Monday, 25 June 2018

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

Article

The effects of social media usage on attention, motivation, and academic performance

Bianca A Barton, Katharine S Adams, Blaine L Browne, Meagan C Arrastia-Chisholm
Active Learning in Higher Education
Jun 20, 2018
| OnlineFirst


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Sunday, 24 June 2018

HE critical perspective series

Higher Education in Critical Perspective: Practices and Policies
Editors:
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:

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 Jörnesten & 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

https://www.tandfonline.com/doi/abs/10.1080/1360144X.2017.1310105?journalCode=rija20

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.

https://journals.le.ac.uk/ojs1/index.php/jlthe/issue/view/145/showToc

 

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

Director

 

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

 

t: +44 (0)116 252 5020
e: 
frances.deepwell@le.ac.uk  
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www.le.ac.uk/lli

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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

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

ORIGINAL ARTICLES

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

SYMPOSIUM: MINING THE WISDOM OF JANE ADDAMS. GUEST EDITOR: BARBARA S. STENGEL

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

BOOK REVIEWS

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

Article

"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


This message was sent to d.andrew@qmul.ac.uk. Unsubscribe from this alert or manage your alerts from SAGE Journals.

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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
Joseph.Callanan@seda.ac.uk

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SEDA is a UK registered charity and company (registered charity number 1089537; registered company no. 3709481).