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Four ‘moments’ of intercultural encountering Teach. High. Educ. (IF 2.136) Pub Date : 2021-04-17 Meike Wernicke
ABSTRACT Teaching a graduate course focused on critical understandings of interculturality offers an opportune space in which to explore decolonizing pedagogical practices. In this short paper, I examine my own attempts at decolonizing students’ experiences of intercultural learning by incorporating non-Western knowledge systems to draw attention to dominant cultural perceptions, authority structures
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Decolonising while white: confronting race in a South African classroom Teach. High. Educ. (IF 2.136) Pub Date : 2021-04-17 Sally Matthews
ABSTRACT In this paper, I explore whether and how white people can make a meaningful contribution to decolonising university curricula. Drawing on my experiences as a white academic teaching at a South African university, I argue that identity matters when talking about decoloniality and that whites need to think carefully about the effects of their whiteness on their attempts to contribute to decolonial
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How can student partnerships stimulate organisational learning in higher education institutions? Teach. High. Educ. (IF 2.136) Pub Date : 2021-04-13 Beverley Gibbs, Gary C. Wood
ABSTRACT Across higher education, increasing regulation and a focus on student satisfaction and experience have stimulated a proliferation of student engagement activities aimed at driving positive change. Nevertheless, we are not seeing the transformative changes we seek. We position this as a dual problem of focus and organisational learning. In examining focus, we draw on two-factor theory as a
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Teaching wicked problems in higher education: ways of thinking and practising Teach. High. Educ. (IF 2.136) Pub Date : 2021-04-13 Velda McCune, Rebekah Tauritz, Sharon Boyd, Andrew Cross, Peter Higgins, Jenny Scoles
ABSTRACT This paper reports on teachers’ perspectives on preparing students for working with ‘wicked’ problems (Rittel and Webber [1973]. ‘Dilemmas in a General Theory of Planning.’ Policy Sciences 4 (2): 155–169.). These problems are complex, lack clear boundaries, and attempts to solve them – generally by bringing together multiple stakeholders with contrasting viewpoints – have unforeseen consequences
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Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education Teach. High. Educ. (IF 2.136) Pub Date : 2021-04-07 Kelly E. Matthews, Joanna Tai, Eimear Enright, David Carless, Caelan Rafferty, Naomi Winstone
ABSTRACT Participatory approaches are receiving renewed attention in the ‘students as partners’ (SaP) and ‘feedback’ discourse communities, respectively. SaP scholars tend to focus on pedagogy (pedagogical partnerships) and curriculum (co-creation). Assessment and feedback, as connective and relational practices that bridge these two domains, receive less empirical and conceptual attention as partnership
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Effectiveness of social science research opportunities: a study of course-based undergraduate research experiences (CUREs) Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-24 Alissa Ruth, Alexandra Brewis, Cindi SturtzSreetharan
ABSTRACT Undergraduate research experiences (UREs) can improve student skills, retention, and matriculation to postgraduate study. Traditionally, UREs are available mostly in the natural and biological sciences, which have fewer minority and women majors and thus have disproportionately excluded these groups from such experiences. One effective solution is to diversify and increase course-based undergraduate
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Governance of academic teaching: why universities introduce funding programs for teaching and why academic teachers participate Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-21 Jessica Pflüger, Katharina Mojescik
ABSTRACT While the effects of governance reforms on research have been widely discussed, little is known about their consequences for teaching at universities. This study examines the issue by considering competitive funding programs for teaching currently being introduced in German universities using interviews to explore why universities introduce competitive funding programs for teaching and why
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Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-17 Michalinos Zembylas
ABSTRACT The questions driving this paper are: What sort of affective (dis)investment is needed in higher education to refuse the colonial university? How can educators and students in higher education invent ‘pedagogies of refusal’ that function affectively to challenge colonial futurity? What do pedagogies of refusal look like? This paper theorizes refusal as an affective practice that produces political
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Should I intervene or not? Reflexive learning in Forum Theatre: a peer dialogue on a facilitator’s dilemma Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-17 Helle Merete Nordentoft, Birgitte Ravn Olesen
ABSTRACT Forum theatre is a dialogic method with the potential to bridge the gap between practice-based and academic learning in higher education by enabling postgraduate students to act out and critically reflect on everyday dilemmas. In previous research, little attention is placed on the crucial role of the facilitator and the implications of her decisions to intervene or not in the Forum Theatre
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Team teaching in doctoral education: guidance for academic identities on the threshold Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-17 Angelika Thielsch
ABSTRACT Team teaching in higher education offers academics the opportunity to better understand their individual teaching approaches and to learn from their colleagues. Whereas the benefits of team teaching have been widely researched, so far few findings exist regarding its value for doctoral education. This paper introduces findings of a quantitative study, which collected data from mixed-experience
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Mapping the research on pedagogies with international students in the UK: a systematic literature review Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-17 Sylvie Lomer, Jenna Mittelmeier
ABSTRACT International students are a key demographic in UK higher education, yet there is limited literature dedicated to pedagogies for and with international students. We undertook a systematic literature review of journal articles from 2013 to 2019 which presented empirical evidence on specific pedagogic practices relating to international students in the UK. We identified 49 articles matching
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‘I didn’t know this was actually stuff that could help us, with actually learning’: student perceptions of Active Blended Learning Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-17 Sylvie Lomer, Elizabeth Palmer
ABSTRACT This paper analyses student perceptions of Active Blended Learning (ABL) during the transition to an institutional pedagogy at the University of Northampton. In focus groups with 227 student participants across all four faculties, we explored factors mediating student engagement with ABL. Students expressed a preference for face to face teaching and perceived an increase in expectations of
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Like a bridge over troubled landscapes: African pathways to doctorateness Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-13 Marlize Rabe, Caroline Agboola, Sahmicit Kumswa, Helen Linonge-Fontebo, Lipalese Mathe
ABSTRACT This article is based on the journeys of four women who completed their doctorates in the discipline of Sociology. The four former doctoral students studied at the same distance education institution in South Africa, but they hail from Nigeria, Lesotho and Cameroon, respectively. Together with their former supervisor, autoethnography is used to reflect on their academic journeys. In addition
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Intentions, concepts and conceptions of research supervision: a consideration of three disciplines Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-13 Carolin Kreber, Cyril Wealer
ABSTRACT This interview-based study with thirty doctoral supervisors in the UK focused on the diverse goals and intentions behind their supervisory activities, from which we derived a six-dimensional model of concepts of supervision. We explored how strongly each of these concepts featured in supervisors’ intentions and whether this varied by discipline. Most of the intentions underlying the activities
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A new mobilities approach to re-examining the doctoral journey: mobility and fixity in the borderlands space Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-12 Rebekah Smith McGloin
ABSTRACT This paper explores doctoral candidates’ experiences of making progress through the doctoral space. We engage concepts associated with the ‘new mobilities’ paradigm (Urry, J. 2007. Mobilities. Cambridge: Polity Press) to provide insight into the candidate experience of the doctoral journey; exploring specifically the interplay between the fixed structure provided by institutional-level progression
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Crossing the border from candidate to supervisor: the need for appropriate development Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-12 Puleng Motshoane, Sioux McKenna
ABSTRACT Postgraduate education has grown enormously worldwide, which has led to supervisors being expected to take on a supervisor's role immediately upon graduation. But crossing the border from being a doctoral candidate to becoming a doctoral supervisor entails significant shifts in identity and an understanding of postgraduate pedagogy and institutional expectations. This paper argues that supervision
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Updating the PhD: making the case for interdisciplinarity in twenty-first-century doctoral education Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-12 Rafi Rashid
ABSTRACT As the pressing problems of the real world are not organized into disciplinary categories, there is an urgent need to make doctoral education more interdisciplinary. As an extension of the border-crossing metaphor that is commonly used for interdisciplinarity, academic educators wishing to engage students in this activity might consider themselves as guides on an arduous journey. In this critical
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Classroom counterspaces: centering Brown and Black students in doctoral education Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-12 Stephanie Masta
ABSTRACT Campus counterspaces exist as spaces where Brown and Black students can promote their own learning, and where their experiences are considered valid and critical knowledge. However, research on classrooms as counterspaces has often been limited to ethnic studies courses. Using data collected from a graduate-level research methods course situated in the U.S, this study explores what constitutes
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Inhabiting borders: autoethnographic reflections of PhD students in Colombia Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-09 Serhat Tutkal, Valeria Busnelli, Isaura Castelao-Huerta, Fernanda Barbosa dos Santos, Luisa Fernanda Loaiza Orozco, Duván Rivera Arcila
ABSTRACT This article examines our border experiences as PhD candidates developing transdisciplinary research in a Colombian public university. Its objective is to present our autoethnographic reflections by employing the borderlands theory as a framework to understand the emergence of physical and symbolic in-between spaces in which our experiences are situated. Our findings indicate that two elements
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Researcher developers traversing the borderlands: credibility and pedagogy in the third space Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-09 Cally Guerin
ABSTRACT Researcher developers conduct their work in the borderlands between academic disciplines and university administration. Navigating this third space [Berman, J. E., and T. Pitman. 2010. “Occupying a ‘Third Space’: Research Trained Professional Staff in Australian Universities.” Higher Education 60 (2): 157–169. doi:10.1007/s10734-009-9292-z] presents both challenges and opportunities for researcher
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Transcultural and First Nations doctoral education and epistemological border-crossing: histories and epistemic justice Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-09 Jing Qi, Catherine Manathunga, Michael Singh, Tracey Bunda
ABSTRACT Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa’s borderlands theory and de Sousa Santo’s theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates’
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Navigating power in doctoral publishing: a data feminist approach Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-09 Harry G. Rolf
ABSTRACT The prevalence of publication pedagogy in doctoral education has created a hybrid space in which doctoral work is done. The emphasis on knowledge production is increasingly making doctoral students the subject of research performance and productivity measures, creating a borderland which they must cross in order to achieve academic success. Navigation requires critical engagement with power
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Doctoral students navigating the borderlands of academic teaching in an era of precarity Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-09 Namrata Rao, Anesa Hosein, Rille Raaper
ABSTRACT Neoliberalisation of academia has led to an increasing recruitment of doctoral students in teaching roles. Whilst there is evidence of doctoral students being engaged in teaching roles and the reasons for doing so, there is a pressing need to understand their experiences and to develop effective support practices to help them in their roles as teachers. Using borderlands theory as a lens,
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“More than professional skills:” student perspectives on higher education’s purpose Teach. High. Educ. (IF 2.136) Pub Date : 2021-03-01 Jose Eos Trinidad, Maxine Diane Raz, Iva Melissa Magsalin
ABSTRACT Universities have multiple functions of teaching, research, community development, and social impact, with the teaching function often thought of as just equipping students with professional knowledge and skills. However, the purpose of students’ higher education may span more than just career preparation, and this knowledge of other purposes could influence how universities can provide opportunities
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Borders, paths and orientations: assembling the higher education research field as doctoral students and supervisors Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-23 Tai Peseta, Giedre Kligyte, Amani Bell, Brittany Hardiman, Delyse Leadbeatter, Jenny Pizzica, Gina Saliba, Fiona Salisbury, Kate Thomson, Robyn Yucel
ABSTRACT While higher education (HE) is entrenched as a context for scholarly inquiry in Australian universities, there remains contest about it as a research field. Unlike other forms of ‘Education’, in Australia there is no undergraduate programme inducting students into HE's key questions, scholars, and inquiry modes. For new doctoral students, learning to make an original contribution to a field
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Borderlanders: academic staff being and becoming doctoral students Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-23 Jennie Billot, Virginia King, Jan Smith, Lynn Clouder
ABSTRACT The notion of borderlands implies a boundary demarcating a crossing to/from an unfamiliar territory. It is a productive metaphor for dual-status academics – those employed in academic roles in universities who concurrently undertake doctoral studies. We argue that dual-status academics dwell in an extended form of boundary crossing, potentially to-ing and fro-ing several times a day, inducing
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‘A sort of collaboration’: challenged conceptions and negotiated temporalities in supervision practice at a reform university Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-23 Tatiana Fogelman
ABSTRACT This paper examines supervisors at a reform university where most supervision concerns undergraduate and Master's project work. Drawing on Grant's ([2018]. ‘Assembling Ourselves Differently? Contesting the Dominant Imaginary of Doctoral Supervision’. Parallax 24 (3): 356–370) understanding of being a supervisor as an ongoing process of assembling oneself, it focuses on the role of this institutional
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Pedagogical practice as ‘feeling-thinking’ praxis in higher education: a case study in Colombia Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-11 Doris Santos, Sandra Soler
ABSTRACT Some critical perspectives about neoliberal trends in higher education have resulted in exploring different types of collaborations aimed at creating spaces for academics to promote pedagogical practice as praxis. Drawing upon a case study informed by a Latin American intellectual tradition of dialogue as praxis and praxis as political action, as well as by practice theory, it is argued that
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Beliefs and engagement in an institution-wide pedagogic shift Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-11 Virgínia Teixeira Antunes, Alejandro Armellini, Robert Howe
ABSTRACT This study addresses the attitudes of academic staff towards a large-scale pedagogic shift to Active Blended Learning (ABL). Beliefs about the shift and how it is translated into practice are explored. Four main categories are derived: ‘Active Innovators’ who believe change is positive and apply it to their academic practice; ‘Lagging Innovators’ who hold positive beliefs but fail to fully
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Navigating the Contact Zone: postcolonial graduate teaching assistants’ experiences in a UK higher education institution Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-09 Jo Collins
ABSTRACT International Graduate Teaching Assistants (GTAs) have often been characterised as lacking training, skills, English language proficiency and knowledge of the ‘host’ education system. In this study, a group of 18 GTAs from postcolonial countries were interviewed, to explore their perceptions of transitioning into UK higher education teaching at one institution. I use the Contact Zone as a
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Understanding academic agency in curriculum change in higher education Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-08 J. Annala, J. Lindén, M. Mäkinen, J. Henriksson
ABSTRACT This study explores the agency of academics and the structures that enable or impede agency in curriculum change. The study was conducted at a research university that experienced curriculum change in two waves: the first on a departmental level, and the second as a university-wide curriculum change. Interviews were conducted with the same academics after both waves. Thematic analysis generated
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Academics teaching and learning at the nexus: unbundling, marketisation and digitisation in higher education Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-03 Laura Czerniewicz, Rada Mogliacci, Sukaina Walji, Alan Cliff, Bronwen Swinnerton, Neil Morris
ABSTRACT This paper explores how academics navigate the Higher Education (HE) landscape being reshaped by the convergence of unbundling, marketisation and digitisation processes. Social Realism distinguishes three layers of social reality (in this case higher education): the empirical, the actual and the real. The empirical layer is presented by the academics and their teaching; the actual are the
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Improving student learning through inquiry-based reading Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-03 Lina Katan, Charlotte Andreas Baarts
ABSTRACT Based on qualitative data on students’ approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of ‘Text-Centred Reading’ (TCR), which contrasts models such as inquiry-based-learning
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Academics teaching and learning at the nexus: unbundling, marketisation and digitisation in higher education Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-03 Laura Czerniewicz, Rada Mogliacci, Sukaina Walji, Alan Cliff, Bronwen Swinnerton, Neil Morris
ABSTRACT This paper explores how academics navigate the Higher Education (HE) landscape being reshaped by the convergence of unbundling, marketisation and digitisation processes. Social Realism distinguishes three layers of social reality (in this case higher education): the empirical, the actual and the real. The empirical layer is presented by the academics and their teaching; the actual are the
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Improving student learning through inquiry-based reading Teach. High. Educ. (IF 2.136) Pub Date : 2021-02-03 Lina Katan, Charlotte Andreas Baarts
ABSTRACT Based on qualitative data on students’ approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of ‘Text-Centred Reading’ (TCR), which contrasts models such as inquiry-based-learning
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Teaching while traumatized: an autoethnographic account of teaching, triggers, and the higher education classroom Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-28 Sara Walters, Ashlee B. Anderson
ABSTRACT With this paper, we present an autoethnographic account of how two higher education teachers have navigated the classroom as they deal with their own traumatic experiences. This includes discussions of how each individual’s trauma developed and manifests in the classroom, as well as discussions of various pedagogical implications/strategies for other higher education teachers dealing with
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Cultivating social justice literacy in education leaders: contemplating bodily and conceptual knowledges Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-17 Elizabeth Bondy, Brittney Castanheira, Tianna Dowie-Chin, Matthew Cowley
ABSTRACT How can instructors in higher education understand and address the challenges of cultivating critical social justice knowledge and perspectives? In this paper an embodied knowledge framework is used to interpret the accounts of two former doctoral students within a US research institution who, while expressing appreciation for a graduate seminar designed to cultivate critical social justice
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Lecturers’ curational behaviour in higher education Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-17 R. H. Leighton, D. M. E. Griffioen
ABSTRACT The demands on lecturers in higher education to select, structure, and contextualise relevant and up-to-date resources for their students have increased; behaviour that is often referred to as curation. Currently, systematic insight into lecturers’ curational behaviour is limited. This scoping literature review provides an overview of the existing body of knowledge regarding lecturers’ curational
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Prevent/Ing critical thinking? The pedagogical impacts of Prevent in UK higher education Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-17 Emily Danvers
ABSTRACT The Prevent counter terrorism strategy (‘Prevent’) – specifically the duty to report those deemed vulnerable to, or causing suspicions of, radicalisation – has been intensely criticised within UK higher education for its racialised and colonial agenda; its potential to curb academic freedom; and its reframing of the pedagogical dynamic as one of surveillance. A specific concern is that Prevent
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The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-17 Slaviša Radović, Hans G. K. Hummel, Marjan Vermeulen
ABSTRACT The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) is becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re- and de-contextualisation
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Learning by doing it wrong: an autoethnography inviting critical reflection of lecturers’ disability awareness Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-11 Rannveig Svendby
ABSTRACT Unawareness of student diversity among lecturers in higher education remains a barrier for some students’ opportunities to participate in educational settings. In this autoethnography, cultural unawareness of diversity in regards of disabilities, is the practice under inquiry. This piece elucidates my personal journey towards increased disability awareness and a more inclusive teaching practice
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Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-11 Mayke W. C. Vereijken, Roeland M. van der Rijst
ABSTRACT A central aim of university teaching is to transform students’ conceptual understanding of disciplinary knowledge. In order to achieve this, lecturers make decisions on subject matter and teaching approaches. However, there seems to be little attention for the role of subject matter pedagogy in university teaching. This study aims to explore a knowledge base of teaching through lecturers’
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Professional learning for educators teaching in English-medium-instruction in higher education: a systematic review Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-11 Thi Kim Anh Dang, Gary Bonar, Jiazhou Yao
ABSTRACT The growing phenomenon of university courses designated as English-medium-instruction (EMI) worldwide presents new demands for non-native-English-speaking educators. However, adequate preparation and professional learning support for them to teach academic subjects in English remain a challenge. An understanding of their challenges and professional learning (PL) needs in EMI teaching is critically
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‘I felt a new connection between my fingers and brain’: a thematic analysis of student reflections on the use of pen and paper during lectures Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-11 Maja van der Velden
ABSTRACT This paper presents an analysis of a hundred and one handwritten essays by master students in Informatics. The students reflected on their experiences of working with pen and paper for reading and writing as a mandatory assignment for the duration of a five-week intensive course. Taking an inductive approach, reflexive thematic analysis was used to identify patterns of meaning across the full
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Disrupting the doctoral journey: re-imagining doctoral pedagogies and temporal practices in higher education Teach. High. Educ. (IF 2.136) Pub Date : 2021-01-06 Karen Gravett
ABSTRACT This article reconsiders narratives of the doctoral journey. It aims to contribute to a small but growing body of work which offers an irruption to widely accepted notions of learning as a linear pathway with a fixed end-point. The article engages two of Deleuze and Guattari’s many generative concepts: rhizome and becoming. In doing so, it explores the value of attending to the multiple and
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Determinants of students’ salaries in the professional training year Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-28 Panagiotis Arsenis, Miguel Flores
ABSTRACT This paper studies the main determinants of salaries for economics students in their year-long industrial placements. Using three different sources of data on three cohorts of economics placement students, including demographic characteristics, academic performance, programme of studies and employability-related characteristics, we find that academic performance, job location and industry
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How do learning technologies impact on undergraduates’ emotional and cognitive engagement with their learning? Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-26 Edward Venn, Jaeuk Park, Line Palle Andersen, Momna Hejmadi
ABSTRACT A common theme in the literature on learning technologies is the way in which they can facilitate engagement both within and outside of the classroom. However, a lack of a scholarly consensus on what constitutes engagement renders problematic the issue of how one makes meaningful sense of the data presented in studies. This paper presents an integrative review that explores student engagement
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Challenge-based learning in higher education: an exploratory literature review Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-26 Silvia Elena Gallagher, Timothy Savage
ABSTRACT The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization
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Concerns about teaching culturally diverse students in a cross-disciplinary sample of higher education faculty Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-26 Loreto R. Prieto
ABSTRACT I examined concerns surrounding teaching culturally diverse students held by a cross-disciplinary sample of higher education faculty at a major Midwestern university in the United States. Findings indicated as faculty levels of acceptance of culturally diverse students increased, negative faculty attitudes toward these students decreased, as did faculty concerns that these students might hold
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Disciplinary perspectives on feedback processes: towards signature feedback practices Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-26 David Carless, Jessica To, Connie Kwan, Jonathan Kwok
ABSTRACT Feedback processes are situated within the norms and practices of disciplinary learning activities. Through a sociocultural lens, this study seeks to understand disciplinary feedback possibilities and challenges through a study of four different disciplines at a research-intensive English medium university. Two soft applied and two hard applied disciplines were selected: architecture, education
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Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-26 Denise Jackson, Linda Riebe, Stephanie Meek, Madeleine Ogilvie, Alf Kuilboer, Laurie Murphy, Nathalie Collins, Karina Lynch, Mandy Brock
ABSTRACT This study recognises how Industry 4.0 is influencing labour market demands of graduating students and how ongoing discord between employers and educators regarding their preparation is driving work-integrated learning across the sector. Stakeholder involvement in capability development requires expected performance standards to benchmark students for learning and assessment purposes, especially
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Engineered accents: international teaching assistants and their microaggression learning in engineering departments Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-26 Vijay A. Ramjattan
ABSTRACT International teaching assistants (ITAs) are criticized for having ‘unintelligible’ accents for professional communication in Global North English-medium universities. Furthermore, this criticism takes a racist form as it is frequently directed at racially minoritized ITAs. This article complicates this narrative by considering how the disciplinary cultures in which ITAs work influence racist
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Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: the importance of a collective ‘teaching culture' Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-15 Rebecca Schendel, Tristan McCowan, Caine Rolleston, Christine Adu-Yeboah, Mary Omingo, Richard Tabulawa
ABSTRACT While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed methods study in Botswana, Ghana and Kenya
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Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-08 Juliana Ryan, Sophie Goldingay, Susie Macfarlane, Danielle Hitch
ABSTRACT While university participation has widened, retention and success rates remain lower for some diverse Australian undergraduate cohorts, e.g. students from low socioeconomic status backgrounds, Indigenous students and students with disability. Institutional characteristics and culture are more important factors in attrition than student characteristics. This paper explores how universities
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A socio-political approach on autistic students’ sense of belonging in higher education Teach. High. Educ. (IF 2.136) Pub Date : 2020-12-01 Henri V. Pesonen, Juuso Henrik Nieminen, Jonathan Vincent, Mitzi Waltz, Minja Lahdelma, Elena V. Syurina, Marc Fabri
ABSTRACT Although an unprecedented number of autistic students are entering higher education, research focusing on their sense of belonging is scarce. Autistic students’ sense of belonging can be jeopardized due to the students’ encounters with a network of social expectations, activities, responses and biased attitudes. Using a participatory approach, our objective was to examine autistic university
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Barriers to student active learning in higher education Teach. High. Educ. (IF 2.136) Pub Date : 2020-11-06 Kristin Børte, Katrine Nesje, Sølvi Lillejord
ABSTRACT This article reviews research that consistently, across borders and over time, reveals inertia in Higher Education institutions related to innovation in academic teaching. Despite frequent calls for more student-active learning, studies find that teaching remains predominantly traditional and teacher-centred. While research is recognised as continuously developing, border-crossing, investigative
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Building relationships in higher education to support students’ motivation Teach. High. Educ. (IF 2.136) Pub Date : 2020-11-02 Martijn J. M. Leenknecht, Ingrid Snijders, Lisette Wijnia, Remy M. J. P. Rikers, Sofie M. M. Loyens
ABSTRACT Student-teacher relationships in higher education take place in two embedded social contexts: the in-class environment and the educational institute in which the in-class environment is situated. The interplay between the two contexts and their association with students’ motivation was studied in the current study. In a broad sample (N=597), perceptions of student-staff relationship quality
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Study Skills: neoliberalism’s perfect Tinkerbell Teach. High. Educ. (IF 2.136) Pub Date : 2020-11-02 Kendall Richards, Nick Pilcher
ABSTRACT We argue that current approaches to Study Skills support are presented as being a panacea for resolving the issues presented by neoliberal approaches to educational expansion. We argue that for such a panacea to be believed pedagogically effective, four key tenets must be adhered to: Study skills is a definable entity; it is valuable for every subject; it can be embedded, and; Study Skills
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Co-teaching difficult subjects: critical autoethnography and pedagogy Teach. High. Educ. (IF 2.136) Pub Date : 2020-11-02 Ericka Roland, Alden Jones
ABSTRACT Building on existing studies on co-teaching and teaching difficult subjects, this article examines the development of our co-teaching relationship, as educators with marginalized identities, teaching on difficult subjects in a graduate critical consciousness course. The authors used the theoretical and methodological intersection of critical performance pedagogy and critical autoethnography
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Moving between fantasies, fallacies and realities: students’ perceptions of supervisors’ roles in doctoral publishing Teach. High. Educ. (IF 2.136) Pub Date : 2020-10-13 Linlin Xu
ABSTRACT New to the academy’s ‘publish or perish’ game, doctoral students hold varied expectations of supervisors in relation to their publishing endeavours. These expectations can be unrealistic or contradictory to those of the supervisors and thus make supervision problematic. Set in a faculty of education in New Zealand, this study explores fantasies, fallacies and realities in doctoral students’
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