Sunday, 24 June 2018

HE critical perspective series

Higher Education in Critical Perspective: Practices and Policies
Susan Wright, Aarhus University
Penny Welch, Wolverhampton University
Around the globe, universities are being reformed to supply two crucial ingredients of a purported ‘global knowledge economy’: research and graduates. Higher education’s aims, concepts, structures and practices are all in process of change. Together with its sister journal, LATISS, this series provides in-depth analyses of these changes and how those involved – managers, academics and students - are experimenting with critical pedagogies, reflecting upon the best organization of their own institutions, and engaging with public policy debates about higher education in the 21st Century.

Reading update 06/24/2018

Posted from Diigo. The rest of my favorite links are here.

Tuesday, 19 June 2018

Fwd: Studies in Higher Education, Volume 43, Issue 7, July 2018 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 43, Issue 7, July 2018 is now available online on Taylor & Francis Online.

This new issue contains the following articles:


Reframing assessment research: through a practice perspective
David Boud, Phillip Dawson, Margaret Bearman, Sue Bennett, Gordon Joughin & Elizabeth Molloy
Pages: 1107-1118 | DOI: 10.1080/03075079.2016.1202913

'I am competent so I can be choosy': choosiness and its implication on graduate employability
Sharmila Jayasingam, Yuji Fujiwara & Ramayah Thurasamy
Pages: 1119-1134 | DOI: 10.1080/03075079.2016.1221918

Curriculum coherence when subject-specific standards are absent: a case study using coursework-based master of finance programs at Australian universities
Tasadduq Imam
Pages: 1135-1147 | DOI: 10.1080/03075079.2016.1225710

Becoming professional: examining how WIL students learn to construct and perform their professional identities
Tracey Bowen
Pages: 1148-1159 | DOI: 10.1080/03075079.2016.1231803

Developing critical being in an undergraduate science course
A. N. Wilson & S. M. Howitt
Pages: 1160-1171 | DOI: 10.1080/03075079.2016.1232381

From reflective learning to reflective practice: assessing transfer
Vivienne Griggs, Richard Holden, Aileen Lawless & Jan Rae
Pages: 1172-1183 | DOI: 10.1080/03075079.2016.1232382

Reforming a university during political transformation: a case study of Yangon University in Myanmar
James Esson & Kevin Wang
Pages: 1184-1195 | DOI: 10.1080/03075079.2016.1239250

Talent management in academia: the effect of discipline and context on recruitment
Catriona Paisey & Nicholas J. Paisey
Pages: 1196-1214 | DOI: 10.1080/03075079.2016.1239251

Translating tenure track into Swedish: tensions when implementing an academic career system
Malin Henningsson, Anders J├Ârnesten & Lars Geschwind
Pages: 1215-1226 | DOI: 10.1080/03075079.2016.1239704

Identifying the roles of university fundraisers in securing transformational gifts: lessons from Canada
Jacline Nyman, Colin Pilbeam, Paul Baines & Stan Maklan
Pages: 1227-1240 | DOI: 10.1080/03075079.2016.1242565

Are higher education institutions trapped in conformity? A translation perspective
Jelle Mampaey
Pages: 1241-1253 | DOI: 10.1080/03075079.2016.1242566

Reconceptualising transition to Higher Education with Deleuze and Guattari
C. A. Taylor & J. Harris-Evans
Pages: 1254-1267 | DOI: 10.1080/03075079.2016.1242567

Governance of National Research University in Southeast Asia: the case of Chiang Mai University in Thailand
Kreangchai Rungfamai
Pages: 1268-1278 | DOI: 10.1080/03075079.2016.1250072

Augmenting higher education students' work experiences: preferred purposes and processes
Stephen Billett, Melissa Cain & Anh Hai Le
Pages: 1279-1294 | DOI: 10.1080/03075079.2016.1250073

The growth of private higher education in North Africa: a comparative analysis of Morocco and Tunisia
Elizabeth Buckner
Pages: 1295-1306 | DOI: 10.1080/03075079.2016.1250075

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Office for Students publications

Recurrent and formula capital funding for 2018-19
A summary of our allocations to providers of recurrent and formula capital funding for 2018-19

Guide to funding 2018-19: How the Office for Students allocates money to higher education providers
How we calculate the amount of teaching funding each higher education provider is allocated for 2018-19, the principles that underpin those calculations, and the components of a provider’s grant.

Developing a survey of postgraduate taught students
Recommendations for the structure and content of a survey of postgraduate taught students for consideration by the funding bodies.

Regulatory advice 5: Exempt charities
Guidance for higher education providers that are exempt charities.

National Student Survey and Unistats: Updated timetables and changes for 2018
Letter from Nicola Dandridge to higher education providers.

National Collaborative Outreach Programme: The first year

Thursday, 7 June 2018

Mentoring research

This qualitative interview study investigates how mentoring is used to develop knowledge and skills for early career academics across the academic roles of research, teaching, and service. Results indicate similar amounts of mentoring in research for men and women, more mentoring in teaching for women, and a lack of mentoring in service across gender. Methodological, theoretical, and practical implications for institutions of higher education are discussed, particularly those aimed at addressing inequality for women.

Useful to reflect on your mentoring if doing a Senior Fellowship Application

Monday, 4 June 2018

FW: Invitation to read our first issue: Journal of Learning and Teaching in Higher Education



I am delighted to invite you to read the inaugural issue of a new open access journal: Journal of Learning and Teaching in Higher Education.


My Editorial for Volume 1, Issue 1: Reimagining a Journal explores some of the more innovative features of the journal, including the process of ‘reinterpreting’ selected articles to enable a wider readership to engage with the ideas contained within.


Reading Between the Lines

Matthew J Coombes (Creative Writing)


Active Learning in Physics, Astronomy and Engineering with NASA’s General Mission Analysis Tool

Nigel Paul Bannister (Case study)


The benefits of sustained undergraduate inter-programme collaborations between international partners

Cheryl P Hurkett, Sarah L Symons, Sarah N Gretton, Chad T Harvey, Phillipa E Lock, Dylan P Williams, Derek J Raine (Case Study)


Student-contributed podcasts to support transition to higher education

Palitha Edirisingha, Robert Cane, Mengjie Jiang, Chris Cane (Research Article)


Exploring Complex Learning Spaces

Philip Wood, Paul Warwick (Project Outcomes)

& Reinterpreting 'Exploring Complex Learning Spaces' (Wood & Warwick, 2018)

Shaimaa Ragab Abdelkarim, Tabitha Watson, Alsahira Alkhayer (Reinterpretation Piece – Vlog)


Games as Education in the United Kingdom

Alison Harvey (Project Outcomes)


More than skills: What can approaches to Digital Literacies learn from Academic Literacies?

Stephen Walker, Alexandra J. F. Patel  (Position Paper)


Critical reflections on staff-student partnership and ‘re-interpreting’ journal submissions

Lorna Mary Cork (Opinion Piece)

& Reinterpreting ‘Critical reflections on staff-student partnership and ‘re-interpreting’ journal submissions’ by Cork (2018)

Najima Mohamed, Nicola Blacklaws, Zainab Mustafa (Reinterpretation Piece – Podcast)


Book review: Precarious Workers Brigade (2017) Training for Exploitation? Politicising Employability & Reclaiming Education

Stephen G. Rooney


The journal is a co-production between staff and students, largely but not exclusively based here at the University of Leicester. The journal is accepting papers for its second issue, with a deadline of 1st July, in one of our section areas: creative writing, case studies, research articles, opinion pieces and reviews (of technologies, books, reports or techniques).


Very best wishes from the journal team, we hope you enjoy the issue and welcome your feedback.



Frances Deepwell,

On behalf of the editorial board of JLTHE



Dr Frances Deepwell



Leicester Learning Institute,
University of Leicester, 103-105 Princess Road East, Leicester, LE1 7LG, UK


t: +44 (0)116 252 5020

Leicester Learning Institute blog:  or email to subscribe to our monthly newsletter.


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FW: Educational Theory Content Alert: 67, 6 (December 2017)




Educational Theory

© University of Illinois

Volume 67, Issue 6 Pages 649 - 750, December 2017

The latest issue of Educational Theory is available on Wiley Online Library



Issue Information (pages 649–652)
Version of Record online: 31 MAY 2018 | DOI: 10.1111/edth.12199


From the Editor: The Struggle for Education (pages 653–656)
Gert Biesta
Version of Record online: 31 MAY 2018 | DOI: 10.1111/edth.12277


Beyond the Humanism/Posthumanism Debate: The Educational Implications of Said's Critical, Humane Praxis (pages 657–672)
Stephen Chatelier
Version of Record online: 31 MAY 2018 | DOI: 10.1111/edth.12278


A Modest Model of Thought and Action (pages 673–676)
Barbara S. Stengel
Version of Record online: 31 MAY 2018 | DOI: 10.1111/edth.12279


How Jane Addams Expands Our View of Education as an Ethical Enterprise (pages 677–692)
Bertram C. Bruce
Version of Record online: 31 MAY 2018 | DOI: 10.1111/edth.12280


Engaging Across Intractable Differences: Why, When, and How Should Educators Work With? (pages 693–711)
Danielle Lake
Version of Record online: 31 MAY 2018 | DOI: 10.1111/edth.12281


Groundworks for a Pedagogy of Evolutionary Love Ethics: Archetypes of Moral Imagination in the Pragmatisms of Peirce and Addams (pages 713–725)
Russell G. Moses
Version of Record online: 31 MAY 2018 | DOI: 10.1111/edth.12282


Reimagining Liberal Education: Affiliation and Inquiry in Democratic Schooling and Religious Education: Educating for Diversity (pages 727–743)
Reviewed by Richard Davies
Version of Record online: 31 MAY 2018 | DOI: 10.1111/edth.12283


What Is a Public Education and Why We Need It: A Philosophical Inquiry into Self-Development, Cultural Commitment, and Public Engagement (pages 744–750)
Reviewed by James M. Giarelli and Luke Greeley
Version of Record online: 31 MAY 2018 | DOI: 10.1111/edth.12284


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FW: New OnlineFirst articles available for Active Learning in Higher Education


These new articles for Active Learning in Higher Education are available online

View online

OnlineFirst Alert


"Your words matter!" Relevance of individual participation in xMOOCs

Jens Riehemann, Jens H Hellmann, Regina Jucks
Active Learning in Higher Education
May 31, 2018
| OnlineFirst


The impact of brief reflective responses on student performance

Hannah R Hamilton, Robyn K Mallett
Active Learning in Higher Education
May 31, 2018
| OnlineFirst

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Friday, 1 June 2018

FW: SEDA Publications Summer Sale 2018




This summer, SEDA is offering any Paper or Special from its back catalogue which are still in print, at a special offer price of £8 per publication*.


Please go to the Papers and Specials catalogues in the Publications section of the web site, where you can order the publications online.


Even better, if you wish to buy "The SEDA Library", all 40 publications in print, which normally retail at £485, for the bargain price of £250, we will deliver them free in the UK. Please download the order form here .


This offer ends on 31st July 2018.


*This offer excludes SEDA Special 39



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

This email and any attachments to it are confidential to the intended recipient and may be legally privileged. If you are not the intended recipient, please delete this email from your system and notify the sender.
SEDA is a UK registered charity and company (registered charity number 1089537; registered company no. 3709481).


Reading update 06/01/2018

Posted from Diigo. The rest of my favorite links are here.

Wednesday, 30 May 2018

FW: JLDHE 13 - now live!


We’re excited to report that the Journal of Learning Development in Higher Education (JLDHE) issue 13 is now live online – go to:


This contents of this edition are as follows:



Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap

Philippe Michel Crisp



An examination of developmental assets and academic performance in higher education sport students

Martin Ian Jones



Embedding learning development; a model for collaborative practice

Laura Minogue, Carole Murphy, Kim Salmons


Case Studies

Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model

James Cairns, Tamara Hervey, Oliver Johnson



The person-centred approach in maths skills development: examining a case of good practice

Russell Delderfield, Helen McHattie


Opinion Pieces

Development of the ALDinHE recognition scheme: Certifying the ‘Learning Developer’ title

Steve Briggs


Our next edition will be a special volume linked to the 2018 ALDinHE conference. The deadline for submission is 5pm on Monday 4th June for draft papers, opinion pieces or case studies based on work presented at the conference. Items received will then be sent for review during June.  We are always keen to receive ideas for papers and other material for future editions – these can be submitted via the JLDHE site at any time.


Best wishes and happy reading from the editorial team:


Christopher Drew Teesside University

Sue Eccles Bournemouth University

Amanda French Birmingham City University

Andy Hagyard University of Leeds

John Hilsdon University of Plymouth

Christina Howell-Richardson Birkbeck, University of London

Craig Morley University of Chester

Lucy Rai Open University

Gita Sedghi University of Liverpool

Alicja Syska University of Plymouth, UK



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Saturday, 26 May 2018

Friday, 25 May 2018

Performance Management and the Stifling of Academic Freedom and Knowledge Production - Morrish - 2016 - Journal of Historical Sociology - Wiley Online Library

Performance Management and the Stifling of Academic Freedom and Knowledge Production - Morrish - 2016 - Journal of Historical Sociology - Wiley Online Library: "Performance Management and the Stifling of Academic Freedom and Knowledge Production
Liz Morrish Helen Sauntson
First published: 24 March 2016

In an era of neoliberal reforms, academics in UK universities have become increasingly enmeshed in audit, particularly of research ‘outputs’. Using the data of performance management and training documents, this paper analyses the role of discourse in redefining the meaning of research, and in colonizing a new kind of entrepreneurial, corporate academic. The new regime in universities is characterized by slippage between the audit and disciplinary functions of performance management. We conclude that academic freedom is unlikely to emerge from a system which demands compliance with a regime of unattainable targets and constant surveillance."

'via Blog this'

Reading update 05/25/2018

Posted from Diigo. The rest of my favorite links are here.

Wednesday, 16 May 2018

FW: Recommendations from Springer Nature - games and education

Hello David Andrew

Here are the latest recommendations for you.

Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

Sabourin, Jennifer L. ... Lester, James C.
International Journal of Artificial Intelligence in Education (2013)


Understanding the relationship between physiological signals and digital game-based learning outcome

Wu, Chih-Hung ... Huang, Yueh Min
Journal of Computers in Education (2014)



Lichtenwalter, Sara ... Baker, Parris
Journal of Social Work Education (2010)


Red Land/Black Land: Teaching Ancient Egyptian Archaeology through Digital Game-Based Learning

Watrall, Ethan
Advances in Archaeological Practice: A Journal of the Society for American Archaeology (2014)

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