Monday, 30 July 2018

Fwd: New Issue: Learning and Teaching (Vol.11, Issue 1) - Contextualising Student Engagement

Dear Colleague,

This special issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS) titled "Contextualising student engagement: The case of recent reform in United Kingdom higher education" focuses on the shift in policy and discourse in the post-Browne Review era, exploring institutional change and everyday experience, and reflecting on the power and limits of policies.

Penny Welch, Faculty of Social Sciences, University of Wolverhampton 
Susan Wright, Danish School of Education, University of Aarhus

Contextualising student engagement:
The case of recent reform in United Kingdom higher education
Guest Editors: Lisa Garforth and Anselma Gallinat



Berghahn Books Inc., 20 Jay Street Suite 512, Brooklyn, NY 11201
Sent by in collaboration with
Constant Contact

Educational Developments Issue 18.1

Educational Developments Issue 18.1 - 2017 now available to download from the website

Page 1: SWEET strategies for developers working in the third space Rhona Sharpe

Page 5: Action Learning for Academic Development: Learning from experience in two different research-intensive settings Claire Stocks, Joseph Hughes and Chris Trevitt

Page 10: 'Can we find five minutes for a chat?': Fostering effective dialogue between educational developers and leaders of learning and teaching in universities Sally Brown and Shân Wareing

Page 13: Whatever happened to Programme Assessment Strategies? Ruth Withfield and Peter Hartley

Page 19: How can we ensure students can participate in a dialogue around teaching and learning in the complex landscape of contemporary HE? Rebecca Turner and Ellie Russell

Page 21: Structured peer feedback between universities - Learning from the REACT project Tom Lowe, Elisabeth Dunne, Stuart Sims and Wilko Luebsen

Page 24: Everything and nothing: Capturing hearts, minds and credit at the Royal College of ArtChris Mitchell

Page 28: SEDA News

Sunday, 22 July 2018

With or without U? Assemblage theory and (de)territorialising the university

An interesting article looking at the nature of universities, particularly in relation to boundaries  using Assemblage theory and looking at examples of use of social media to which we could add the treatment of @pryamvadagopal on the UK.


Wednesday, 18 July 2018

FW: LJMU Innovations in Practice


The latest issue of Innovations in Practice was released last month.  The issue’s papers include a diverse range of topics, including column pieces on student volunteering, embedding enterprise education, small group-working and study abroad. The issue also features a reflective essay on SoTL and ‘in-house’ journals, reviews and a ‘sector round-up’ of ‘grey literature’ in the first half of the academic year.


Innovations in Practice, Volume 12, No. 1 -


The journal is still ‘a work in progress’ and any feedback (including any tips) would be really welcomed.


Please direct any comments to Virendra Mistry, (Editor, Innovations in Practice), at


Thank you




Liverpool John Moores University

Rachel Boulter
Academic Professional Development Officer
Teaching and Learning Academy
Exchange Station, Tithebarn St, Liverpool, L2 2QP
t: 01512318666 e:



Important Notice: the information in this email and any attachments is for the sole use of the intended recipient(s). If you are not an intended recipient, or a person responsible for delivering it to an intended recipient, you should delete it from your system immediately without disclosing its contents elsewhere and advise the sender by returning the email or by telephoning a number contained in the body of the email. No responsibility is accepted for loss or damage arising from viruses or changes made to this message after it was sent. The views contained in this email are those of the author and not necessarily those of Liverpool John Moores University.


To unsubscribe from the SEDA list, click the following link:

Tuesday, 17 July 2018

New book on Academic work and governance

Richard Hall on his latest book, The Alienated Academic:

FW: New OnlineFirst articles available for Journal of Research in International Education


These new articles for Journal of Research in International Education are available online

View online

OnlineFirst Alert


International students' transitions to UK Higher Education – revisiting the concept and practice of academic hospitality

Josef Ploner
Jnl of Research in Internatl Education
Jul 11, 2018
| OnlineFirst

This message was sent to Unsubscribe from this alert or manage your alerts from SAGE Journals.

SAGE Publishing * 2455 Teller Road * Thousand Oaks, CA 91320 * U.S.A.

Privacy Policy

© 2018 SAGE Journals All Rights Reserved.

Sunday, 15 July 2018

Higher Education Governance - Oxford bibliography

Higher Education Governance
Michael DobbinsJens Jungblut
  • DOI: 10.1093/OBO/9780199756810-0203


The governance of higher education has been a prominent topic for investigation at least since Burton Clark’s foundational 1983 study on the higher education system (see General Overview and Historical Studies). While there is no universally agreed definition of governance in general or governance in the area of higher education, there are certain characteristics of it that are common to most if not all definitions. First, governance relates to decision-making processes and structures, many of which draw on long-standing historical regulatory models. In Europe and higher education systems influenced by Europe, these include, for example, the Humboldtian tradition of academic self-rule and the Napoleonic state-centered tradition, as well as the Anglo-Saxon model of stronger market-oriented regulation. The structures and decision-making processes inherent in higher education governance also generally entail multiple actors with often diverging interests and especially in higher education regularly take place in a multilevel environment with diverse stakeholders This also relates to the second point, namely that higher education governance addresses supranational, national, regional as well as institutional processes; studies in this area can either focus on one of these levels or cut across several of them. Third, while higher education governance has some sector-specific characteristics it also shares many developments with general public sector governance. This is reflected in the fact that many conceptual approaches used for the study of higher education governance are imported from political science, public administration, public policy, or organizational studies. Finally, higher education governance also has intersections with other research fields, including, for example, higher education policy studies and studies on the political economy or the financing of higher education. As governance tools become more diverse, and since governance arrangements and dynamics are inherently political, it is hard to completely isolate this topic for the purpose of this bibliography. Therefore, a certain overlap or complementarity with other bibliographies, such as the one by William R. Doyle for Oxford Bibliographies in Education “Higher Education Policy,” are inevitable. Our selection of themes is largely pragmatic and aims to cover all crucial dimensions and major themes of higher education governance addressed in academic research. We structure the bibliography along twelve sections starting from more general and conceptual analyses. For the sake of transparency and clarity we focus next on different levels of higher education governance: (1) system-level governance, i.e., state steering of higher education, (2) institutional governance, i.e., university-level administration, and (3) international and multilevel governance. We then address studies on key modern-day issues in higher education governance such as accountability, autonomy, and quality assurance, before presenting a series of theoretically guided analyses on contemporary reform processes. The following segments are then dedicated to the linkages between higher education and the political economy, welfare state, and a diverse array of interest groups. In the end we address developments in specific regions of the world as well as higher education governance in federalist political systems.

Saturday, 14 July 2018

Brynmawr college teaching journal


Exploring Dimensions of Risk in Pedagogical Partnerships in Higher Education
Cherie Woolmer

Course Redesign with Student-Faculty Partnership: A Reflection on Opportunities and Vulnerabilities
Ketevan Kupatadze

On Confederate Monuments, Racial Strife, & the Politics of Power on a Southern Campus
Lillian Nave, Alejandra Aguilar, Matthew Barnes, Aliesha Knauer, Erica-Grace Lubamba, Kendall Miller, Verolinka Slawson, and Taylor Taylor

Partners as Scaffolds: Teaching in the Zone of Proximal Development
Shannon Audley

Creating Spaces: Embracing Risk and Partnership in Higher Education
Juliet Hancock and Tanya Lubicz-Nawrocka

Two Sides of the Same Coin: A University and Student Union Perspective on Partnership and Risk
Cassie Shaw and Tali Atvars

Taking Roads Less Traveled: Embracing Risks and Responsibilities Along the Way to Leadership
Arshad Ahmad and Alison Cook-Sather

A Shared Reflection on Risk in Trying to Work with Students in Partnership
Colin Bryson and Ruth Furlonger

Embracing and/or Avoiding the Risks of Partnership: A Faculty Perspective
Elizabeth Marquis

Monday, 9 July 2018

Critical Studies in Teaching and Learning (CriSTaL) latest edition

This issue begins with a very special editorial, in which our editor-in-chief, Vivienne Bozalek, pays tribute to our late Reviews Editor, Brenda Leibowitz, who passed away in April. All of the reviews in this issue were commissioned by Brenda, and all of the articles connect with issues in higher education that resonated deeply with Brenda: social justice, access and inclusion, and creating spaces for learning and teaching that embrace diversity, difference and care.
Published: 2018-07-02

Wednesday, 4 July 2018

FW: Management Learning Vol. 49, No. 3, July 1, 2018 is now available online



Table of Contents Alert
Management Learning- Volume: 49, Number: 3 (July 2018)

Original Articles

Academic writing as love

Carol Marie Kiriakos and Janne Tienari


The critical moment of transition: Staying with and acting on newly gained self- and social awareness

Lotte Svalgaard


Traveling concepts: Performative movements in learning/playing

Barbara Simpson, Rory Tracey, and Alia Weston


Becoming a decolonial feminist ethnographer: Addressing the complexities of positionality and representation

Jennifer Manning


Learning everyday entrepreneurial practices through coworking

Tim Butcher


Imagining management education: A critique of the contribution of the United Nations PRME to critical reflexivity and rethinking management education

Jill Millar and Margaret Price

Provocations to Debate

How preferable and possible is management research-led teaching impact?

Vincent Wayne Mitchell and William S Harvey

Book Reviews

Book Review: Analysing quantitative survey data for business and management students

Sue Greener


Book Review: Exploring Morgan's metaphors: Theory, research, and practice in organizational studies

Jared Kopczynski


Book Review: HRD, OD, and institution building: Essays in memory of Udai Pareek

Catherine McCauley-Smith


Book Review: On the nature of human resource development: Holistic agency and an almost-autoethnographical exploration of becoming

Ally R Memon


Book Review: When sport meets business: Capabilities, challenges, critiques

Brian Shee and Jean McCarthy


Robert French (1949–2018)

Christopher Grey and Peter Simpson

This message was sent to Unsubscribe from this alert or manage your alerts from SAGE Journals.

SAGE Publishing * 2455 Teller Road * Thousand Oaks, CA 91320 * U.S.A.

Privacy Policy

© 2018 SAGE Journals. All Rights Reserved.