Tuesday, 28 November 2017

FW: These new articles for Research in Drama Education: The Journal of Applied Theatre and Performance are available online

 

From: alerts@tandfonline.com
Sent: 28 November 2017 11:37:11 (UTC+00:00) Dublin, Edinburgh, Lisbon, London
To: David Andrew
Subject: These new articles for Research in Drama Education: The Journal of Applied Theatre and Performance are available online

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
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Original Articles

Mapping the archives: 9
Anthony Jackson, Veronica Baxter & Jeffrey Tan
Pages: 1-10 | DOI: 10.1080/13569783.2017.1404447


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Tuesday, 21 November 2017

FW: These new articles for Research in Drama Education: The Journal of Applied Theatre and Performance are available online

 

From: alerts@tandfonline.com
Sent: 21 November 2017 11:52:32 (UTC+00:00) Dublin, Edinburgh, Lisbon, London
To: David Andrew
Subject: These new articles for Research in Drama Education: The Journal of Applied Theatre and Performance are available online

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

The 'Not Knowns': memory, narrative and applied theatre
Colette Conroy, Sarah Jane Dickenson & Giuliana Mazzoni
Pages: 1-17 | DOI: 10.1080/13569783.2017.1398641


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Taylor & Francis, an Informa business.
Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.

Wednesday, 15 November 2017

FW: New issue of ephemera OUT NOW

 

 

New issue of ephemera: theory & politics in organization​

 

The labour of academia

 

Issue editors: Nick Butler, Helen Delaney and Martyna Śliwa

 

http://ephemerajournal.org/issue/labour-academia

 

The purpose of the contemporary university is being radically transformed by the encroachment of corporate imperatives into higher education. This has inevitable consequences for managerial interventions, ​​​funding structures, and teaching and research audits. It also impacts on the working conditions of academic staff in university institutions in terms of teaching, research, administration and public engagement. Starting from this basis, the special issue seeks to explore questions about how the work of scholars is being shaped, managed and controlled under the regime of 'academic capitalism' and, in turn, to ask what might be done about it.

 

Contributors: Sarah Robinson, Olivier Ratle, Alexandra Bristow, Callum McGregor, Jeremy Knox, Paul Stewart, Miguel Martínez Lucio, Finnborg Salome Steinþórsdóttir, Thamar Melanie Heijstra, Þorgerður Einarsdóttir, Craig Brandist, Sverre Spoelstra, Damian Ruth, Ozan Nadir Alakavuklar, Lenora Hanson, Elsa Noterman, Stephen Turner, Anna Boswell, Niki Harré, Sean Sturm, Kirsten Locke, Dominic da Souza Correa, Tim-adical Writing Collective, Francesca Coin, John Mingers, Ajnesh Prasad and Paulina Segarra.

 

 

ephemera is an independent open access journal founded in 2001. ephemera provides its content free of charge, and charges its readers only with free thought. If you like what we're doing, you can subscribe to ephemera in print or support us in other ways at http://ephemera.jimdo.com.

 

Yours,

The ephemera collective

FW: New Open Access Book: Developing the Higher Education Curriculum: Research-Based Education in Practice

UCL Press is delighted to announce a brand new open access book that may be of interest to list subscribers: Developing the Higher Education Curriculum: Research-Based Education in Practice. Download it free from: https://goo.gl/yYFdXs
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Developing the Higher Education Curriculum: Research-Based Education in Practice Edited by Brent Carnell and Dilly Fung Free download: https://goo.gl/yYFdXs

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A complementary volume to Dilly Fung's A Connected Curriculum for Higher Education (2017), this book explores 'research-based education' as applied in practice within the higher education sector. A collection of 15 chapters followed by illustrative vignettes, it showcases approaches to engaging students actively with research and enquiry across disciplines. It begins with one institution's creative approach to research-based education – UCL's Connected Curriculum, a conceptual framework for integrating research-based education into all taught programmes of study – and branches out to show how aspects of the framework can apply to practice across a variety of institutions in a range of national settings.

The 15 chapters are provided by a diverse range of authors who all explore research-based education in their own way. Some chapters are firmly based in a subject-discipline – including art history, biochemistry, education, engineering, fashion and design, healthcare, and veterinary sciences – while others reach across geopolitical regions, such as Australia, Canada, China, England, Scotland and South Africa. The final chapter offers 12 short vignettes of practice to highlight how engaging students with research and enquiry can enrich their learning experiences, preparing them not only for more advanced academic learning, but also for professional roles in complex, rapidly changing social contexts.


Free download https://goo.gl/yYFdXs

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Tuesday, 14 November 2017

FW: These new articles for Research in Drama Education: The Journal of Applied Theatre and Performance are available online

 

From: alerts@tandfonline.com
Sent: 14 November 2017 11:40:14 (UTC+00:00) Dublin, Edinburgh, Lisbon, London
To: David Andrew
Subject: These new articles for Research in Drama Education: The Journal of Applied Theatre and Performance are available online

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

The construction and pilot application of a scoring rubric for creative drama lesson planning
Perihan Korkut
Pages: 1-12 | DOI: 10.1080/13569783.2017.1396211


The impact of narrative-based learning in classroom
Chipo J. Marunda-Piki
Pages: 1-7 | DOI: 10.1080/13569783.2017.1399055


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Taylor & Francis, an Informa business.
Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.

Monday, 13 November 2017

FW: Open Lecture on Critical Pedagogy on Wed 22 Nov at 5:30-6:30pm (live broadcast link included)

 

Dismantling the Curriculum in Higher Education

By Richard Hall & Keith Smyth

 

Abstract: The higher education curriculum in the global North is increasingly co-opted for the production of measurable outcomes, framed by determinist narratives of employability and enterprise. Such co-option is immanent to processes of financialisation and marketisation, which encourage the production of quantifiable curriculum activities and tradable academic services. Yet the university is also affected by global socio-economic and socio-environmental crises, which can be expressed as a function of a broader crisis of social reproduction or sociability. As the labour of academics and students is increasingly driven by a commodity-valuation rooted in the measurement of performance, the ability for academics and students to respond to crises from inside the university is constrained by the market. This article argues that in understanding the relationship between the university and society, and in responding to a crisis of sociability, revealing the bounded nature of the curriculum is central. One possible way to address this crisis is by re-imagining the university through the co-operative practices of groups like the Dismantling the Masters House community and the Social Science Centre. Such an exploration, rooted in the organising principles of the curriculum, asks educators to consider how their curriculum reproduces an on-going colonisation by Capital. It is argued that such work enables a re-imagination of higher education that is rooted in a co-operative curriculum, and which might enable activist-educators to build an engaged curriculum, through which students and academics no longer simply learn to internalise, monitor and manage their own alienation.

https://olh.openlibhums.org/articles/10.16995/olh.66/

 

 

Wednesday, 8 November 2017

FW: Studies in Higher Education, Volume 42, Issue 12, December 2017 is now available online on Taylor & Francis Online

 

From: alerts@tandfonline.com
Sent: 08 November 2017 11:36:51 (UTC+00:00) Dublin, Edinburgh, Lisbon, London
To: David Andrew
Subject: Studies in Higher Education, Volume 42, Issue 12, December 2017 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 42, Issue 12, December 2017 is now available online on Taylor & Francis Online.



This new issue contains the following articles:

Editorial

Thank you to our referees
Pages: 2171-2177 | DOI: 10.1080/03075079.2017.1388005


Articles

Sticking with your university: the importance of satisfaction, trust, image, and shared values
Walesska Schlesinger , Amparo Cervera & Carmen Pérez-Cabañero
Pages: 2178-2194 | DOI: 10.1080/03075079.2015.1136613


A competency model for higher education: an assessment based on placements
Mar Gómez , Evangelina Aranda & Jesús Santos
Pages: 2195-2215 | DOI: 10.1080/03075079.2016.1138937


The direct and mediating roles of positive emotions on work engagement among postdoctoral fellows
Christian T. Gloria & Mary A. Steinhardt
Pages: 2216-2228 | DOI: 10.1080/03075079.2016.1138938


How availability of capital affects the timing of enrollment: the routes to university of traditional and non-traditional students
Tobias Brändle
Pages: 2229-2249 | DOI: 10.1080/03075079.2016.1141401


Learning outcomes in higher education: assumptions, positions and the views of early-career staff in the UK system
Marios Hadjianastasis
Pages: 2250-2266 | DOI: 10.1080/03075079.2016.1141402


Generation Ys' employment expectations: UK undergraduates' opinions on enjoyment, opportunity and progression
G. A. Maxwell & A. M. Broadbridge
Pages: 2267-2283 | DOI: 10.1080/03075079.2016.1141403


Investigating student learning gains in college: a longitudinal study
Katrina Crotts Roohr, Huili Liu & Ou Lydia Liu
Pages: 2284-2300 | DOI: 10.1080/03075079.2016.1143925


The leadership role of college deans and department chairs in academic culture change
Jill Bystydzienski, Nicole Thomas, Samantha Howe & Anand Desai
Pages: 2301-2315 | DOI: 10.1080/03075079.2016.1152464


Competency mapping framework for regulating professionally oriented degree programmes in higher education
Srinath Perera, Solomon Olusola Babatunde, Lei Zhou, John Pearson & Damilola Ekundayo
Pages: 2316-2342 | DOI: 10.1080/03075079.2016.1143926


Affirmative action in Brazil: how students' field of study choice reproduces social inequalities
Alice Dias Lopes
Pages: 2343-2359 | DOI: 10.1080/03075079.2016.1144180


Artifice or integrity in the marketization of research impact? Investigating the moral economy of (pathways to) impact statements within research funding proposals in the UK and Australia
Jennifer Chubb & Richard Watermeyer
Pages: 2360-2372 | DOI: 10.1080/03075079.2016.1144182


Designing rich information experiences to shape learning outcomes
Clarence Maybee, Christine Susan Bruce, Mandy Lupton & Kristen Rebmann
Pages: 2373-2388 | DOI: 10.1080/03075079.2016.1148684


In pursuit of a 'whole-brain' approach to undergraduate teaching: implications of the Herrmann brain dominance model
Mathew Hughes, Paul Hughes & Ian R. Hodgkinson
Pages: 2389-2405 | DOI: 10.1080/03075079.2016.1152463


The teaching–research gestalt: the development of a discipline-based scale
Angus Duff & Neil Marriott
Pages: 2406-2420 | DOI: 10.1080/03075079.2016.1152465


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Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.

FW: Theory and Research in Education Vol. 15, No. 3, November 2017 is now available online

Tuesday, 7 November 2017

FW: These new articles for Research in Drama Education: The Journal of Applied Theatre and Performance are available online

 

From: alerts@tandfonline.com
Sent: 07 November 2017 11:35:56 (UTC+00:00) Dublin, Edinburgh, Lisbon, London
To: David Andrew
Subject: These new articles for Research in Drama Education: The Journal of Applied Theatre and Performance are available online

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

Emptiness as material for devised theatre performance
Margaret Ames
Pages: 1-16 | DOI: 10.1080/13569783.2017.1396210


Performance art at the campusphere: pedagogical experiments on-site
Daphna Ben-Shaul
Pages: 1-18 | DOI: 10.1080/13569783.2017.1396208


Beyond mimesis to an assemblage of reals in the drama classroom: which reals? Which representational aesthetics? What theatre-building practices? Whose truths?
Kathleen Gallagher & Kelsey Jacobson
Pages: 1-16 | DOI: 10.1080/13569783.2017.1396209


Bus journeys, sandwiches and play: young children and the theatre event
Emma Miles
Pages: 1-20 | DOI: 10.1080/13569783.2017.1396889


'The principal character': the triad approach and improvisation in teaching
Naphtaly Shem-Tov
Pages: 1-16 | DOI: 10.1080/13569783.2017.1399054


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Taylor & Francis is a trading name of Informa UK Limited, registered in England under no. 1072954. Registered office: 5 Howick Place, London, SW1P 1WG.