What have we been thinking of? A critical overview of 40 years of student learning research in higher education

This paper is a response to the request from the organisers of the HECU4 conference to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives. The paper will first report on the results of this review, and then discuss these results in the context of theoretical moves in psychology and sociology over the same period of time. The trends identified in the higher education journals will then be compared to research into student learning in higher education which is published in two other disciplinary areas: Adult Education and Sociolinguistics. After raising some questions that arise from these comparisons, the final section of the paper will outline some suggestions about ways in which higher education researchers might begin to ‘think differently’ about learning and research in this field

Exchange of Higher Education Teaching and Learning Practices Between UK and Thailand: A Case Study of RailExchange Courses

The RailExchange project has been developed in collaboration between two universities, one UK-based and one Thailand-based, to work on educational ideas for rail to benefit the rail industry in Thailand. At the same time, a new rail Master programme has been designed with a strong input from the rail industry in terms of technical and interpersonal skills necessary for a formation of a successful rail graduate. The new programme has been established at the Thai university and aligned with Thai and international higher education frameworks (AUN-QA and TQF). As part of the activities listed in the exchange project, the lecturers from the UK have been invited to conduct short experimental classes to teach on three different subjects, which are part of the new rail Master’s curriculum. The paper presents feedback received from participants of the three courses in terms of learning activities, academic activities and personal experience. The analyses of the feedback reveal that the UK visiting lecturers helped in broadening the perspective of the Thai academics and students in terms of educational content and active learning style, such as a hands-on approach and applied learning style with real-life scenarios and student-led learning. The English language was used to deliver the experimental classes to Thai participants, who represented academia and industry, and for majority of the participants, it was not a barrier in actively participating in a course. Feedback received highlighted differences between the UK and Thai approaches to higher education learning, but also suggested improvements, listed in recommendations, which should be taken into account in the delivery of the Master programme in rail in the near future

Excavations at Azoria, 2003-2004, Part 2: The Early Iron Age, Late Prepalatial and Final Neolithic Occupation

This article constitutes the second of two reports on fieldwork conducted at Azoria in eastern Crete during the 2003 and 2004 excavation seasons. Evidence of Final Neolithic and Early Iron Age occupation and traces of Late Prepalatial activity were found underlying the Archaic civic buildings on the South Acropolis, particularly along the southwest terrace. The recovery of substantial Final Neolithic architectural and habitation remains contributes to our understanding of the 4th millennium in eastern Crete. Stratigraphic excavations have also clarified the spatial extent of the settlement from Late Minoan IIIC to the Late Geometric period, and brought to light evidence for the transition from the Early Iron Age to the Archaic period, and the transformation of the site in the 7th century b.c

Excavations at Azoria, 2003–2004, Part 2: The Final Neolithic, Late Prepalatial, and Early Iron Age Occupation

This article constitutes the second of two reports on fieldwork conducted at Azoria in eastern Crete during the 2003 and 2004 excavation seasons. Evidence of Final Neolithic and Early Iron Age occupation and traces of Late Prepalatial activity were found underlying the Archaic civic buildings on the South Acropolis, particularly along the southwest terrace. The recovery of substantial Final Neolithic architectural and habitation remains contributes to our understanding of the 4th millennium in eastern Crete. Stratigraphic excavations have also clarified the spatial extent of the settlement from Late Minoan IIIC to the Late Geometric period, and brought to light evidence for the transition from the Early Iron Age to the Archaic period, and the transformation of the site in the 7th century B.C

School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape

This paper explores the role of teacher educators in schools and universities in England and the changes that have arisen within the field of Initial Teacher Training (ITT) as a result of the Coalition government’s (2010 onwards) School Direct initiative. The discussion which follows and the conclusions suggested are live, current and of pivotal interest to all universities with ITT programmes, as well as all schools involved in the delivery of ITT, and all parties with a policy interest in the supply of effective teacher education. After setting the context, the discussion starts with a critical examination of ITT policy in England over the course of the last 20 years. We then consider troubling binaries inherent in teacher education and go on to explore insights from research: the importance of beliefs; the problem of enactment; the theory/practice divide. These are then used to craft the enabling constraints for third-space activity designed to set in motion a hybridisation process from which a new breed of teacher educator could emerge. We suggest that university and school colleagues working together in collaborative partnership can provide a principled pedagogical path through a changing landscape of education policy

Responsibility, complexity science and education: Dilemmas and uncertain responses

While complexity science is gaining interest among educational theorists, its constructs do not speak to educational responsibility or related core issues in education of power and ethics. Yet certain themes of complexity, as taken up in educational theory, can help unsettle the more controlling and problematic discourses of educational responsibility such as the potential to limit learning and subjectivity or to prescribe social justice. The purpose of this article is to critically examine complexity science against notions of responsibility in terms of implications for education. First, themes of complexity science prominent in contemporary educational writing are explained. Then dilemmas of responsibility in complexity are explored, such as what forms and meanings responsibility can have in a ‘complexified’ perspective of education, how care for others is mobilised, and how desire can be understood. Analyses of ethical action grounded in complexity science are then examined, as well as theories of the ethical subject and participatory responsibility that are congruent with certain tenets of a complexity ontology. Finally, the possibility of an educational vision of responsibility animated by complexity theories is considered, drawing from related writings of Bai, Biesta, Derrida, Levinas and Varela

Hidden expectations: Scaffolding subject specialists' genre knowledge of the assignments they set

Subject specialists’ knowledge of academic and disciplinary literacy is often tacit. We tackle the issue of how to elicit subject specialists’ tacit knowledge in order to develop their pedagogical practices and enable them to communicate this knowledge to students. Drawing on theories of genre and metacognition, a professional development activity was designed and delivered. Our aims were to (1) build participants’ genre knowledge and (2) scaffold metacognitive awareness of how genre knowledge can enhance their pedagogical practices. The findings reveal that participants built a genre-based understanding of academic literacy and that the tasks provided them with an accessible framework to articulate and reflect upon their knowledge of disciplinary literacy. Participants gained metacognitive awareness of misalignments between what they teach and what they expect from students, their assumptions about students’ prior learning and genre-based strategies to adapt their practice to students’ needs. Our approach provides a theoretically grounded professional development tool for the HE sector

The experience of international nursing students studying for a PhD in the U.K: A qualitative study

<p>Abstract</p> <p>Background</p> <p>Educating nurses to doctoral level is an important means of developing nursing capacity globally. There is an international shortage of doctoral nursing programmes, hence many nurses seek their doctorates overseas. The UK is a key provider of doctoral education for international nursing students, however, very little is known about international doctoral nursing students' learning experiences during their doctoral study. This paper reports on a national study that sought to investigate the learning expectations and experiences of overseas doctoral nursing students in the UK.</p> <p>Methods</p> <p>Semi-structured qualitative interviews were conducted in 2008/09 with 17 international doctoral nursing students representing 9 different countries from 6 different UK universities. Data were analysed thematically. All 17 interviewees were enrolled on 'traditional' 3 year PhD programmes and the majority (15/17) planned to work in higher education institutions back in their home country upon graduation.</p> <p>Results</p> <p>Studying for a UK PhD involved a number of significant transitions, including adjusting to a new country/culture, to new pedagogical approaches and, in some cases, to learning in a second language. Many students had expected a more structured programme of study, with a stronger emphasis on professional nursing issues as well as research - akin to the professional doctorate. Students did not always feel well integrated into their department's wider research environment, and wanted more opportunities to network with their UK peers. A good supervision relationship was perceived as the most critical element of support in a doctoral programme, but good relationships were sometimes difficult to attain due to differences in student/supervisor expectations and in approaches to supervision. The PhD was perceived as a difficult and stressful journey, but those nearing the end reflected positively on it as a life changing experience in which they had developed key professional and personal skills.</p> <p>Conclusions</p> <p>Doctoral programmes need to ensure that structures are in place to support international students at different stages of their doctoral journey, and to support greater local-international student networking. Further research is needed to investigate good supervision practice and the suitability of the PhD vis a vis other doctoral models (e.g. the professional doctorate) for international nursing students.</p