Absolutely. I see extraordinary care and compassion from colleagues every day, often under immense pressure. Perhaps we also need to recognise care as a professional capability in itself, something our students should experience, learn and carry with them into their future workplaces. #LTHEchat

I love this distinction. Compassion is not about lowering expectations. We can challenge students, maintain academic rigour and still lead with humanity. Sometimes care is precisely about believing someone can achieve more and supporting them to get there. #LTHEchat

“Care doesn’t have a KPI” is powerful. Perhaps the problem is that we measure what is easy to count rather than what truly matters. Care, kindness and compassion may be harder to quantify, but their impact can be seen in whether people thrive, stay and belong. #LTHEchat

Is it more important that the students feel they matter? #LTHEchat

A5 #LTHEChat There are certainly individuals within HE who do

HE as a whole really should, but it doesn't

Even academic rigor now sits behind rankings and income though!

Absolutely. Belonging is multidimensional. Curriculum matters, but relationships with peers and educators can be equally powerful. Perhaps the strongest sense of belonging emerges when these different elements work together curriculum, relationships, voice etc #LTHEchat

A5 No, it does not. As I have said in previous #LTHEChat sessions, Care Doesn't Have a KPI. Actually, it does, but we reduce everything to inhumane outputs, we fail to see it.

A5 #LTHEchat I think higher *educators* absolutely value care, kindness and compassion: I am in awe of my academic colleagues' care in the face of extraordinary sector pressure. I'd like to see those calling for "vocational content" in courses think more on the value of learning care and compassion.

A5 - oooh that’s a tough one. I think HE systems don’t, HE cultures can, and individuals do. Should it? I think kindness is intertwined with challenge. Setting high expectations, giving constructive critical feedback might not feel good in the moment but may be care in action. #LTHEchat

Absolutely. Belonging shouldn't require everyone to connect the same way. For some neurodivergent learners/staff, belonging may mean having autonomy, psychological safety and the freedom not to participate in particular social activities. #LTHEchat

A4 - Maybe, it depends on where their primary source of belonging comes from; it could be from friends in their course, the relationships they build with their tutors, so it might not be solely dependent on what is in the curricula and the cases and contexts used. @ifawolowo.bsky.social #LTHEChat

A4 Students may belong not simply because they see people like themselves in the curriculum, but because they come to believe that their own histories, cultures, experiences, and ways of knowing are welcomed as part of the collective construction of knowledge. #LTHEchat

Yes, 100%, and I really like the emphasis on facilitation. We do not have to hold every perspective ourselves. Our role can be to create a space where students’ histories, cultures and ways of knowing are welcomed as valuable contributions to learning. #LTHEchat

Q5 - Does higher education value care, kindness, and compassion as seriously as it values academic rigour, and should it?

Reply with A5 #LTHEChat and your response @ifawolowo.bsky.social

Absolutely. A globally inclusive curriculum benefits everyone, not only those who may feel underrepresented. It allows students to see themselves while also encountering perspectives that challenge assumptions and expand how they understand their discipline and the world. #LTHEchat

A4 - some disciplines or subject areas make this more challenging. I like Rudine Sims Bishop’s idea of mirrors, windows and sliding doors as applied to curriculum. Sometimes the activity can support that connection. #LTHEchat

In undertaking curriculum review over the last year and encouraging diverse and inclusive approaches, curriculum etc, a major challenge has been in the availability of materials outside a western-centric perspective in some disciplines/ being able to consider appropriate examples #lthechat

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A4 - all those aspects can contribute to that 'a-ha!' moment for learners - making it relevant and connecting with them and contributing to the belonging.

A challenge might be for educators to have the 'full details' about their learners, but hopefully "data dashboards" help?

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#lthechat

Yes, this is such an important distinction. We can create inclusive structures and conditions, but we cannot “do” belonging to someone. What we can do is create an environment where people feel safe, valued and able to choose to belong. #LTHEchat