Saturday, 20 June 2020
Monday, 8 June 2020
What is higher education research? Is it a (scattered) field, a discipline, a tribe, a territory, a (a‐theoretical) community of practice, a cluster of silos, or an archipelago whose watery divides need bridging?
Each of the listed conceptualizations and metaphors has been invoked at least once by scholars who have grappled with this question, as it can be seen from the literature listed below. A closer look at these works reveals a variety of angles and takes, some criticism, occasional disagreements, lots of reflection, and at least one idea most seem to agree on: higher education research is, for better or for worse, not short of divisions.
This post does not, however, aim to engage in the discussion about the characteristics of higher education research (which doesn’t mean it cannot be a discussion starter). The aim here in fact is far less ambitious and limited to sharing a list of works which analyze, discuss, and reflect on higher education research.
The works included in the bibliography focus on a variety of aspects, and these include, among others, relationship with disciplines, policy, theory, or method, conceptual discussions, focus on specific parts of the world or on specific journals, citation analyses, writing style, and so forth. The list is likely not exhaustive, yet by continuously updating it, it surely will be increasingly more comprehensive over time.
Saturday, 30 May 2020
We are delighted to let you know that the 7th issue of the International Journal for Students as Partners (IJSaP) is available from https://mulpress.mcmaster.ca/ijsap/issue/view/385
In this issue you will find 14 manuscripts - 6 research articles, 5 case studies, 2 reflective essays, and 1 review. Together these contributions have been written by 30 faculty/staff and 14 students from Australia, Canada, Netherlands, UK, and US.
The journal, which is hosted by McMaster University Library Press, is co-edited by students and staff/faculty from Australia, Canada, Hong Kong, Malaysia, UK, and US.
Potential authors (both staff and students) with an idea for a contribution are strongly encouraged to send the editors (firstname.lastname@example.org<mailto:email@example.com>) a brief (around 250 words) proposal<https://teaching.mcmaster.ca/app/uploads/2019/07/Proposed-submission-proforma-IJSaP-June-18.docx> for a research article, case study, opinion piece, reflective essay, or review before writing and submitting the article. This will help ensure that the proposed piece fits with the focus of the journal and encourages a conversation between potential authors and the editorial board. The proposal should outline the type (i.e. research article, opinion piece, etc.) as well as focus of the potential submission. We also welcome hearing your views about the journal.
Staff and students who have interest and experience in students as partners are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form<https://goo.gl/forms/lagSTJPSms0mTOaH3>.
Professor Mick Healey BA PhD NTF PFHEA
Higher Education Consultant and Researcher,
Emeritus Professor University of Gloucestershire,
The Humboldt Distinguished Scholar in Research-Based Learning McMaster University,
International Teaching Fellow University College Cork,
Visiting Fellow University of Queensland.
[Smaller logo V1]Inaugural Senior Editor International Journal for Students as Partners. https://mulpress.mcmaster.ca/ijsap;
Advance-HE (HE Academy) Associate and UKPSF Accreditor.
International Society for the Scholarship of Teaching and Learning Distinguished Service Award 2015.
Tuesday, 26 May 2020
Fwd: Just published – Student Empowerment in Higher Education: Reflecting on Teaching Practice and Learner Engagement
We are delighted to announce the publication of a 2-part edited volume Student Empowerment in Higher Education: Reflecting on Teaching Practice and Learner Engagement with a Foreword by Professor Alison Cook-Sather.
Please click on the link below for more information and to purchase your copy:
"In recent decades, higher education policy discourse has persistently implied that a university education is 'delivered' to students under the impersonal banner of 'the student experience'. Not only does this commodify the diverse, individual experiences of students into one marketable product, it also creates false barriers and power dynamics between students and their teachers. In Student Empowerment in Higher Education, the students and lecturers who collaborated to write this important volume have literally blown such misleading notions out of the window! I highly recommend each varied and autonomous chapter to learn what really inspires confidence and success in university students."
-Professor Sarah Hayes, Professor of Higher Education Policy, University of Wolverhampton
"The two volumes of Student Empowerment in Higher Education offer the reader rich and varied examples and understandings of student empowerment from around the world. The authors provide reflective accounts of learning and teaching from diverse perspectives and disciplines, which focus on many different areas of practice in higher education. It is this variety that will appeal to many readers, as the source of ideas and inspiration for numerous possible routes to empowerment. With many chapters co-authored by students and staff, the book models the collective responsibility students and staff have for enhancing student empowerment."
-Dr. Catherine Bovill, Senior Lecturer in Student Engagement, University of Edinburgh; Fulbright Scholar, Elon University, North Carolina, USA; Visiting Fellow (Knowledge Exchange), University of Winchester
All the best and stay safe,
Anjoom and Sharmina
Friday, 22 May 2020
assessment, yet many higher education teachers have received minimal
guidance on assessment design and marking. This means assessment can
often be a source of stress and frustration. Assessment and Feedback in Higher Education aims to solve these problems. Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need.
In education, theory and practice are often poorly linked. In this guide,
Teresa McConlogue presents theoretical ideas and research findings and
links them to practice. She considers recent theoretical work on
feedback and suggests ways of developing evaluative judgement.
Throughout the book, teachers are encouraged to examine their practice
critically, and there are ideas for small-scale educational
investigations, involving teachers, their colleagues and students, such
as using the Assessment Review Questionnaire to adapt assessments.
A key principle of Assessment and Feedback in Higher Education is
that an understanding of academic standards is fundamental to good
assessment design and more reliable marking. The guide explores the
concept of academic standards and proposes methods of co-constructing
shared standards within a teaching team and with students through
Monday, 18 May 2020
Volume 17, Issue 2 (2020) Becoming Well Read: Charting the complexities of academic reading and navigating the reading journeys of undergraduate and postgraduate students
Framing the text: understanding emotional barriers to academic reading
Emma Kimberley and Mark Thursby
“It’s not a waste of time!” Academics’ views on the role and function of academic reading: A thematic analysis
Kirsty Miller and Hannah Merdian
Reading to Be: The role of academic reading in emergent academic and professional student identities
Moira Maguire, Ann Everitt Reynolds, and Brid Delahunt
Can the reading load be engaging? Connecting the instrumental, critical and aesthetic in academic reading for student learning
Ha Thi Thu Nguyen and Ariana Henderson
Outsiders looking in? Challenging reading through creative practice
Sandra Abegglen, Tom Burns, David Middlebrook, and Sandra Sinfield
Co-constructing a Liberated / Decolonised Arts Curriculum
Jess Crilly, Lucy Panesar, and Zey Suka-Bill