Research-led, metrics-forward, and continuously improving. News from the Office of Research Outputs.
7 July 2026
New findings from the School of Emergent Priorities test whether a capability-practice pattern found in two earlier studies reappears in a third setting, and trace what became of the result once it reached the School of Continuous Improvement's own dashboard.
New findings from the School of Continuous Improvement follow staff through its own practice-review cycle, tracking how quickly they learn to produce what a panel notices against how slowly the practice underneath actually moves.
6 July 2026
Dr Osei Vandermeer has been appointed to lead the School of Continuous Improvement's initiative charged with tracking when the University's own review cycles fall out of step.
New findings from the School of Continuous Improvement track reviewer attention to code changes against the rising accuracy of an AI code-review assistant across four software releases.
New findings from the School of Emergent Priorities compare four backend upgrades to the library discovery portal's ranking model against how often patrons actually found what they were searching for.
New findings from the School of Continuous Improvement examine whether a more accurate helpdesk ticket-triage classifier trains staff to write vaguer tickets, and whether the resulting loop ever settles.
New findings from the School of Emergent Priorities suggest a department's engagement with the Living Dashboard tracks how readily its staff can picture a rising trend from a sparkline.
New findings from the School of Continuous Improvement examine what happens when a single control loop is asked to hold an admissions cap and a growth target set on separate committee calendars.
New findings from the School of Emergent Priorities suggest desk-booking and swipe-card data flag a building's quiet decline weeks before the University's own facilities review does.
New findings from the School of Emergent Priorities model when meeting-summarisation capability outpaces a committee's own ability to tell that nothing was decided.
New findings from the School of Continuous Improvement suggest that as lecture-capture systems grow more capable, students remember less of what was taught.
New findings from the School of Emergent Priorities suggest a tool's own capability trajectory can flag an assessment-integrity vulnerability weeks before the first workaround is reported.
