Creativity in education: challenging the assumptions

Journal article (editorial)The creative process is mysterious, intriguing and elusive. The above quote from celebrated Japanese novelist Haruki Murakami evokes an other-wordliness, a dream-like state, an escape from reality that many other creative individuals through the years have described in similar terms. It is perhaps this type of artistic creativity - with its allusion to an enhanced or altered mental state which generates something original and beautiful - that appeals to so many people who have researched creative processes and promoted the benefits of creativity for society

Transformative and troublesome? Students’ and professional programmers’ perspectives on difficult concepts in programming

Programming skills are an increasingly desirable asset for higher education students across disciplines; however, learning to program continues to be difficult to master for many students. The heterogeneity of student cohorts in most computer science courses makes it challenging to isolate the concepts within programming that are particularly hard for all students to understand (i.e., 'threshold concepts'). As a result, there is a lack of consensus over the threshold concepts that are relevant to those learning programming. This paper draws on a qualitative study using focus groups with undergraduates and professional software developers to identify potential threshold concepts in programming. Data from the focus groups were thematically coded and analyzed using a theoretical framework based on established criteria for threshold concepts. In particular, we focused on concepts that were both troublesome and transformative and included other characteristics such as participants' partiality of understanding. Six potential threshold concepts were identified in the majority of the focus groups, including abstract classes, data structures and designing objects. Further analysis of the data identified additional concepts that may hinder rather than help the learning of these threshold concepts, which we have called 'accidental complexities'

Teacher effectiveness and classroom composition

This paper studies how the effectiveness of teachers varies by classroom composition. We combine random assignment of teachers to classrooms with rich measures of teacher effectiveness based on a popular observational protocol, Framework for Teaching, to overcome key endogeneity concerns related to measurement and matching. We find that complementarities between classroom composition and teaching practice play a significant role in student achievement. We identify two main mechanisms that are driving this result: 1) negative interactions between challenging and/or student-centered practices and heterogeneity in classroom prior achievement, and 2) positive interactions between classroom management skills and average classroom prior achievement. Our findings illustrate the multidimensional nature of teacher effectiveness and have important implications for prescribing teaching practice and evaluating teachers. Simulations show that teacher rankings change substantially simply from within-school classroom reallocations, suggesting the need for caution when using popular teaching evaluation rubrics in high-stakes settings

Applying the Higher Education Academy framework for partnership in learning and teaching in higher education to online partnership learning communities: A case study and an extended model

As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator’s role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators.  &nbsp

Applying the Higher Education Academy Framework for Partnership in Learning and Teaching in Higher Education to Online Partnership Learning Communities: A Case Study and an Extended Model

As internet access and use increase exponentially, pedagogical practice becomes increasingly embedded in online platforms. We report on an online initiative of engaged student learning, the peer-led, staff-assisted e-helpdesk for research methods and statistics, which we evaluated and redeveloped using the lens and guiding principles of the framework for partnership in learning and teaching of the Higher Education Academy (HEA). The aim of the redevelopment was to steer the initiative towards a more integrative and sustainable implementation, as manifest in the applied construct of an online partnership learning community. Our evolving experience of the e-helpdesk highlighted the central role of the facilitator in engineering and maintaining social presence in the online community. We propose an extended model for building an online partnership learning community, whereby partnership encapsulates all the essential elements of student and staff partnership as outlined in the HEA framework, but is also critically defined by similar parameters of partnership between users and facilitators. In this model, the facilitator’s role becomes more involved in instructional teaching as disciplinary expertise increases, but descending levels of disciplinary expertise can foster ascending levels of independent learning and shared discovery for both users and facilitators

Mid-Career academic women and the prestige economy

Drawing on 30 semi-structured interviews with women academics based in London higher education institutions in the UK, this paper investigates the gendered nature of the prestige economy in academia. We explore how mid-career academic women strategise their career development and the opportunities and barriers they perceive, particularly in relation to the accrual of academic esteem. Concept maps were used to facilitate dialogue about career plans and provided an artefact from the interviewee’s own perspective. The analysis draws on the concept of prestige, or the indicators of esteem that help advance academic careers, against the backdrop of a higher education context which increasingly relies on quantitative data to make judgements about academic excellence. The interviews indicated that women generally feel that men access status and indicators of esteem more easily than they do. Many women also had ambivalent feelings about gaining recognition through prestige: they understood the importance of status and knew the ‘rules of the game’, but were critical of these rules and sometimes reluctant to overtly pursue prestige. The findings are valuable for understanding how women’s slow access to the highest levels of higher education institutions is shaped by the value that organisations place on individual status

The relationships between golf and health:A scoping review

OBJECTIVE: To assess the relationships between golf and health. DESIGN: Scoping review. DATA SOURCES: Published and unpublished reports of any age or language, identified by searching electronic databases, platforms, reference lists, websites and from consulting experts. REVIEW METHODS: A 3-step search strategy identified relevant published primary and secondary studies as well as grey literature. Identified studies were screened for final inclusion. Data were extracted using a standardised tool, to form (1) a descriptive analysis and (2) a thematic summary. RESULTS AND DISCUSSION: 4944 records were identified with an initial search. 301 studies met criteria for the scoping review. Golf can provide moderate intensity physical activity and is associated with physical health benefits that include improved cardiovascular, respiratory and metabolic profiles, and improved wellness. There is limited evidence related to golf and mental health. The incidence of golfing injury is moderate, with back injuries the most frequent. Accidental head injuries are rare, but can have serious consequences. CONCLUSIONS: Practitioners and policymakers can be encouraged to support more people to play golf, due to associated improved physical health and mental well-being, and a potential contribution to increased life expectancy. Injuries and illnesses associated with golf have been identified, and risk reduction strategies are warranted. Further research priorities include systematic reviews to further explore the cause and effect nature of the relationships described. Research characterising golf's contribution to muscular strengthening, balance and falls prevention as well as further assessing the associations and effects between golf and mental health are also indicated

An ethical commitment: responsibility, cosmopolitanism and care in the internationalised university

Book chapterThe internationalization of higher education has decisively moved from being a scholarly tradition of mobility across borders to an almost purely economic concern. This is a trend that is most pronounced in countries such as England, Australia and the US in particular, who have become the dominant exporters of the higher education business or, as Allan Luke suggests, the global ¿edubusiness¿ (Luke 2010). Alongside the growth of this edubusiness has developed a growing literature theorizing the implications of the shift to the student as consumer model of higher education (e.g. Kuo 2007; Lambert et al. 2007; Maringe 2011). For those of us working in international classrooms, particularly in the developed countries that are the main exporters of higher education globally, our relationships with international students are formed against a backdrop of an increasingly predominant consumerist model of higher education. In this chapter we will take a critical view of the shift towards a consumerist model of internationalized higher education, through a consideration of how this shift has eroded the moral basis for relationships with international students. However, there are signs of hope, and in the second part of the chapter we will be offering a philosophical approach based around the concepts of care, responsibility, and cosmopolitanism. We will argue these commitments, taken together, have the potential to re-establish an ethical commitment to students.Not peer reviewe