I went out for a family lunch on Sunday. It was one of those long, lingering lunches, sitting in the shade of the trees while conversation meandered from one topic …
Designing for real student lives: introducing a toolkit for leaders
What happens when curriculum is designed for continuity, but students’ lives are not? Across Higher Education, there is growing emphasis on lifelong learning, modular provision, and more flexible pathways into …
5 hot topics on the Lifelong Learning Entitlement from The Spinnaker Group
On 26-27th March, Oxford Lifelong Learning (where I am currently undertaking a Visiting Fellowship) kindly hosted The Spinnaker Group’s first meeting of 2026. Over 20 higher education representatives from the …
Belonging is not the same for everyone: using the BBB survey with different groups of students
How the Being, Belonging, Becoming framework can help surface hidden assumptions in programme design One of the questions I am often asked about the Being, Belonging, Becoming (BBB) framework is …
Being, Belonging, Becoming: Designing for Lived Student Experience
Higher education talks a great deal about belonging. We talk about community, engagement, student voice and inclusion. Yet belonging is often framed as something relational or pastoral, something that sits …
Getting the Right People in the Room
Curriculum Design Through Charrettes As universities respond to lifelong learning, increasing flexibility, and more complex student lives, curriculum design has become both more urgent and more contested. Ambitious policy goals …