Showing papers in "Teaching in Higher Education in 2021"
TL;DR: This article reported that the dissonance between teachers' substantial effort to provide feedback and students' under-engagement with feedback has been consistently reported in higher education, which is a contributing factor to the lack of engagement with feedback.
Abstract: The dissonance between teachers’ substantial effort to provide feedback and students’ under-engagement with feedback has been consistently reported in higher education. A contributing factor to thi...
41 citations
TL;DR: In this article, the authors identify higher education institutions as inequitable for historically marginalised student and staff populations, and propose a Student-staff partnership as one approach to redr...
Abstract: Higher education institutions have been identified as inequitable for historically marginalised student and staff populations. Student–staff partnership has recently emerged as one approach to redr...
28 citations
TL;DR: In this article, the authors argue that positive graduate outcomes enhance students' aspirations for a university, accountability to the government, and encourage them to seek higher education, accountability, and employability.
Abstract: Graduates’ employment outcomes remain a critical factor for all stakeholders in the sector. Positive graduate outcomes enhance students’ aspirations for a university, accountability to the governme...
24 citations
TL;DR: The authors explored how curriculum co-creation transforms students and highlighted positive outcomes from curriculum cocreation including its transformational potential for students, but they did not consider the role of the curriculum itself.
Abstract: Many studies highlight positive outcomes from curriculum co-creation including its transformational potential for students. In this paper, we explore how curriculum co-creation transforms students,...
21 citations
TL;DR: This paper used a macro, meso-and micro-level analysis of employability best practice in higher education institutions to question how employability is being conceived within higher education institution (HEIs).
Abstract: This paper uses a macro, meso- and micro-level analysis of employability best practice in higher education institutions (HEIs) to question how employability is being conceived within higher...
21 citations
TL;DR: Flipped learning in higher education is becoming increasingly widespread as mentioned in this paper, and although the number of flipped learning articles has increased since 2011, systematic reviews of the flipped learning have been scarce.
Abstract: Flipped learning in higher education is becoming increasingly widespread. Although the number of flipped learning articles has increased since 2011, systematic reviews of flipped learning have been...
21 citations
TL;DR: In this article, a rethinking of the theory and practice of relational pedagogies within higher education has been proposed, where posthuman theory has been used to re-think relational pedagogy in higher education.
Abstract: This article engages posthuman theory to propose a rethinking of the theory and practice of relational pedagogies within higher education (HE). There has been renewed emphasis within HE discourses ...
21 citations
TL;DR: In this article, the growing phenomenon of university courses designated as English-medium-instruction (EMI) worldwide presents new demands for non-native-English-speaking educators.
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 a...
20 citations
TL;DR: In this paper, participants as partners are receiving renewed attention in the "students as partners" (SaP) and "feedback" (feedback) discourse communities, respectively.
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 ...
19 citations
TL;DR: The authors investigates how academics in the current global higher education system prioritize metrics of research activity and income generation over rich conceptualisation of trans-transformation in the context of higher education, and investigates the role of metrics in this prioritization.
Abstract: This paper investigates how academics in the current global higher education system – which often prioritises metrics of research activity and income generation over rich conceptualisation of trans...
18 citations
TL;DR: In this article, the qualitative results of a larger mixed-methods study that examined teachers' experience transitioning to online teaching and learning in Malaysian higher education (HE) institutions to understand how academics perceived their OTL readiness and what competencies were perceived to be central during the Covid-19 pandemic.
Abstract: This paper presents the qualitative results of a larger mixed-methods study that examined teachers’ experience transitioning to online teaching and learning (OTL) in Malaysian higher education (HE) institutions to understand how academics perceived their OTL readiness and what competencies were perceived to be central during the Covid-19 pandemic. Data collected from twenty-two teachers (n = 22) (three public;three private HEs) through semi-structured in-depth interviews revealed that OTL readiness was perceived through course design, communication competence, time management, and technological competence. Additionally, agentic competence emerged as crucial in shaping resilience and adaptability during the transition to OTL. The paper makes two contributions. First, the study contributed to the literature on online teaching readiness in that reconceptualisation needs to be holistic and inclusive due to the unique HE context. Second, it provides valuable insights to those who devise training exercises and universities required to respond to them in enhancing teacher agency. [ABSTRACT FROM AUTHOR] Copyright of Teaching in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
TL;DR: Assessment design with multiple attempts that incorporates feedforward influences student behavior, and it is found that students who did not earn an A on their first attempt were more likely to try again.
Abstract: Best practices suggest that timely, actionable feedback is provided with the option to apply the feedback. We used a learning management system to deliver assessments with automatic feedback provid...
TL;DR: The authors conducted a systematic literature survey of pedagogies for and with international students in UK higher education, and found that there is limited literature dedicated to pedagogy for international students.
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 literatur...
TL;DR: The early history of the doctoral degree is largely lost in time as mentioned in this paper, but the modern manifestation that recognises a significant and original contribution to knowledge creation is barely 200 years old.
Abstract: The early history of the doctoral degree is largely lost in time, but the modern manifestation that recognises a significant and original contribution to knowledge creation is barely 200 years old ...
TL;DR: The authors argue that the dominant articulation of the institution, which has its own inertia, which reinforces whiteness and dissipates radical energy, needs to be re-addressed in projects of decolonising.
Abstract: Increasingly, institutions are amplifying work on race equality, in order to engage with movements for Black lives and decolonising. This brings universities into relations with individual and communal issues of whiteness, white fragility and privilege, double and false consciousness, and behavioural code switching. Inside formal structures, built upon cultures and practices that have historical and material legitimacy, engaging with such issues is challenging. The tendency is to engage in formal accreditation, managed through engagement with established methodologies, risk management practices and data reporting. However, this article argues that the dominant articulation of the institution, which has its own inertia, which reinforces whiteness and dissipates radical energy, needs to be re-addressed in projects of decolonising. This situates the communal work of the institution against the development of authentic relationships as a movement of dignity.
TL;DR: In this paper, the authors investigate the role of blogging to promote student engagement and use the experience of students on four courses at one university, which all included blogging in their courses.
Abstract: In this paper, we investigate the powerful role of blogging to promote student engagement. We use the experience of students on four courses at one university, which all included blogging in their ...
TL;DR: In this paper, a small but growing body of work which offers an irruption to widely accepted notions of learning as a linear process is presented. But it does not consider the complexity of the doctoral journey.
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 p...
TL;DR: It is argued that the definitions of ‘threshold concepts’ provided by Land and Meyer, the founding fathers of the threshold concept theory, fail and that even if the definitional problems were solved and some threshold concepts were identified, their scientific importance would be limited if not nil.
Abstract: Educational researchers have concluded that there are threshold concepts in a large number of disciplines. Yet, these researchers have not paid enough attention to the objection to the theory. It i...
TL;DR: The question of why the works of Michel Foucault, Pierre Bourdieu and Jacques Derrida are often attributed to France by HE lecturers and students when the origins or developments of their key ideas was explored by as discussed by the authors.
Abstract: The question of why the works of Michel Foucault, Pierre Bourdieu and Jacques Derrida are often attributed to France by HE lecturers and students when the origins or developments of their key ideas...
TL;DR: The authors found that doctoral students experience poor wellbeing outcomes during candidature, and a study showed that the number of students undertaking PhD studies is growing substantially; however, recent research indicates that they experience poor health outcomes during their studies.
Abstract: The number of students undertaking PhD studies is growing substantially; however, recent research indicates that doctoral students experience poor wellbeing outcomes during candidature. A study of ...
TL;DR: In this paper, the authors present evidence of doctoral students being engaged in teaching roles and the reasessment of the role of these students in the development of teaching roles in academia.
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 reas...
TL;DR: In this article, the authors report on a case study of a research-institutional approach to decolonisation in higher education. But, they have struggled to formulate a coherent response.
Abstract: Decolonisation is being embraced as an imperative within Higher Education, yet many institutions have struggled to formulate a coherent response. This article reports on a case study of a research-...
TL;DR: In this article, the authors offer a critical and theoretical exploration of the contemporary use of standards in assessment in higher education, and outline three discourses of assessment standards, each of which is related to our work.
Abstract: This paper offers a critical and theoretical exploration of the contemporary use of standards in assessment in higher education. It outlines three discourses of assessment standards. Each p...
TL;DR: In the wake of a growing emphasis on students taking a more central role in shaping their own learning, it has become increasingly important that course designs cater for productive feedback as discussed by the authors.
Abstract: In the wake of a growing emphasis on students taking a more central role in shaping their own learning, it has become increasingly important that course designs cater for productive feedbac...
TL;DR: In this article, a critical examination of inclusion as a pedagogic principle through a practice-based interrogation of contemporary "good practice" strategies for encouraging inclusion in small-group teaching is provided.
Abstract: This paper provides a critical examination of inclusion as a pedagogic principle through a practice-based interrogation of contemporary ‘good practice’ strategies for encouraging inclusion in small-group teaching. The analysis emerges from our experiences of delivering four classroom exercises that are frequently proposed as strategies for increasing inclusion, and borrows insight from critical intersectional feminist pedagogy to interrogate normative discourses of inclusion in HE. We argue that both the terms of inclusion, and the assumption that (verbal) participation is itself a straightforward sign of improving inclusion in classroom spaces, require interrogation. This article thus responds to the proliferation of inclusion discourses in contemporary UK HE, by identifying some of the potential pitfalls of viewing inclusion through the limited lens of participation.
TL;DR: In this article, 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 learning inve...
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 inve...
TL;DR: The concept of lifelong learning is becoming increasingly important in contemporary educational research and development as discussed by the authors, although the relationship between experience (practice) and knowledge (theo) is not always clear.
Abstract: The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theo...
TL;DR: 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 as mentioned in this paper, however, research on cla...
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 cla...
TL;DR: Rittel and Webber as mentioned in this paper report on teachers' perspectives on preparing students for working with "wicked" problems, and they propose a general theory of planning to deal with such problems.
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): 1...
TL;DR: In this article, the authors present a snapshot of decolonising work in England over the period 2014-2021, and raise questions about what needs to be done to counter institutional cooption, incorporation, and the dilution of the radical message of decoloring.
Abstract: Amid the rising calls for a ‘decolonised curriculum’, scholars and activists have outlined what needs to be done to ‘decolonise the university’. Yet in practice, those involved in decolonising work often face considerable backlash and institutional resistance. Drawing on empirical research with students and staff across nine universities in England, this paper sets out to capture the contested terrain of ‘decolonising the university’. We draw on qualitative accounts, collected through in-depth interviews with 24 individuals who are engaged in individual and/or group-based decolonial efforts, at discipline/departmental/institutional level to achieve change in their universities. We conceptualise and explore institutional responses to ‘decolonising’ through three strategies: rejection, reluctant acceptance, and strategic advancement. Presenting a snapshot of decolonising work in England over the period 2014-2021, our findings raise questions about what needs to be done to counter institutional cooption, incorporation, and the dilution of the radical message of decolonising.