Introduction: Physical activity (PA) is an important determinant of health. Interventions to increase PA have been greatly explored in different cohorts but there is a paucity of research focusing on PA in the academic community, particularly in the higher education institutions (HEI). With the current imposed remote teaching, there is an increase in prolonged sitting time, inactivity, screen time, risking the occurrence of musculoskeletal issues like back or neck pain. Thus, researching the levels of PA (and correlators) is pivotal. This study examined the PA levels and associations with the health-related quality of life (HRQoL) of staff and students at a UK HEI. Methods: Eighty – eight staff (n = 44; mean age 47 ± 10 years; 82% male) and students (n = 44; mean age 21.4 ± 4.0; 80% male) participated in the online survey after giving consent. Self-reports of PA and HRQoL were examined using the International Physical Activity Questionnaire – Short Form (IPAQ-SF) and European Quality of Life 5 Dimensions (EQ5D). Linear regression examined the associations between PA and HRQoL against 95% level of significance (p ≤ 0.05). Results: About 62% of the staff and 55% of students were minimally active. Staff, 18 %, and students, 23%, who performed health-enhancing physical activity (HEPA) had the median (range) of walking 676 (0 – 2772) and 528 (10 – 5544) (MET/week) respectively. Median moderate to vigorous physical activity (MVPA) was 200 (0 – 2940) for staff and 500 (0 – 3000) (MET/week) for students. The vigorous physical activity (VPA) of staff was 334 (0 – 2400) and student, 100 (0 – 3840) (MET/week). The total physical activity (TPA) was 480 (180 – 960) and 1116.0 (0 – 11472) (MET/week) for staff and students respectively. Although, the TPA was associated with self-care (r = – 0.34; p < 0.001), usual activity (r = – 0.30, p = 0.03), anxiety/depression (r = – 0.28, p = 0.03) in staff but it was not was not predictive of these. There was no association with pain/discomfort and mobility in the staff. The TPA was not associated with all the domains of HRQoL in the students. Conclusion: A high proportion of minimal activity with varying levels of physical activity was reported during remote teaching and learning in both staff and students of UK HEI. The variation in associations of physical activity with self-care, usual activity, and anxiety/depression could provide further insights on factors influencing health-related quality of life. Large-sample studies are required to validate these findings and provide strategies for promoting health and well-being for both students and staff. Keywords: Physical activity, Health-related quality of life, remote teaching and learning, staff and students, higher education