills sought after by employers, setting them apart from peers in competitive job markets.

Through the centre – led by Dr Xue Zhou, Academic Head and Dr Aisha Abuelmaatti, Deputy Academic Head – the University is also engaging directly with employers to ensure that the skills and training offered through the centre meet their workforce and business needs.

Professor Colin Bailey, President and Principal of Queen Mary University explains: “I am delighted that we are launching this new initiative which represents an exciting step forward for Queen Mary University. By launching this Centre for Excellence, we are demonstrating our commitment to equipping students and educators with the AI-related skills they need for the future, both in terms of teaching and employability.”

Professor Janet De Wilde, Director Queen Mary Academy said: “Queen Mary Academy empowers the University’s educators and researchers to grow and achieve their full potential within a supportive environment. I am incredibly proud that the Academy is home to this centre which will help staff develop new skills that enhance their teaching to the benefit of our students and future employers.”

As well as upskilling educators and students, the centre will provide a home for scholarship, including the ethical use of AI in pedagogy and beyond.

Dr Xue Zhou, Academic Head of the Centre for Excellence said: “By harnessing the power of AI, we will create a dynamic environment which supports educators in delivering impactful, engaging teaching and improves student outcomes by equipping them to meet the demands of a rapidly evolving workforce.”

This collaboration will enable colleagues from Bright Horizons to complete a Level 5 Early Years Lead Practitioner Apprenticeship, an advanced training programme designed for leadership roles in early years education. The new qualification, set to commence in January 2025, will combine NTU’s academic excellence with Bright Horizons’ practical expertise, providing a comprehensive learning experience for participants.

Key Highlights of the programme:

• Comprehensive Curriculum: The programme will cover a wide range of topics, including child development, educational psychology, and inclusive practices.
• Flexible Learning: Designed to accommodate working professionals, the course will offer flexible learning options, including online modules and weekend workshops. Distance learning options are available, allowing participants to study from anywhere in the country.
• Access to University Resources: Participants will have access to all the resources and services available to students at NTU, including their virtual library.
• Higher Technical Qualification (HTQ): The programme also offers a Higher Technical Qualification, reflecting the level of practical and academic work involved in gaining this qualification.
• Career Advancement: Graduates of the programme will earn a Level 5 qualification, equivalent to a foundation degree (the first two years of a full degree BA (Hons)) and will be well-positioned for career advancement opportunities within the early childhood education sector.

Bright Horizons is now listed as one of the UK’s top five Best Workplaces in Education & Training by the Great Place to Work Institute. This new partnership further demonstrates its commitment to excellence.

James Butler, Talent and Development Lead at Bright Horizons, says: “Our people are at the heart of everything we do. Through our ‘You’re the Difference’ initiative, we ensure that every colleague comes to work with a sense of purpose and ambition. We are thrilled to partner with Nottingham Trent University to offer this new qualification. This training programme is a gateway for our people who are looking to deepen their expertise and advance to the next level in their careers. This partnership with such a highly acclaimed institution reflects our commitment to providing high-quality professional development opportunities for educators, ultimately benefiting the children and families we serve.”

Dr Aaron Bradbury, Principal Lecturer for Childhood, Early Childhood and Early Years Initial Teacher Education at Nottingham Trent University, adds: “Nottingham Trent University believes in our early years sector both locally and nationally and we are passionate about giving early years professionals an opportunity to gain a higher-level apprenticeship and also develop academically by gaining a Higher Technical Qualification. The partnership with Bright Horizons is down to the investment that is being made within their organisation for striving to have degree level early childhood professionals, as we all know that this has positive outcomes for our children and families. I am looking forward to working more closely with Bright Horizons on these qualifications and further enhancing research between Nottingham Trent University and Bright Horizons to support our sector more widely.”

Additionally, for those Bright Horizons colleagues who are looking to further their education, NTU will support with a Childhood and Education Studies Level 6 Top-Up. This one-year programme is designed for individuals with a relevant Level 5 qualification, such as an HND or Foundation Degree, allowing them to complete a full bachelor’s degree and use the letters BA (Hons) after their name in official documents.

The survey of 1,000 students and 500 educators at UK universities found that educators think that students are using AI to complete around two-fifths (43%) of their studies on average. Whereas students say they are only using AI to complete almost a quarter (24%) of their tasks on average. In fact, just over 1 in 5 (21%) university students surveyed say that they don’t use AI at all in their studies.

When it comes to specific uses for AI, students appear to be using it to enhance their learning and prepare for exams. They are using AI most for research (56%), exam revision (43%) and writing content like essays and assignments (39%).

Although they may not be using it as much as their educators think, more than half (52%) of university students surveyed say that their grades have improved since using AI, with 8% saying that they have improved substantially.

AI is having positive impacts on higher education, and educators are more likely to feel this
The majority of university educators (85%) and students (67%) think that AI is having a positive impact on higher education. Personalised learning (51%), increased productivity and efficiency (47%) and better support (45%) are the top benefits of AI usage according to students and educators surveyed.

Educators appear to be more positive overall about AI’s impact on higher education. Just over a fifth (21%) don’t think AI is having, or could have, a negative impact on higher education – seven times the proportion of students who said the same (3%). Continuing this trend, less than half (44%) of students think AI has improved the quality of higher education, while 72% of educators believe the same.

Lack of AI policy threatens academic integrity

Despite the overall positive sentiment around the impact of AI on higher education, less than half (48%) of educators say their university has a policy in place to manage it, while almost two-thirds (62%) say higher education is unprepared to handle AI usage. Without AI regulation in place, 68% of students and 74% of educators believe that the technology will undermine the credibility of university degrees.

More than half (54%) of students surveyed say that the rise in AI usage makes passing exams easier than it used to be, while a greater proportion (70%) of educators feel the same way. With this in mind, over half (53%) of educators and 43% of students think that using AI to help with university work should be considered cheating.

As many as 1 in 10 students surveyed admit to submitting AI-generated work without disclosing it. And while over a third (38%) of educators say they’ve received more AI-generated assignments and essays in the past six months, only 42% feel confident in detecting it.

Skills needed to maximise benefits of AI

It’s not just students who are using AI for their work, almost half (48%) of university educators surveyed often use the technology, with just over 1 in 5 (21%) using AI all the time. Educators use it most for tasks like drafting correspondence to students (46%), setting work for students (45%) and planning lectures or tutorials (45%).

Despite this, less than 2 in 5 (37%) educators think their peers have the right skills to use AI to their advantage.
A third (33%) of students believe using AI in their studies is helping or would help to prepare them to use it in their future work. However, almost a quarter (23%) would use AI in their studies more if they had a better understanding of the technology.

With only 42% of educators saying their universities have incorporated AI literacy into their curriculum, there is some way to go to ensure students are well-equipped to use the technology effectively.

Marni Baker Stein, Chief Content Officer at Coursera, commented: “This research shows AI is already delivering tangible benefits in higher education, from improved student grades to enhanced educator productivity. However, there is a notable gap between educators’ perceptions and actual student AI usage. This overestimation could lead to restrictive policies being put in place. Instead, universities should focus on developing comprehensive AI literacy programmes. Clear guidelines and proper training will not only protect academic integrity but also ensure graduates enter the workforce with the skills to leverage AI effectively in their careers.”

As university students across the UK head through another term of academic challenges, one question often arises: Is it better to study alone or in a group? The truth is, both methods have their merits, and finding the right balance between group study and solo study can significantly enhance your learning experience and academic performance.

The Case for Solo Study

Studying alone has long been the traditional approach for many students. It offers numerous advantages that make it an essential part of any comprehensive study plan.

Concentration and Focus

When studying solo, you have complete control over your environment. You can choose a quiet location, whether it’s a secluded corner of the university library or your own room, where you can minimise distractions and maximise focus. This level of concentration is particularly beneficial when tackling complex subjects or preparing for exams.

Many UK universities offer dedicated silent study spaces. For instance, the University of Edinburgh’s Main Library provides individual study carrels that are perfect for focused, solitary study sessions.

Personalised Pace and Approach

Everyone has their own learning style and pace. Solo study allows you to tailor your approach to suit your individual needs. You can spend more time on challenging topics and breeze through familiar ones without having to accommodate others’ learning speeds.

For example, if you’re a visual learner, you might benefit from creating detailed mind maps or diagrams. Auditory learners might prefer recording and listening to summaries of their notes. The flexibility of solo study allows you to employ these personalised techniques without compromise.

Find Online Study Notes For Solo Study

In today’s digital age, solo study doesn’t mean you’re limited to your own notes and textbooks. A wealth of online resources is available to supplement your individual study sessions.

These can be invaluable for filling gaps in your own notes or gaining different perspectives on course material. Studocu has an amazing range of study notes and other study materials. Check out the exam prep resources from Studocu.com

Remember, the process of creating your own notes is often as valuable as the notes themselves in terms of learning and retention.

The Benefits of Group Study

While solo study has its advantages, group study can offer unique benefits that enhance the learning experience in ways individual study cannot.

Diverse Perspectives and Explanations

One of the primary benefits of group study is exposure to diverse perspectives. Your peers may approach problems or concepts differently, offering new insights and alternative explanations that can deepen your understanding.

For instance, in a literature study group, different interpretations of a text can lead to rich discussions and a more nuanced appreciation of the material. In science or maths groups, seeing various problem-solving approaches can expand your toolkit of strategies.

Motivation and Accountability

Studying with others can provide a significant motivational boost. Knowing that others are depending on you to contribute can encourage better preparation and engagement. Additionally, regular group sessions create a sense of accountability that can help you maintain a consistent study routine.

In a group setting, you have the opportunity to receive immediate feedback on your ideas and understanding. If you’re struggling with a concept, chances are someone in the group can offer clarification. This instant feedback loop can be more efficient than waiting for office hours or email responses from tutors.

Development of Soft Skills

Group study sessions aren’t just about academic content; they’re also opportunities to develop crucial soft skills. Explaining concepts to others improves your communication skills. Coordinating study sessions enhances your organisational abilities. Resolving disagreements in interpretations or approaches hones your negotiation skills.

These soft skills are highly valued by employers. The UK’s National Careers Service emphasises the importance of teamwork and communication skills in their employability advice, making group study sessions a valuable preparation for future careers.

Finding the Right Balance

While both solo and group study have their merits, the key to academic success lies in finding the right balance between the two. Here are some strategies to help you create an effective study plan that incorporates both approaches:

Assess Your Learning Style and Course Requirements

Start by reflecting on your personal learning style and the specific requirements of your courses. Some subjects may benefit more from discussion and collaborative problem-solving, while others might require intense individual focus.

For example, a philosophy course might benefit greatly from group discussions to explore different interpretations and arguments. On the other hand, a programming course might require significant individual practice to master coding skills.

Create a Mixed Study Schedule

Develop a study schedule that includes both solo and group sessions. You might dedicate mornings to individual study when your concentration is at its peak, and schedule group sessions in the afternoons for discussion and problem-solving.

Be sure to align your group study sessions with your course timelines. For instance, you might schedule a group review session a week before an exam, after everyone has had time for individual preparation.

Use Solo Study for Preparation and Review

Use your solo study time to prepare for group sessions. Review the material, identify areas where you need clarification, and come prepared with questions or discussion points. After group sessions, take time to review and consolidate what you’ve learned individually.

Key figures from the county’s 12 universities, local councils, employers and organisations invested in graduate employment came together to discuss how they can collectively support graduates to stay and thrive in Yorkshire.

The one-day conference, Overcoming employer challenges and championing graduates across Yorkshire, was led by Yorkshire Universities and hosted at Sheffield Hallam University.

Expert panels discussed the challenges facing graduate recruitment and how to create opportunities and develop solutions together to enable graduates to access highly skilled roles and support the regional economy.

The new Government has described economic growth, particularly in the regions, as one of its key priorities.

Regional leaders discussed how universities and their partners are critical drivers of economic growth – securing inward investment as well as providing a skilled workforce and access to support and expertise to the region’s businesses, including graduate-led enterprises.

Professor Liz Mossop, Vice-Chancellor of Sheffield Hallam University, said: “Yorkshire is diverse and vibrant region with huge potential. Forging a joined-up, collaborative approach to retaining the regions’ ready supply of highly skilled graduates is key to driving innovation and enterprise and absolutely critical to stimulate economic growth across our cities and towns. ,

“ Success is utterly reliant on strong partnership working, and I was delighted to welcome business, civic and education leaders from across the region to discuss the key challenges and opportunities employers and graduates face. The sense of shared purpose was tangible, and I look forward to developing this determined coalition to ensure our graduates stay and thrive in Yorkshire.”

During the conference Yorkshire Universities also revealed the latest version of their inclusive recruitment guide, aimed at offering practical advice to employers to support them to recruit diverse graduates.

The new guide offers additional advice on recruiting international graduates and those from disadvantaged backgrounds.

Professor Karen Bryan OBE, Vice-Chancellor of York St John University and Chair of Yorkshire Universities, said: “Yorkshire Universities is working proactively to support our region’s employers to access the thousands of talented individuals graduating from universities across Yorkshire each year.

We hope the refreshed guide will ensure that we can retain a wider pool of skilled graduates in the region who are key to supporting the future prosperity of our towns and cities”.

The Race Equality Charter’s mission is to improve the representation, experience, progression and success of racially minoritised staff and students within higher education. It provides a rigorous and robust framework through which institutions work to critically reflect and act on institutional and cultural barriers standing in the way of the progression and success of racially minoritised staff and students. There are currently 101 Race Equality Charter members, holding 50 awards between them.

Anne Mwangi, Head of the Race Equality Charter, said: “The Race Equality Charter Bronze award is recognition of an institution’s robust foundation for eliminating racial inequalities, developing inclusive cultures and moving from commitment to sustainable and integrated bold and ambitious action. Advance HE looks forward to supporting the University of Aberdeen as it progresses its action plans to advance race equality”

Professor George Boyne, Principal and Vice-Chancellor commented: “I would like to extend my congratulations to the members of the University Race Equality Strategy Group as well as to colleagues in the central EDI Team for their contribution to this success. As a University which strives to be open and welcoming, diverse and inclusive, we recognise the reality of systemic racism.

“In the last five years, we have been building momentum around antiracism work, engaging with staff, students, and partners and across the sector, and have developed a progressive Antiracism Strategy, which presents our vision for creating an antiracist University. Our Antiracism Action Plan has been designed to target the areas where issues have been identified through the REC process. We will be working with our staff and students to ensure change is tangible and impactful.”