Rachel Forsyth – författare

Trust matters in higher education, yet it is often taken for granted. This book shows how trust—between students and teachers, faculty and academic developers, or individuals and institutions—shapes the ways we teach, learn, and work together.

Drawing on fresh research and first-hand accounts from across the world, this book reveals that trust is not static but a dynamic, reciprocal process. It is cultivated gradually through care, credibility, and openness, and it enables people to share vulnerabilities, take risks, and imagine new possibilities for teaching and learning. Contributors explore trust at many levels: in the classroom, in academic development programmes, and within wider institutional and cultural contexts. They demonstrate how trust allows people to share vulnerabilities, engage in honest conversations, and take risks that lead to more inclusive and effective teaching. At the same time, they address the challenges of mistrust and the work required to establish trustworthy practices and structures.

Accessible and thought-provoking, this book offers valuable insights for anyone interested in the human relationships at the heart of higher education. It makes a compelling case that trust-building is not optional but integral to effective teaching, meaningful learning, and transformative academic development.

This book was originally published as a special issue of International Journal for Academic Development.

Trust matters in higher education, yet it is often taken for granted. This book shows how trust—between students and teachers, faculty and academic developers, or individuals and institutions—shapes the ways we teach, learn, and work together.

Drawing on fresh research and first-hand accounts from across the world, this book reveals that trust is not static but a dynamic, reciprocal process. It is cultivated gradually through care, credibility, and openness, and it enables people to share vulnerabilities, take risks, and imagine new possibilities for teaching and learning. Contributors explore trust at many levels: in the classroom, in academic development programmes, and within wider institutional and cultural contexts. They demonstrate how trust allows people to share vulnerabilities, engage in honest conversations, and take risks that lead to more inclusive and effective teaching. At the same time, they address the challenges of mistrust and the work required to establish trustworthy practices and structures.

Accessible and thought-provoking, this book offers valuable insights for anyone interested in the human relationships at the heart of higher education. It makes a compelling case that trust-building is not optional but integral to effective teaching, meaningful learning, and transformative academic development.

This book was originally published as a special issue of International Journal for Academic Development.

Assessment is a central part of teaching and learning in higher education and an area in which many university teachers lack confidence.

Designed to work across academic disciplines, this is a practical, theory-informed resource for anyone in the higher education sector. It offers an in-depth view of assessment, exploring current practice and contemporary challenges. It offers guidance on contextual assessment design and the teaching that can support this, alongside a deep dive on marking, feedback and common assessment challenges.

The final third of the book offers practical templates for a wide range of common assessment types including case studies, competence portfolios, essays and dissertations.

Rachel Forsyth is an educational developer who works at Lund University, Sweden.

Assessment is a central part of teaching and learning in higher education and an area in which many university teachers lack confidence.

Designed to work across academic disciplines, this is a practical, theory-informed resource for anyone in the higher education sector. It offers an in-depth view of assessment, exploring current practice and contemporary challenges. It offers guidance on contextual assessment design and the teaching that can support this, alongside a deep dive on marking, feedback and common assessment challenges.

The final third of the book offers practical templates for a wide range of common assessment types including case studies, competence portfolios, essays and dissertations.

Rachel Forsyth is an educational developer who works at Lund University, Sweden.