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:

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

JUTLP

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

 

Invitation

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.

Reference

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

LN: nortonl@hope.ac.uk



Wednesday, 6 March 2019

Fwd: Discourse: Studies in the Cultural Politics of Education, Volume 40, Issue 2, 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

Discourse: Studies in the Cultural Politics of Education, Volume 40, Issue 2, April 2019 is now available online on Taylor & Francis Online.

Exploring Alternatives to The 'Neoliberalism' Critique: New Language for Contemporary Global Reform

This new issue contains the following articles:

Editorial

Exploring alternatives to the 'neoliberalism' critique: new language for contemporary global reform
Emma Rowe, Christopher Lubienski, Andrew Skourdoumbis, Jessica Gerrard & David Hursh
Pages: 147-149 | DOI: 10.1080/01596306.2019.1579409


Articles

Templates, typologies and typifications: neoliberalism as keyword
Emma Rowe, Christopher Lubienski, Andrew Skourdoumbis, Jessica Gerrard & David Hursh
Pages: 150-161 | DOI: 10.1080/01596306.2019.1569875


The dark mirror of capital: on post-neoliberal formations and the future of education
Alexander J. Means & Graham B. Slater
Pages: 162-175 | DOI: 10.1080/01596306.2019.1569876


Feminism and neo/liberalism: contesting education's possibilities
Jill Blackmore
Pages: 176-190 | DOI: 10.1080/01596306.2019.1569877


Neoliberalism, imperialism and conservatism: tangled logics of educational inequality in the global South
Joel Windle
Pages: 191-202 | DOI: 10.1080/01596306.2019.1569878


Neoliberalism, internationalisation and higher education: connections, contradictions and alternatives
Annette Bamberger, Paul Morris & Miri Yemini
Pages: 203-216 | DOI: 10.1080/01596306.2019.1569879


Educational neoliberalization: the mediatization of ethical assertions in the voucher debate
Joel R. Malin, Ian Hardy & Christopher Lubienski
Pages: 217-233 | DOI: 10.1080/01596306.2019.1569880


Clarifying and reframing the neoliberal critique of educational policy using policy process theories
Nevbahar Ertas & Andrew N. McKnight
Pages: 234-247 | DOI: 10.1080/01596306.2019.1569881


Reforming governance through policy instruments: how and to what extent standards, tests and accountability in education spread worldwide
Antoni Verger, Clara Fontdevila & Lluís Parcerisa
Pages: 248-270 | DOI: 10.1080/01596306.2019.1569882


Capitalism without capital: the intangible economy of education reform
Emma Rowe
Pages: 271-279 | DOI: 10.1080/01596306.2019.1569883