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JournalISSN: 0729-4360

Higher Education Research & Development 

Taylor & Francis
About: Higher Education Research & Development is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Higher education & Teaching method. It has an ISSN identifier of 0729-4360. Over the lifetime, 1991 publications have been published receiving 76570 citations. The journal is also known as: Higher education research and development.


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Journal ArticleDOI
TL;DR: The authors provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which they articulate through six testable propositions, and construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load.
Abstract: Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom ...

1,239 citations

Journal ArticleDOI
TL;DR: In this paper, a model of desirable graduate attributes that acknowledge the importance of self-management and career building skills to lifelong career management and enhanced employability is presented, and some important considerations for the implementation of effective university career management programs are then outlined.
Abstract: Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information- and knowledge-intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self-manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self-management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined.

980 citations

Journal ArticleDOI
TL;DR: In this article, the authors focus on the data analysis stage of phenomenographic research, elucidating what is involved in terms of both commonality and variation in accepted practice, and the analytic process is further elucidated by a unique analysis of variation in practice, based on the principles underlying that practice.
Abstract: This paper focuses on the data analysis stage of phenomenographic research, elucidating what is involved in terms of both commonality and variation in accepted practice. The analysis stage of phenomenographic research is often not well understood. This paper helps to clarify the process, initially by collecting together in one location the more concrete of the existing descriptions of phenomenographic analysis. The analytic process is then further elucidated by a unique analysis of variation in practice, based on the principles underlying that practice. This work was inspired by the ongoing efforts of John Bowden to clarify the nature and rigour of phenomenographic research methods, commencing in particular with Bowden and Walsh's volume in 1994.

916 citations

Journal ArticleDOI
TL;DR: In this paper, the problem-based learning and the learning portfolio are described as two examples of aligned teaching systems, and the assessment tasks tell students what activities are required of them, and how well the objectives have been met.
Abstract: Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which “academic” students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio.

877 citations

Journal ArticleDOI
TL;DR: In this paper, the authors describe a method successfully used by early-career researchers including PhD candidates to undertake and publish literature reviews, which allows researchers new to a field to systematically analyse existing academic literature to produce a structured quantitative summary of the field.
Abstract: Universities increasingly expect students to publish during a PhD candidature because it benefits the candidate, supervisor, institution, and wider community. Here, we describe a method successfully used by early-career researchers including PhD candidates to undertake and publish literature reviews – a challenge for researchers new to a field. Our method allows researchers new to a field to systematically analyse existing academic literature to produce a structured quantitative summary of the field. This method is a more straightforward and systematic approach than the traditional ‘narrative method’ common to many student theses. When published, this type of review can also complement existing narrative reviews produced by experts in a field by quantitatively assessing the literature, including identifying research gaps. The method can also be used as the initial step for further analysis, including identifying suitable datasets for meta-analysis. Students report that the method is enabling and rewarding.

734 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202365
202268
2021204
2020160
2019107
2018116