Jo-Anne Murray

A truly outstanding student experience doesn’t occur by chance; it’s the result of thoughtful strategies, inclusive support systems, and a commitment to innovation. These principles are integral to the work of Professor Jo-Anne Murray, Vice Principal for Education at the University of Aberdeen.

In today’s conversation, Jo-Anne sat down with Jack Eagle, Co-Host of The Interview, to share her insights on widening participation, student wellbeing, and the role of technology in improving engagement.

Jo-Anne’s Journey

Jack: Can you introduce yourself and your institution?

I'm Professor Jo-Anne Murray, and I'm Vice Principal for Education at the University of Aberdeen. I've worked at the University for just over a year now, and it is an ancient institution – one of the oldest universities in Scotland, with a history spanning over 500 years. The campus is beautiful, located on the outskirts of the city, close to the coast and some fantastic walking areas.

One of the key things that attracted me to Aberdeen was its strong focus on student experience, widening participation, and access. We have a diverse student population from across the UK and around the world, and we’re deeply committed to ensuring that every student feels supported and included. Our research culture is also a huge strength, offering students a research-led and research-informed approach to learning. It’s just a fantastic place to work, with an engaged student body and staff who are incredibly dedicated to student success.

Jack: That’s great! What led you to a career in Student Experience?

I'll start from the beginning and try to keep it brief! I left school at 16. At that time, university wasn’t an option for me – I came from a disadvantaged background, and my mother was unwell, so I went straight into work. Through a friend, I became interested in college and decided to do an HNC and an HND. That experience reignited my interest in academics, and from there, I went on to do a degree, a master’s, and eventually a PhD.

My first lecturing role was at the University of Wales in Aberystwyth, where I started developing new programmes and supporting students. Then I moved to the University of Edinburgh, where I was running a master’s programme and saw the growing demand for more flexible learning options. This was back in 2005, when online learning was still in its infancy, and I developed one of the first online master’s programmes. That experience sparked my passion for using technology to enhance education and improve student access.

From my own journey and my years in the sector, I’ve come to see that student experience is everything – from the first interaction with a university through to graduation and beyond. I’m particularly interested in how we can make transitions smoother, whether it’s from school to university, between years of study, or into the workplace. How can we provide tailored, personalised support throughout that journey? That’s what drives me.

Jack: Student wellbeing is a big topic at the moment. What initiatives have you been working on in this area?

Wellbeing is a major priority. First, it’s important to understand the challenges students face and recognise that these challenges evolve over time. Awareness is key – not just for students but for staff too, so they can recognise when a student might need support.

At Aberdeen, we have a fantastic student support service. We also use a tool called the SafeZone app, which all students can access for free. It connects them to campus security and emergency services, whether they’re on or off campus. We’re also raising awareness about wellbeing through toolkits and staff training – helping staff know what signs to look for and how best to direct students to support services.

We’re fortunate that our counselling service offers fast access, which I know can be a challenge in some places. Early intervention is key, and it’s about creating multiple layers of support – helping students recognise when they need help, ensuring they know where to go, and equipping them with strategies to manage their wellbeing. We also work closely with our Student Association, constantly seeking feedback and collaborating with students as partners to develop effective approaches.

Jack: Many universities struggle with getting students to engage with support services. How have you tackled this challenge?

Yeah, that’s always a challenge. It comes back to transitions – how do you reach students at key points in their journey? We use multiple channels: email, messages through the virtual learning environment, social media, posters around campus, and digital noticeboards. Peer-to-peer engagement is also really powerful, so we work closely with the student body to spread awareness.

Even with all of that, it’s still difficult, and we’re always looking for new ways to connect with students. The key is to recognise that how students interact with information is changing, so we have to adapt too.

Jack: Beyond wellbeing, how else are you using technology to engage students?

One area we’re focusing on right now is ‘learning how to learn’ – helping students develop effective study habits and directing them to the right support. We’re using short social media snippets to share quick tips, with links to more in-depth toolkits. A lot of this content is student-led, with students sharing their own experiences and advice.

While toolkits and resources are valuable, they can easily be forgotten if they just sit on a website. The key is finding ways to actively push them out, keeping them front of mind.

Jack: Finally, what’s the best career advice you’ve ever received?

My dad used to say, “A wise person makes more luck than they find.” The point is, if you don’t ask, you don’t get. Put yourself out there, make connections, and look for opportunities.