Saturday, 9 November 2019

Threshold concepts web resource

Threshold Concepts: Undergraduate Teaching, Postgraduate Training, Professional Development and School Education

A Short Introduction and a Bibliography fom 2003 to 2018

The Meyer and Land Threshold Concept

           The idea of threshold concepts emerged from a UK national research project into the possible characteristics of strong teaching and learning environments in the disciplines for undergraduate education (Enhancing Teaching-Learning Environments in Undergraduate Courses). In pursuing this research in the field of economics, it became clear to Erik Meyer and Ray Land [1-7], that certain concepts were held by economists to be central to the mastery of their subject. These concepts, Meyer and Land argued, could be described as ‘threshold’ ones because they have certain features in common.          
           Glynis Cousin, An introduction to threshold concepts             

Over the past decade this concept has been embraced by many disciplines outside economics; indeed the above quote is from Glynis Cousin’s excellent short introduction to the concept written for earth scientists. The threshold concept has been seen as a valuable tool, not only in facilitating students’ understanding of their subject, but in aiding the rational development of curricula in rapidly expanding arenas where there is a strong tendency to overload the curriculum (Cousin, [
2008, 2006]). This web page will describe, briefly, the characteristics of a threshold concept and list selected references to the work of those examining its value in a broad range of disciplines.

Tuesday, 29 October 2019

Teaching and Learning Together in Higher Education

Teaching and Learning Together in Higher Education (TLTHE) serves as a forum for the reflective work of college faculty and students working together to explore and enact effective classroom practice. Published three times per year, the journal is premised on the centrality to successful pedagogy of dialogue and collaboration among faculty and students in explorations and revisions of approaches to teaching and learning in higher education. The journal has several aims:
● To include student perspectives and voices in analyses, affirmations, and revisions of educational practice at the post-secondary level
● To offer windows onto the development of pedagogical insights that faculty and students gain when they collaborate on explorations of classroom practice and systematically reflect on that collaboration
● To create forums for dialogue between faculty and students whose work is featured in this journal and others engaged in similar work
● To explore in particular the challenges and possibilities of such collaborations

Current Issue: Issue 28 (2019)
Fall 2019


Striving to Make French and Francophone Studies More Inclusive
Kathryne Adair Corbin and Carol Lee Diallo
Dwelling in Discomfort
Ken Koltun-Fromm and Amaka Eze
Pink Bagels and Persistence
Helen White and Paul Wynkoop

Saturday, 12 October 2019

Fwd: Latest issue of International Journal for Students as Partners (IJSaP) 3(2) is published

The 6th issue of the International Journal for Students as Partners (IJSaP) is available from

In this issue you will find 16 manuscripts - 1 editorial, 5 research articles, 6 case studies, 2 reflective essays, 1 opinion piece, and 1 review. Together these contributions have been written by 26 faculty/staff and 18 students from Australia, Canada, Hong Kong, UK and USA.

The journal, which is hosted by McMaster University Library Press, is co-edited by students and staff/ faculty from Australia, Canada, Hong Kong, Malaysia, the UK, and the US. Traditionally students have largely been excluded from engaging in academic publishing.1

If you enjoy this Issue we hope you will support the journal in a variety of ways including:

a)      Writing for the journal in any of the genres we publish. Please contact us with your ideas. We encourage you to send us (<>) your proposals for articles, case studies, or reflective pieces before you submit them using our proforma

b)      Reviewing for IJSaP. We will provide training for inexperienced reviewers (students and faculty/staff). If you are interested, please complete the reviewer expression of interest form<>.

c)       Telling others about the journal and contributions that you find particularly interesting. E.g. by forwarding this email to your local and disciplinary teaching and learning networks, and commenting on Twitter: @InterJournalSaP

d)      Checking that your library lists IJSaP in their catalogue and knowing it is freely available from

We welcome hearing your views about the journal. Please send us an email (<>).

Anthony Cliffe, Alison Cook-Sather, Nattalia Godbold, Mick Healey, Ruth Healey, Beth Marquis, Kelly Matthews, Elaina Nguyen, Anita Ntem, Caelan Rafferty, and Cherie Woolmer, the IJSaP Editorial Board

1 Healey, R. L., Healey, M. , & Cliffe, A. (2018) Engaging in radical work: Students as partners in academic publishing<>, Efficiency Exchange

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:;
Advance-HE Associate and UKPSF Accreditor.

International Society for the Scholarship of Teaching and Learning Distinguished Service Award 2015.

Email:<>; alternative:<>;
Twitter: mickhealey3

Office/Home: +44 (0)1430 432 947;
Mobile: +44 (0)7952 095 129;
Skype: mick.healey
Latest publications:
(2018) "It depends": Exploring the context-dependent nature of students as partners' practices and policies. International Journal for Students as Partners, 2(1) (Healey, M., & Healey, R. L.)
(2019) Enhancing outcomes and reducing inhibitors to the engagement of students and staff in learning and teaching partnerships: Implications for academic development.<> International Journal for Academic Development 24(3), 246-259 (Matthews, K. E., Mercer-Mapstone, L., Lucie Dvorakova, S., Acai, A., Cook-Sather , A., Felten, P., Healey, M., Healey, R. L., & Marquis, E.)
(2019) Growing partnership communities: What experiences of an international institute suggest about developing student-staff partnership in higher education<>. Innovations in Education and Teaching International 56(2), 184-194 (Marquis, E., Guitman, R., Black, C., Healey, M., Matthews, K. E., & Dvorakova, L. S.)
(2019) Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals. Teaching & Learning Inquiry, 7(2), 28-50. (Healey, M., Matthews, K. E., & Cook-Sather, A.)

There have been over 70,000 downloads of bibliographies and case studies from my website in the last seven years
Over 9000 citations on Google Scholar<>


Tuesday, 10 September 2019

Fwd: LATISS Vol. 12, Issue 2

The latest issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS) has published!

Please visit the Berghahn website for more information about the journal:

Volume 12, Issue 2

Penny Welch and Susan Wright

Capacity-building projects in African higher education: Issues of coloniality in international academic collaboration
Hanne Kirstine Adriansen and Lene Møller Madsen

Intellectual endogamy in the university: The neoliberal regulation of academic work
Ana Luisa Muñoz-García

Academic staff as 'transition managers' in interdisciplinary, international MA education: A Danish case study
Hanne Tange

Getting medieval on education: Integrating classical theory and medieval pedagogy in modern liberal arts classes
Jonathan Klauke

A longitudinal comparison of information literacy in students starting Politics degrees
Stephen Thornton\

Sign up for Email Updates:
Please visit the Berghahn website for more information about the journal:
Be sure to recommend Learning and Teaching to your institution's library:

Friday, 23 August 2019

Fwd: Early View Alert: Higher Education Quarterly

Cover Image Higher Education Quarterly

Early View

Online Version of Record before inclusion in an issue

Open Access


Understanding the evolution of the entrepreneurial university. The case of English Higher Education institutions
Mabel Sánchez‐Barrioluengo, Elvira Uyarra, Fumi Kitagawa

Version of Record online: 22 August 2019

We would be interested in a review when someone has read this! 

Saturday, 27 July 2019

Fwd: NOW AVAILABLE - SEDA Special 43: Ten Ways to Investigate Research Supervision Practice

Ten Ways to Investigate Research Supervision Practice: Edited by Geof Hill and Sian Vaughan

Research supervision is an academic practice that is gaining growing attention. In this publication a number of supervisors share the methods they have used to investigate and reflect on their supervisory practice. The intention in sharing their diverse and creative ways modes of investigation, and the benefits in their own greater understanding of supervisory practice these have brought, is to encourage other supervisors to investigate their own research supervision as a practice in ways that are personally meaningful and beneficial to them. This Special discusses nine different ways research supervisors have investigated their practice and, in an open tenth way, encourages the reader to investigate their own practices.


Please go to the SEDA Website to order this publication.


A one day workshop, Investigating Research Supervision Practice, is being held in Birmingham City University on 4 September 2019. This workshop discusses the different forms that practitioner inquiry might take for research degree supervisors, and how supervisors can be supported in reflecting on and enhancing their practice through drawing on their pre-existing research skills and disciplinary knowledge. The workshop is facilitated by the editors of 10 ways to Investigate Research Supervision Practice (a copy is included in the price).


Please see SEDA Website to book a place.

Joseph Callanan
Events and Publications Officer
Staff and Educational Development Association
Woburn House
20‑24 Tavistock Square
London WC1H 9HF
United Kingdom
Telephone: +44 (0)20 7380 6769