Friday, 5 April 2019

Fwd: LATISS 11.3

A new 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 11, Issue 3

In Memoriam
Tribute to Joyce Canaan
Shirin Housee

Penny Welch and Susan Wright

'I feel really good now!': Emotions and independence in undergraduate supervision
Maria Zackariasson

Major factors in the development of political attitudes
Hailey L. Huckestein, Steven M. Mikulic and Jeffrey L. Bernstein

Examining the graduate attribute agenda in Australian universities: A review of (continuing) problems and pitfalls
Peta S. Cook

Don't know much about NAFTA: The continued importance of a global issues general education course
Carol D. Miller

'We are not all equal!': Raising achievement and aspiration by improving the transition from the BTEC to higher education
Richard Peake

Fwd: Table of Contents Alert: Higher Education Quarterly, Vol. 73, No. 2, April 2019

Cover Image Higher Education Quarterly
Volume 73, Issue 2

Pages: 129-265

April 2019

Issue Information

Pages: 129 | First Published: 02 April 2019

Tommaso Agasisti

Pages: 131-134 | First Published: 02 April 2019

Interdisciplinarity for sale: Logics of knowledge, labour markets and consumerism
Roger Pizarro Milian, Rod Missaghian

Pages: 153-167 | First Published: 21 October 2018

Expertise and the PhD: Between depth and a flat place
Robyn Barnacle, Christine Schmidt, Denise Cuthbert

Pages: 168-181 | First Published: 29 August 2018

Open Access
The self‐concept of Ukrainian doctoral students: Means–ends decoupling at the state level
Myroslava Hladchenko, Don F. Westerheijden

Pages: 182-197 | First Published: 05 September 2018

Engaging election contention: Understanding why presidents engage with contentious issues
Jon McNaughtan, Elisabeth Day McNaughtan

Pages: 198-217 | First Published: 16 November 2018

Leadership development in Higher Education: A literature review and implications for programme redesign
Sue Dopson, Ewan Ferlie, Gerry McGivern, Michael D. Fischer, Mahima Mitra, Jean Ledger, Sonja Behrens

Pages: 218-234 | First Published: 06 December 2018

Benefit of the doubt approach to assessing the research performance of Australian universities
Andrzej Szuwarzyński

Pages: 235-250 | First Published: 04 September 2018

Graduate students' experiences of plagiarism by their professors
Kimberly D. Becker

Pages: 251-265 | First Published: 29 October 2018

Tuesday, 2 April 2019

Fwd: These new articles for Discourse: Studies in the Cultural Politics of Education are available online.

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

Kicking the can down the road? Educational solutions to the challenges of divided societies: a Northern Ireland case study
Stephen Roulston & Ulf Hansson
Pages: 1-14 | DOI: 10.1080/01596306.2019.1594171

Struggling with capital: a Bourdieusian analysis of educational strategies among internationally mobile middle class families in Sweden | Open Access
Jennifer Waddling, Emil Bertilsson & Mikael Palme
Pages: 1-20 | DOI: 10.1080/01596306.2019.1598610

Book Reviews

Miseducation: inequality, education and working classes
Ian Hardy
Pages: 1-3 | DOI: 10.1080/01596306.2019.1599162

Review Essay

Influencing education policy: new philanthropy, network governance and fast-policy
Rino Wiseman Adhikary
Pages: 1-11 | DOI: 10.1080/01596306.2019.1599163

Tuesday, 19 March 2019

Fwd: Studies in Higher Education, Volume 44, Issue 4, April 2019 is now available online on Taylor & Francis Online

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

Studies in Higher Education, Volume 44, Issue 4, April 2019 is now available online on Taylor & Francis Online.

This new issue contains the following articles:


The undergraduate self-perception of employability: human capital, careers advice, and career ownership
William E. Donald, Yehuda Baruch & Melanie Ashleigh
Pages: 599-614 | DOI: 10.1080/03075079.2017.1387107

The state of course learning outcomes at leading universities
Kevin Schoepp
Pages: 615-627 | DOI: 10.1080/03075079.2017.1392500

Achieving wider impact in business and management: analysing the case studies from REF 2014
Tim Hughes, Don Webber & Nicholas O'Regan
Pages: 628-642 | DOI: 10.1080/03075079.2017.1393059

Reinforcing pillars for quality culture development: a path analytic model | Open Access
G. W. G. Bendermacher, M. G. A. oude Egbrink, H. A. P. Wolfhagen, J. Leppink & D. H. J. M. Dolmans
Pages: 643-662 | DOI: 10.1080/03075079.2017.1393060

A system dynamic model of student enrolment at the private higher education sector in Syria
Louna Al Hallak, Rami M. Ayoubi, Alfredo Moscardini & Mohamed Loutfi
Pages: 663-682 | DOI: 10.1080/03075079.2017.1393061

Challenging equivalency in measures of English language proficiency for university admission: data from an undergraduate engineering programme
M. Gregory Tweedie & Man-Wai Chu
Pages: 683-695 | DOI: 10.1080/03075079.2017.1395008

The idea of a 'decent profession': implications for professional education
Carolin Kreber
Pages: 696-707 | DOI: 10.1080/03075079.2017.1395405

Academic careers and parenting: identity, performance and surveillance
Candice Harris, Barbara Myers & Katherine Ravenswood
Pages: 708-718 | DOI: 10.1080/03075079.2017.1396584

How experience affects assessment – a longitudinal study of assessment of university students' essays
Maria Jansson, Jan Carle, Andreas Gunnarsson & Hans Ekbrand
Pages: 719-732 | DOI: 10.1080/03075079.2017.1398227

Institution-level admissions initiatives in Chile: enhancing equity in higher education?
María Verónica Santelices, Catherine Horn & Ximena Catalán
Pages: 733-761 | DOI: 10.1080/03075079.2017.1398722

Losing autonomy? Restructuring higher education institutions governance and relations between teaching and non-teaching staff
Teresa Carvalho & Pedro Videira
Pages: 762-773 | DOI: 10.1080/03075079.2017.1401059

Influence of study abroad factors on international research collaboration: evidence from higher education academics in sub-Saharan Africa
Wilson Eduan
Pages: 774-785 | DOI: 10.1080/03075079.2017.1401060

Co-authorship trends in English literary studies, 1995–2015
Elizabeth Leane, Lisa Fletcher & Saurabh Garg
Pages: 786-798 | DOI: 10.1080/03075079.2017.1405256

Friday, 15 March 2019


Current Issue: Volume 16, Issue 1 (2019) Implementing online learning: Stories from the field

This special issue seeks to showcase innovative and progressive features of contemporary university online learning and teaching through illustrative case studies. Each case study highlights at least one critical issue associated with online learning and teaching, with an accompanying discussion of the key theoretical and practical implications of the issue and reference to situated examples of teaching practices from the case. The use of case studies emphasises the theory-practice nexus and seeks to highlight not only good practice, but emerging practice. Individually, the case studies illustrate a range of teaching and learning practices which represent specific, situated advances in online learning practices in HE. Together, the case studies provide a snapshot of flexible, technology-enhanced teaching in Australian universities in 2018 and contribute to the growing record of good practice in online learning in Australian HE.

Journal Articles

Lessons learned from implementing remotely invigilated online exams
Joshua Cramp, John F. Medlin, Pheobe Lake, and Colin Sharp
Successful team-based development of an online course with an external partner: An analysis of the perspectives of academics
Sharon Croxford, Colleen Thomas, Deanna Horvath, Melissa Buultjens, Emma Stirling, Amy Larsen, Tania Roman Stasis, Jessica Radcliffe, Phil Buultjens, Stuart McDonald, and Adrienne Forsyth
Implementing work-integrated learning in online construction management courses
Diana Quinn, Edward Cioffi, Steve Hill, Mat Kor, Anna-Clare Longford, Robert Moller, and Pramila Rathore

Friday, 8 March 2019

Fwd: Call for papers for a special issue of Educational Action Research Journal on Pedagogical Action Research


Pedagogical Action Research (PedAR): Researching learning and teaching practice in higher education


Guest Editors:   Lin Norton, Liverpool Hope University

                           Lydia Arnold, Harper Adams University



Educational Action Research is seeking articles that explore the contribution of action research to teaching or learning practice, or the student experience, in higher education. We are particularly interested in articles that push at the boundaries of HE pedagogy, such as students as partners, inter-disciplinary challenges, and articles that show the impact of action research on a variety of stakeholders. We would welcome specific accounts of action research studies, and studies which are about action research and its impact. Methodological rigour in action research and rich reflective insights will be more important than scale, which can be local, cross-institutional or international.  For further guidance, we would draw attention to the article by Convery & Townsend (2018).  Submissions will be welcome from HE and also HE in FE and, while we are looking for submissions that focus on the development of practice, we would encourage submissions that challenge and question established practices as well.


Convery, A. & Townsend, A. (2018) Action research update: why do articles get rejected from EARJ? Educational Action Research, 26(4) 503-512

Process and time scales

In the first instance, please send a 500 word abstract to the journal office (copying in LA and LN) no later than 12 noon on Thursday 25 April 2019. Decisions will be notified by 23rd May 2019. Colleagues who have been invited to submit full papers should do so by 12 September 2019, when they will be sent out for peer review.

Expected publication date                                                 

Publication of the special issue is expected in 2021

Guest editors' email addresses