How flexible learning helped me balance study, work and family life

Being able to study around your life is an important factor when choosing to study at any stage of your journey. Every student who chooses to study with us has their own set of responsibilities and commitments. From in-person to online learning, and full-time to part-time study, we offer a variety of courses designed to suit different lifestyles.

We caught up with BA (Hons) Moral and Philosophical Studies student Jo Greenwood, who studies predominantly online through UHI Inverness and loves the flexibly of online learning to fit her studies around her family commitments and part-time job.

Why was BA (Hons) Moral and Philosophical Studies with Religious Education the right course for you? 

“I have always wanted to teach. This course combined my passion – religion and philosophy – with the ability to receive teacher training, placements and GTLC registration.”

What do you enjoy most about the course? 

“So far, I have thoroughly enjoyed all the course material. I also loved that even though it was only my first year, we were already straight into the educational practice side of the course, learning different pedagogies, lesson planning, etc. What is particularly good for me is that I can attend all my lectures online, giving me the flexibility to manage family life and I also work part-time to make ends meet. If I had to travel to the college regularly, I wouldn’t have been able to do the course.”

What are your favourite things about UHI?    

“The flexibility of learning and the support from the library! As a predominantly distance learner, the library team has been consistently brilliant in delivering what I need to my door. Everything feels well-organised, and the university seems to genuinely care about student well-being.” 

Jo Greenwood, 3rd year BA (Hons) Moral and Philosophical Studies with Religious Education student enrolled with UHI Inverness. Photographed in Cullen where Jo lives in January 2026

What do you think about the style of teaching and the support you receive from tutors and lecturers? 

“Different lecturers have different styles, but all have been very supportive and ensured we have access to everything we need to succeed. I like that all the course material is well-structured online, with everything I need on a week-by-week basis. All lecturers have given us plenty of time to prepare for assessments.”

Do you have any highlights from the course so far, and have any opportunities opened up for you while studying

“Educational practice lectures, and the fact that we are straight into the details from day 1 and have placements in each year.  Additionally, as the course combines Education with the RMPS subject matter, it saves on an extra year of doing a PGDE.

“The degree enables me to teach philosophy and religious studies, something I couldn’t have done without this course.”

How do you feel your studies will help you in your career progression? 

“The modules of the course offer a good breadth and depth of religion, worldviews, and different branches of philosophy, which will prepare us well for the workplace.”

What advice would you give to those considering studying your course?  

“If you want to teach RMPS at secondary, go for it! I don’t think there is a better option than this course. Additionally, if you are part-way through and decide you don’t want to teach, it’s very easy to adjust the pathways and continue with a religion and philosophy degree.”

Whenever and wherever you choose to study – whether you’re leaving school, returning to education later in life, studying from home or moving away – there’s a study option to suit your lifestyle.

Jo followed her dream of becoming a Religious, Moral and Philosophical Studies (RMPS) secondary school teacher after years working. Thanks to the flexibility of online learning, she’s been able to build her future around her life, rather than putting her life on hold to study.

Are you ready to follow your dreams?

Explore our range of 300 courses now.

Find out more about BA (Hons) Moral and Philosophical Studies

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From degree to postgraduate: a marine science experience like no other

Choosing the right university is about more than just earning a degree – it’s about finding the opportunities that will help you build your future.

Nele Thomsen, who studied BSc (Hons) Marine Science with Arctic Studies (SAMS) and went on to study a PhD, knows exactly why choosing to study at the Scottish Association for Marine Science, a partner of UHI, in Oban – a specialist marine science campus along the west coast of Scotland – gave her an experience unlike anything offered by a general university campus.

Why was BSc (Hons) Marine Science with Arctic Studies the right course for you? 

“This course offered in-depth training in marine science unlike any other course I am aware of. I have had a huge freedom to specialise in any area within marine science I wished, as the course is quite flexible. Studying at SAMS with UHI was the right decision for me, as the local area offers great potential to study marine science, I felt right at home, and SAMS offered me the best opportunities to engage in research I could have hoped for.”

What are your favourite things about UHI?    

“The size and connectivity of UHI. Campuses are small which means you have a much greater chance to approach researchers and gain real experience. And there are campuses with different expertise and different equipment everywhere. If you might not be able to do everything at your home institution, changes are you can collaborate with another one.”

Oban from the ocean.

Did you consider other universities when you were deciding to study? If so, why did you choose us? 

“I did consider other universities but decided to go with UHI instead. At the time, studying in Scotland was for free for EU students (Ireland has a yearly fee) but mostly I was won over by living in a small town along the West Coast of Scotland with great access to the hills and islands and by studying at an institute fully specialised in marine science. No general university campus could have offered me the exposure to marine science and research I received at SAMS.”

What do you think about the style of teaching and the support you’ve received from tutors and lecturers? 

“The teaching style at SAMS involves a lot of real research case studies and incorporates many external researchers that come and give seminars. This more real-life orientated teaching was great to get a better understanding what I can do with my degree once I finish and what career path I wanted to follow.”  

Have you undertaken any student placements during your studies?

“I had the opportunity to do an exchange semester at UNIS in Svalbard during the third year of my degree. The time there was incredible and helped develop my career aspirations in polar science. My supervisor managed to get me involved in an ongoing research project while I was up there which quickly spiralled into many more opportunities, great networking, and a lot of fun.  

“I undertook three summer placements in the SAMS labs and once in collaboration with the Norwegian institute Akvaplan-niva during summer breaks to gain more experience in molecular and experimental biology. If I hadn’t done these placements I don’t think I would have been able to transition straight into my PhD after my undergraduate. 

“I also went on a research cruise to the Icelandic Basin with SAMS and NOC for 3 weeks and worked as an onboard chemistry assistant. 

“All these opportunities I only got because SAMS and UHI opened these possibilities and my SAMS supervisor supported me through all of it.” 

External signage, Scottish Association for Marine Science in Oban. January 2026

What career direction would you like to take after studying and how do you feel your studies will help you in your career progression?

“My studies have already and will continue to help me immensely in my career progression. I aspire to become an expert in polar biological research, and my degree has given me all the experience, opportunities, and network I need to start on this path.” 

You progressed into a PhD after studying BSc (Hons) Marine Science with Arctic Studies, can you tell us about it?

“I am currently a full-time PhD student at SAMS-UHI. I am investigating the transgenerational impact of multiple stressors on rockpool copepods and whether they can adapt to future climate conditions and anthropogenic stress. My work involves sampling rockpools at multiple coastal locations around Europe, culturing copepods in our aquarium facilities, and undertaking exposure experiments to investigate their physiological and genetic response to stress.” 

Nele (pronounced like ‘kneeler’) Thomsen, 2024 BSc (Hons) Marine Science graduate now doing a PhD at the Scottish Association for Marine Science (SAMS) on ecotoxicology in rockpool copepods. Photographed in January 2026 above one of the small bays at SAMS, Dunstaffnage, near Oban.

What advice would you give to those considering studying in terms of careers and employment?

“I considered for a long while whether I wanted to take the leap and go into academia because of the risks in securing a permanent position afterwards. However, in my experience your degree will be what you make of it! Be proactive and take any opportunity you can to develop your experiences, career, and most importantly your research network!”  

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You too could find that studying at UHI is the right choice for you. Explore our range of more than 300 courses across the Highlands and Islands, Moray, Perthshire, and Argyll and Bute, and discover how you could turn your passion into a career.

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Why university made me love learning again

The right course can do more than prepare you for a career – it can completely change the way you see learning.

We spoke to current BA (Hons) Adventure Education and Outdoor Learning student Abby Teague about her experience studying in Fort William at UHI North, West and Hebrides, and how discovering a course with real meaning to her, transformed learning from something that once felt like a chore at school into something she genuinely enjoys.

BA (Hons) Adventure Education and Outdoor Learning is a newly accredited programme with the Institute for Outdoor Learning, that works closely with Adventure Education and Outdoor Learning providers to help students pursue a satisfying career as a professional adventure practitioner.

Why is BA (Hons) Adventure Education and Outdoor Learning the right course for you? 

“I knew I would be interested in Adventure Education, but this course has provided me with even more than I had hoped for. Alongside the lecturers and guides being highly knowledgeable and passionate, I have found the content taught to be deeply enriching and meaningful, making learning and studying something I want to do, not a chore – which wasn’t always the case in school.”

What do you think about the style of teaching and the support you’ve received from tutors and lecturers?

“All my lecturers have been very supportive. They are genuinely interested in what they teach, and the smaller class sizes mean they get to know their students very well, never seeing us as just a number.”

Abby Teague, 3rd year BA (Hons) Adventure Education student based at UHI North, West and Hebrides Fort William campus. Photographed near the Great Glen Way, Inverlochy, Fort William, January 2026

What are your favourite things about UHI?   

“On my course, I have found the teaching staff from lecturers to guides, to always be highly skilled, motivated and interested in both what they teach as well as teaching itself.  As the university campuses are smaller, there is a more close-knit, community feel amongst students and teaching staff. Plenty of opportunities and support to try and experience new things.”

How do you feel your studies will help you in your career progression? 

“I believe that the knowledge and skills I’ve gained at UHI will be valuable in any career I pursue. My course has not only developed me professionally but also personally, so it will carry over into whatever path I choose.”

Have you undertaken any student placements during your studies so far?

“I had the opportunity to help facilitate outdoor education for a class of primary two students weekly at Kinlochleven Primary and there are several field trips planned with various outdoor businesses to provide a taste of working within different sectors of the outdoor industry. In March 2026, I also had a placement working with the renowned Outward Bound.”

What career direction would you like to take after studying? 

“I would love to work in the outdoors. My course has provided me with so many great opportunities to learn about and experience different ways I can do this.”

What is the best thing about living in Fort William?

“Living in Fort William is a stark contrast to my upbringing in big cities. To me, Fort William offers the perfect balance between urban and rural living. I am grateful for the access to nature and slower, more peaceful way of life.” 

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Have you found the right course for you? With over 300 courses across the Highlands and Islands, Moray, Perthshire, and Argyll and Bute, there’s something for everyone.

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Being human in an AI-driven world

By Helen Anton, Careers and Employability Adviser at UHI

I recently read an article about the use of AI in careers education, titled ‘The CareerPro Advantage: Using AI Technology for Good’ and one line in particular stayed with me: “AI can be a powerful tool, but only when guided by human judgement and care.”

With this year’s University Mental Health Day theme focusing on human connection, it reinforced just how relevant—and timely—the role of college and university career services feels.

We live in a world increasingly shaped by technology. AI is changing how we work, how we learn, and how quickly we are expected to adapt. While a degree or qualification may help open doors, it is the community around you that helps you walk through them—guiding, supporting, and encouraging you along the way.

As part of my role with UHI Futures, I recently delivered a session on being ‘future-fit’ to history students, focusing on how to stay valuable, relevant and adaptable as industries, technology—particularly the widespread use of AI—and the world of work change at a rapid pace. While the session offered practical guidance and thoughtful discussion for students, what truly brought the conversation to life were the stories shared by five invited recent graduates, who articulately, and with great passion, shared their career experiences post-UHI.

Listening to how they had grown through their studies at UHI was a joy. Across all their journeys ran a clear common thread: the importance of the human aspects of their course—the connections they made, the communities they built, the networks they established, and the confidence this gave them to navigate their future careers with curiosity and purpose.

Simply put, one of the most powerful investments you can make when developing your career, is in human connection.

We know the world is experiencing rapid change and disruption. The labour market is shifting, the nature of work is evolving, and as careers advisers, we must evolve too. But we must never lose sight of the fact that what we do is not just a service; it is an approach—one where the individual is always at the centre.

It is about recognising that every person has value, every career is a journey, and every conversation is an opportunity to support human dignity. It is not just about placing people into jobs; it is about fostering purpose, confidence, and possibility.

In the end, it is all about being human.

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“What are you going to do with that qualification?” — and why it’s the wrong question

By Iain Eisner, Senior Careers and Employability Adviser Career, UHI Futures team

The question — ‘What are you going to do with that qualification?’ — is one of the most unhelpful things you can be asked while studying. It’s usually asked by people who care about you and are interested in your future, but does that make it helpful? For many students, this question can create pressure, stress, and a feeling that you should already have everything mapped out.

What makes it more ironic is that the person asking the question often doesn’t have a clear life plan themselves. Even a small change in wording — “What might you do first with that qualification?” — would make it feel more open and less demanding.

One of the main problems with the question is that it assumes a simple, linear path from qualification to career: choose a goal, follow the steps, and arrive at the perfect job. In reality, careers rarely work like that.

Another issue is that it ignores how most people end up in their roles. Research by Krumboltz and Levin in Luck Is No Accident found that nearly 70% of graduates said their careers were significantly shaped by unplanned events.

Rather than thinking in terms of rigid career planning, it can be more useful to think about navigating or managing your career. You can still take positive steps, build skills and explore opportunities, while recognising that chance, change and new experiences will play a major role.

Not knowing exactly what you want to do is completely normal. Most people don’t have a single ‘true calling’, and many will change careers several times throughout their lives.

So instead of seeing your future as a problem to be solved, try to view it as something to explore — be curious, creative and open to opportunities as they appear.

The UHI Futures team is here to support you every step of the way.

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Find out more about what resources are available to you as a UHI student

From London to the Highlands – why BA (Hons) Creative Writing in the Highlands and Islands was the right course for me.

To get an insight into what it’s like to study our online course, BA (Hons) Creative Writing in the Highlands and Islands, we spoke with Lindsay Treasure, a current first-year student at UHI Inverness. We discussed how she has found her studies so far, why she chose this course, and what it is like to be a recipient of the Witherby Charitable Trust scholarship.

What made you choose UHI for your creative writing degree?

I very specifically wanted to do a creative writing degree, and I chose UHI because it’s local to me.  When I searched for a creative writing degree in Inverness, this course popped up straight away.

What has studying in the Highlands meant for you personally and creatively?

Studying in the Highlands is a great opportunity for me because I moved here 18 months ago to be near family, and I felt like I really wanted my life to revolve around the Highlands. I also wanted to study local to where I’m living. So, it just all seemed to come together. I suppose it’s kind of what drew me to creative writing as a subject.

I was interested in creative writing because I actually started writing properly with a view to writing a book about five years ago during a pandemic specifically, and I had just finished a corporate career. I’d moved up here, I’d had a complete change of life, and I wanted to do something that used my creative side and explore that aspect of myself that I haven’t been able to do for a long time.

How would you describe the teaching and support you’ve received from your lecturers so far?

The teaching and the support that the lecturers provide has been really helpful. They’re so supportive and encouraging about our creative endeavours, which can be quite a vulnerable pursuit. You can feel quite lonely and you can feel as though –  I certainly sometimes feel that – I don’t know how to gauge whether what I’m doing is good or not. I really like the criticism that lecturers give. They frame it in a very positive way and that’s enabled me to develop already. And I’m only my first semester. So, yeah, they’re really, really good.

Lindsay Treasure, BA (Hons) Creative Writing in the Highlands and Islands. First year student at UHI Inverness. Recipient of a Witherby Charitable Trust scholarship. Taken at UHI Inverness on 16 December 2025.

What’s the best thing about studying at UHI and living and studying in the Highlands?

The best thing about living and studying in the Highlands is that I’m here. It’s an absolutely beautiful part of the world. I moved here 18 months ago from a very urban area; I was in and out of London all the time.  It was exhausting.

I think that the scenery here is just so inspiring, and it’s refreshing and invigorating. The fact that I get to study where I live is also really, really important to me. When I was thinking about an online course, I did want to do something that was relevant to where I was now living and the life that I now have.

You’re a recipient of the Witherby Publishing Group Scholarship. How did it feel to receive that support?

Receiving the scholarship support from the Witherby Publishing Group was an amazing moment. I was so elated when I got the e-mail.

It’s hard to put yourself out there as a creative person when it’s totally new to you. You had to submit a sample of our work, and I knew that someone had read it and seen something in it, so it gave me a lot more confidence going into the degree.

The scholarship has helped me personally because it gave me more confidence, emotionally,  it just gave me a level of extra support that meant I didn’t have to worry so much about affording the textbooks or doing the residentials.

Lindsay Treasure, BA (Hons) Creative Writing in the Highlands and Islands. First year student at UHI Inverness. Recipient of a Witherby Charitable Trust scholarship. Taken at UHI Inverness on 16 December 2025.

Has the scholarship opened any opportunities or boosted your confidence in pursuing writing?

The scholarship has definitely boosted my confidence in pursuing the writing degree. I also view the fact that I was awarded a scholarship as something that will open opportunities for me in the future. To be able to put that on your resume shows other people that someone else has invested in you. You know, it’s an investment. And so for me, that is a great opportunity or potential opportunity.

So what are your ambitions after graduation?

After graduation, I would very much like to have a series of books published and have an established career as a writer, so that’s all that I have to do to provide income alternatively. The great thing about this degree is that it explores other avenues within the creative writing world. So it’s possible because I have a corporate background that I might end up wanting to go into publishing or editing.

But I think that doing a degree will give me so many opportunities exploring a creative side and a creative life which I felt I didn’t have before.

What advice would you give to someone thinking about studying creative writing at UHI?

If someone’s thinking about studying creative writing at UHI, I would suggest that this is a course they should definitely be considering because it covers quite a lot of different disciplines and I’m only in the first semester.

I’m really looking forward to getting into some of the other stuff, but also, if you’re not sure what direction you want to take, the tutors and the courses will perhaps help you find your way.

Lindsay Treasure, BA (Hons) Creative Writing in the Highlands and Islands. First year student at UHI Inverness. Recipient of a Witherby Charitable Trust scholarship. Taken at UHI Inverness on 16 December 2025.

Is there anything else you’d like to share?

I’ve found that the group of people that I’m studying with are really engaged and collaborative. We’re a range of ages. I’m a mature student, but I’m not the oldest, to my surprise, and we are very supportive of each other.

Sometimes the WhatsApp group just goes mad, but it’s really nice that people are checking in on each other and talking to each other, which is it’s an important part of our course, but people are doing that naturally.

The other thing that I’m really enjoying about the course is the variety of the modules. We’ve so far covered poetry and creating monologues, but we’re also being encouraged to write our first novel.

So from day one, we’re being encouraged to write our first novel, which I think is an amazing thing. And again, something that really attracted me to this particular course. So yeah, it’s great. It’s been probably better than I could have hoped for. That is brilliant.

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Find out more about our BA (Hons) Creative Writing in the Highlands and Islands

Find out more about the Witherby Publishing Group Scholarship

Workforce North: a shared purpose, strong collaboration, and a focus on employers’ needs

By Stephen Sheridan, Director of Economic Development and Advancement at UHI

The University of the Highlands and Islands (UHI) partnership has long enjoyed strong connections across the Nordic and High North regions, from Norway and Denmark to Iceland, Sweden, and even Svalbard. In recent months, it has been exciting to see these relationships deepen to include discussions on Workforce North and how we grow the workforce through talent attraction, education, and training to meet regional economic opportunities.

Stephen Sheridan, UHI Director for Economic Development and Advancement

Photographed at An Lochran, Inverness, February 2025

Our international engagement has been growing steadily. Last year, Dr Su Bryan and UHI colleagues presented at the Nordic Lifelong Learning Conference, where our approach to lifelong learning as a driver of economic development attracted strong interest. That event opened new connections across Denmark, Sweden, and Norway, many of which have since developed into deeper collaboration. We’ve been hosting a series of follow up visits, with Canadian and Swedish delegations to learn more about our model and its impact on regional development.

UHI hosts Icelandic delegation in Inverness to strengthen strategic partnership.

Vicki Nairn, Principal and Vice-Chancellor of UHI; Aslaug Asgeirsdottir, Rector of the University of Akureyri; and Dagmar Ýr Stefánsdóttir, Head of Municipality of Múlaþing along with colleagues from UHI and the University of Akureyri. Photo credit: UHI and Paul Campbell. Photo credit: UHI and Paul Campbell.

Over recent months, that shared sense of purpose has really come to life. Conversations with education providers in Canada, Denmark, Iceland and the Norwegian Government have shown that there is a great deal of good practice on both sides, particularly around employer engagement and building regional talent pipelines. There has been a real willingness to share solutions that others can learn from.

Together we have been exploring the similarities between the Highlands and Islands and other remote and rural regions across Northern Europe, learning about Nordic approaches to skills, place-based incentives, and community development. These exchanges have been invaluable, and they’ve provided a great platform to showcase the partnership work already happening here, especially Workforce North, which is now attracting interest well beyond Scotland.

One standout conversation was with Education Esbjerg, an organisation that acts as a bridge between students, education providers, businesses, and the municipality. Esbjerg is a city that has reinvented itself multiple times, moving from fishing to oil and gas, then to offshore wind, a familiar story for many coastal communities across our region. Their E.1 platform brings employers, educators, and local government around a shared mission and provides a clear, accessible offer to learners.

Our Danish colleagues immediately recognised the similarities with Workforce North: a shared purpose, strong collaboration, and a focus on employers’ needs. They also noted the differences, particularly our action‑focused skills plan development supported through targeted co‑investment from the public and private sectors and are keen to learn more in what we hope will be a future visit to the Highlands.

Delegates from the Norwegian Ministry of Local Government and Regional Development; Scottish Government; European Policies Research Centre at the University of Strathclyde; UHI and UHI Perth. Photo credit: Stewart McEwan

UHI also recently welcomed senior officials from the Norwegian Ministry of Local Government and Regional Development to UHI Perth. Norway’s situation mirrors ours in many ways, with diverse landscapes, dispersed communities, and rural areas where the population is ageing faster than in the cities. One of their key questions will be familiar to employers across the region: what role can education play in attracting and retaining people in remote areas when demographic trends are moving in the wrong direction? It was fascinating to see the bold steps taken in Norway, with some municipalities in the far north offering financial incentives and student debt relief to encourage graduates to live and work there, something we should all consider when lobbying for policy changes to ease recruitment challenges.

Visitors from the Norwegian Government were keen to learn more about UHI’s role in supporting regional economic development and rural communities. They were particularly impressed by how Workforce North communicates its purpose with clear, confident, employer‑centred messaging and, importantly, a visible shared commitment to building the workforce needed to unlock the region’s economic potential across all sectors and localities.

UHI launches renewable energy training partnership with Durham College
UHI, Durham College Ontario visit. 18th March 2026. Photo credit: UHI and Paul Campbell.

For me, each conversation has underlined how much we stand to gain from looking outward as well as inward when addressing our economic challenges and opportunities. These countries are navigating many of the same labour market pressures as we are, and by comparing notes we’re finding practical ways to strengthen our own regional approach. Workforce North is already making a difference, and it’s encouraging to see that momentum is beginning to be recognised internationally.

If you’d like to connect with Stephen regarding future opportunities to collaborate with the University of the Highlands and Islands, please email advancement@uhi.ac.uk

Mental health and careers: Why it matters on University Mental Health Day

University and college life is often described as one of the most exciting periods in your life. It is a time filled with learning, independence, new friendships and planning for the future. However, alongside these opportunities can come significant pressure, especially when it comes to thinking about your career and life after finishing your studies.  

On University Mental Health Day, it is important to recognise how closely mental health and career development are connected. 

Many students feel pressure to choose the ‘right’ career path early on. Expectations from family, society and even from within can create anxiety about grades, internships and future job prospects. When these pressures build up, they can affect your confidence, motivation, and overall wellbeing. It is important to remember that career paths are rarely linear. Many successful professionals change directions, explore different roles, and discover their strengths over time. 

Taking care of your mental health is not separate from building a successful career, it is a core part of it. When you prioritise your wellbeing during your studies, you are better able to focus, make decisions, and engage with opportunities. Simple practices such as setting realistic goals, taking breaks, staying connected with friends, and seeking support when needed can make a significant difference.

Students on campus at UHI Perth 

Students on campus at UHI Moray in Elgin

We also play a vital role in supporting you during your studies. At UHI, our career service, counselling teams, and mentoring programmes can help you manage uncertainty about the future while maintaining your wellbeing. Talking openly about stress, careers and mental health challenges helps reduce stigma and we encourage you to use our services during your studies and beyond.  

Mental health matters. Inspirational positive quote, vector hand drawn calligraphy card template

On University Mental Health Day, our message is clear, your mental health matters just as much as your academic or career achievements. Success should not come at the cost of wellbeing. By building healthy habits, asking for support, and allowing yourself time to grow, you can create a career path that is both fulfilling and sustainable. 

Your future is important, but your wellbeing along the way matters just as much. 

Find out more about the support available to you as a student:  

➕ Looking for more information about careers? Download Handshake, our careers platform   

➕ Spectrum Life 24/7 live chat and phoneline 

➕ Support for your wellbeing and mental health 

➕All student support resources  

Renowned Scottish artist Ken Currie visits Moray School of Art.

By Rona MacGillivray, a first-year BA (Hons) Fine Art student

In October 2025, BA (Hons) Fine Art students of UHI – including those based at Moray School of Art at UHI Moray, UHI Shetland, UHI Orkney and UHI North, West and Hebrides’ South Uist campus – were honoured with a visit from world-renowned Scottish artist Ken Currie. Ken Currie attended the Moray School of Art campus in Elgin to present a lecture about his artistic career and practice. Whilst his lecture was in person, it was also “live” and interactive for all the other UHI fine art campuses.

Ken curries artwork titled ‘Salt Cod’

Ken Currie has exhibited all around the world, and his work is held in numerous public collections across the US, Europe, and at home here in the UK. He has strong ties with the Outer Hebrides, where, in summer 2025, he exhibited his collection “An Turas” at An Lanntair in Stornoway, Isle of Lewis, from Saturday 12  July to Saturday 13 August 2025. This was followed by an adapted exhibition at Inverness Museum and Art Gallery, from Saturday 11 October to Saturday 29 November 2025.

Ken Currie’s triptych titled from left to right: ‘Hunger Spoon’, ‘Ghost Spoon’ and Gesso Spoon’

During the hybrid lecture, his approach was informative and relaxed: generous in sharing various techniques (which, after all, he may have taken decades to develop) and open to answering almost any question posed by students and staff. His passion was evident, and although he began by showing and speaking about one specific painting, what came out of that was the realisation that he lived through painting. That painting is his language.

Ken Currie giving his lecture to BA (Hons) Fine Art students at Moray School of Art, UHI Moray

I was subsequently lucky enough to experience a one-to-one with Ken Currie. I expected a kind of crit, instruction or suggestions to develop my practice, but what I experienced was much more: he opened fervent dialogue about painters, processes and art. He was interested to know who I was reading about and reflecting upon. He was interested in talking about who influenced him, and he delved into his phone more than once to show examples of current interests and to highlight certain points. He facilitated a discussion which was hugely interesting and unselfish, given his prominence in the “art world”.

Ken Currie’s exhibition preview at Inverness Museum and Art Gallery. Image credit Ewen Wetherspoon, 2025

The following evening, I attended Ken Currie’s exhibition preview event along with fellow students, staff and alumni, at Inverness Museum and Art Gallery on Friday 10 October 2025.

 At the preview event and as crowds mulled around the gallery, Ken Currie pulled away to discuss the development and background surrounding his “ An Turas” etchings. This interest and eagerness to talk about the works were not in any way self-congratulatory –  but all about going forward, experimenting, and continuing to develop. All about the common artist experience. All about a shared experience with others.

I have not tried to describe Currie’s work. It needs to be seen. His language is the work; it is the painting.

Ken Currie’s exhibition preview at Inverness Museum and Art Gallery. Image credit Ewen Wetherspoon, 2025

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  Close up of Ken Currie’s artwork titled ‘Breaking Strain’

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  Ken Currie’s artwork titled ‘ White Cap (II)

Experiencing significant input from a monumental “heavy hitter” such as Ken Currie, instantly affords each fine art student extensive access to the wider art world, whilst at the same time still offering the characteristic personal and intimate art education of Moray School of Art and partner satellite campuses.

➕ Explore more about studying BA (Hons) Fine Art

➕ Find out more about Ken Currie and his artistic practice

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From campus to community: two UHI students carry out research with social benefit

On the lead-up to summer 2025, two first-year BSc (Hons) Psychology students, Toni Day and Andrea Harrison, based at UHI Inverness, chose to carry out ethnographic research projects as part of their first-year module: Studying People in the Social Sciences, which runs in the second semester of the academic year.  The module is a free choice option open to students on the psychology degree and gives students the opportunity to carry out a small-scale research project, exploring a social issue of interest to them in their local area. 

Toni and Andrea both chose to explore facilities in their locality that have a significant social benefit, and their projects have contributed meaningfully to supporting those organisations.

UHI Inverness Lecturer Mark Lindley-Highfield said, “Both students have done something here that is of value to their local communities while gaining useful research skills at the start of their university journey.  It was a pleasure to read their work.”

Toni Day’s experience  

As a first-year BSc Psychology Student at UHI Inverness, I chose Studying People in the Social Sciences as my elective module. Studying areas of anthropology, our second assessment required us to conduct a mini ethnographic study, while considering theoretical and methodological perspectives. Throughout the learning, I was encouraged and inspired by my peers and lecturer to conduct my own study. Having previously been part of a local commission which identified safety as a community priority, I was keen to explore perceptions of safety within my local area, after the addition of a new community Hub.

 Toni and her daughter at The Hub

I contacted The Hub – a charitable organisation in Perth created by local people to support others to be involved in their community –  who were happy to support my research project, and with guidance, I completed my first application for ethical approval. There were a few bumps along the way but with continued encouragement and a few changes to the schedule the study went ahead over a two-day period. It was nerve racking at times but ultimately a great experience, which I hope I can continue to grow from. I felt I captured some great aspects and examples of systems of exchange and reciprocity; meeting and chatting to willing participants enabled me to write an assessment which I feel reflected my experience and learning.

The Hub was keen for me share my findings and assessment with them, which they hope to use to support future fundraising as they look to expand the project. It has been such a worthwhile experience.  I am thankful I was given the encouragement to go out and explore an area of interest from a new perspective, while supporting a local community which was happy to support me. I look forward to continuing my studies with UHI Inverness and cannot thank staff enough for their continued support and opportunities.  

Andrea Harrison’s experience

As part of my psychology degree at UHI, I undertook an anthropological study of the Forres Netball Team, which meets regularly at Forres House Community Centre. I chose this project because I wanted to highlight one of the many valuable activities hosted at the centre — especially one that prioritises social connection and fun over competition.

Forres Netball Team in Forres House Community Centre

The process involved gaining ethical approval through the proper university channels, which was a valuable learning experience in itself. It gave me insight into how to conduct respectful and responsible research within a community setting.

What I got out of the project was far more than academic knowledge. I saw firsthand how the netball group fosters a sense of belonging, well-being, and intergenerational connection. These kinds of spaces are vital, particularly in rural communities, where opportunities for social engagement can be limited.

This study became even more relevant when I learned that Forres House Community Centre is under threat of closure due to financial pressures. I shared the results of my research with my local MP, who responded positively. Highlighting the importance of community spaces like this can contribute meaningfully to future funding decisions and policy proposals.

If we lose places like Forres House, we lose more than just a building — we lose a hub of connection, support, and joy.

Forres House Community Centre

Making a meaningful contribution

Both Toni and Andrea have been able to assess the value of the organisations that they studied.  Toni has been able to share insights into The Hub’s use and people’s engagement with the same that will inform the running of The Hub in the future.  Andrea has seen the value of the activity she observed and was able to share this with her local MP, making a case for continued access to the site where the netball team meets as a valuable community resource.

In addition to these social benefits to their research, Toni and Andrea gained experience of useful research skills and the ability to gain ethical approval for a research project, which stand them well for their future studies.  Well done Toni and Andrea!

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➕ Find out more about studying BSc (Hons) Psychology