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This is for you, if you are someone wanting to find out more about the use and value of play in higher education (HE). The clue really is in the title. I would just like to be clear, though, on what I mean by HE here. While I, and the contributors to this study, believe that play is valuable in all kinds of adult learning, higher education is formally organised in particular ways, with certain structures, strictures, levels and expectations. I leave the door wide open for institutions and providers that are equivalent to universities, but operate in different ways. While some participants fit this category most of them do work in universities. What I don’t mean by higher education is other forms of adult learning, such as evening classes or informal encounters. These may well include playful learning, but they are not my focus of enquiry.

You will find I use the term ‘educator’ frequently and I do so in the loosest sense; meaning anyone in HE who is actively involved in developing the learning of students, colleagues or other audiences, including the general public. Academics of all levels are involved in play in higher education: those involved in research, learning support, instructional design, study skills, library and IT services and other areas. It may be for you if you are overseeing education, or in partnership with individuals or institutions in some way; perhaps as manager, administrator, director of learning and teaching, head of student affairs, or educational consultant. Participants in this study have held all of these roles and more. Finally, while it may mostly appeal to educators, if you are a student and want to know what this is all about then please read on. Your voice and experiences are directly and indirectly represented.

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