Opinion

Those who take on vital academic housekeeping should be acknowledged as champions of good practice and rewarded accordingly, says Eleanor Baker

I concentrate on the joy I get from working with the students who do show up, rather than feeling slighted by those who don’t, says Anna Meier

Persistent earning gaps by gender, ethnicity and socio-economic background are unfair to individuals and a drag on the economy, says Omar Khan

The government must recognise that lower international revenues will make research costs unsustainable, says John Carroll

One of the advantages of a large majority is that there is more generous political cover for experts brought into ministerial roles, says David Willetts

The sea change in ministers’ educational backgrounds should prompt more action to get poorer students into selective universities, says Jon Datta

Without increased support, many RAs may choose to leave for other opportunities that provide more job security and benefits, says Bre-Anne Fifield

Ease of entry encourages access, and most universities have enough places to guarantee entry without requiring personal statements, says Tim Leunig

Ministry support will be vital, but a lack of political imperative could limit motivation, say Hyejin Kim, Erik Mobrand and Sylvia Schwaag Serger 

The instinct to err on the side of non-transparency is understandable, but the accused get more protection than the victims, say five experts

Institute of Physics Publishing is making innovative efforts to broaden the referee pool beyond the usual suspects, says Laura Feetham-Walker

Successful university twinning arrangements were set up remarkably quickly. They must not be allowed to peter out slowly, says Anthony Manning

The likes of Cambridge can and should open up more permanent positions without resorting to age discrimination, says Wyn Evans

As the UK votes in a general election, universities hope for a change of approach. In return, they must deliver for a country facing a host of problems

It makes zero difference to reviewers if someone else gets a paper in a high-impact journal, so why are they so pernickety, asks Stephen Cochrane 

There are many ways we can assist students’ learning; teaching is only one of them, and it is not the most important, says John Cookson

A ‘jobbified’ university teaching ‘transferable skills’ and marketable degrees neglects so much that is crucial to vocational formation, says Chris Higgins

But Cambridge must reform procedures that have evidently left many colleagues traumatised, says Thomas Roulet

If the best books aren’t REFable, UK research will appear artificially weak, say Heather Widdows, Fiona Macpherson and Simon Kirchin 

Evidence suggests that the benefits of lecture capture are coming at the cost of broader student and staff well-being, say Treasa Kearney and Liz Crolley