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This paper presents an analysis of a hundred and one handwritten essays by master students in Informatics. The students reflected on their experiences of working with pen and paper for reading and writing as a mandatory assignment for the duration of a five-week intensive course. Taking an inductive approach, reflexive thematic analysis was used to identify patterns of meaning across the full dataset. The essays elicited insightful student reflections on learning, knowing, and being. One overarching theme, New connections, and four sub-theses were identified: Handwriting as note making, Being present for learning, Freedom to think, and Materiality of reading and writing. This study contributes to an improved understanding of the affordances of paper and laptops in the lecture room, based on a student-centred approach, and reflects on how student perspectives can be implemented during lectures. [ABSTRACT FROM AUTHOR]

This paper identifies the need for a pedagogical re-orientation in UK higher education to prepare graduates to overcome wicked problems. In addition to key knowledge sets, graduates need attributes of critical self-reflection, risk-awareness and management, collaboration, creativity, agility, reflexivity – enabling the ability to manage the unknown. In response, researchers have acknowledged the importance of pedagogies that are risk-oriented, creative, and reflective to remedy modernist banking methods. This paper acknowledges that while such pedagogies are underutilised, an antagonistic dichotomy between modernist banking methods (bad) and enquiry and risk-oriented approaches (good) is unhelpful as both approaches are necessary. This paper develops a metamodern framework to guide pedagogic practices to facilitate a disposition among learning strategists and practitioners which embraces oscillation between banking and radical pedagogic approaches. In turn this enables the development of student sensibilities, empowering them to challenge the growing wickedness with which they must do battle. [ABSTRACT FROM AUTHOR]

Doctoral researchers are our present and future knowledge-makers. Social justice requires democratic opportunities for knowledge creation, and to this end doctoral supervision theory and practice have become increasingly inclusive, flexible, culturally responsive, and person-centred over time. However, consideration of trauma and trauma-informed practice has remained absent from this work. This conceptual paper signals the need to recognise that doctoral cohorts will include those with lived experiences of trauma. The paper then presents a rationale for developing trauma-informed approaches to doctoral supervision, theorising this approach in relation to wider inclusive education efforts in higher education, Universal Design for Learning, and the social model of disability. Intersections with current trends in doctoral supervision literature and practice are considered, and core principles of trauma-informed practice are identified that can inform work in the specific context of doctoral supervision. The paper offers a fresh perspective on inclusive doctoral education and directions for future work. [ABSTRACT FROM AUTHOR]

Educators are responsible for developing generic graduate capabilities, but the theoretical justification for teaching techniques is infrequently articulated. This conceptual paper aims to provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities. The paper describes future-focused generic capabilities and then considers how cognitive constructivist, transformational and social learning theories inform the development of these capabilities. From these theories, four principles (4Es) for teaching generic capabilities are identified: students need to 1) be Enthused to develop personally relevant generic capabilities, 2) have opportunities to Explore by intellectually and emotionally connecting learning to processes, topics and situations, 3) develop by purposefully Extending their capabilities within varied and progressively more complex contexts, and 4) be given opportunities to Exhibit their capabilities. We contend that the development of generic capabilities can be informed by this set of principles. By unearthing and researching them, educators can become more versatile, informed, and impactful. [ABSTRACT FROM AUTHOR]

Activity theory is a relatively young methodology for researching higher education teaching practices. Beyond systemic analyse of workplace activities and their development, activity theory used in its full interventionist capacity can foster practitioners’ transformative agency to initiate practice change. Nevertheless, this is not an easy process. This paper shares activity theory research into the digital teaching activity of anatomy teachers within an Australian university. Using the lens of this project, the paper exposes several methodological dilemmas experienced by the researcher. Beyond the issue of the methodological level of activity theory used, these dilemmas relate to the authentic determination of both the unit of analysis and the object of the activity, the type of intervention (i.e. full Change Laboratory or modified), and the complexity in analysis using a concept-rich theory. Sharing these dilemmas invites further research to examine inherent contradictions in the human activity of conducting activity theory research focussed on university teaching. [ABSTRACT FROM AUTHOR]

Despite the pervasive impact of US imperialism, it is often ignored in US schools and teacher preparation programs. This paper introduces the concept of imperial evasion, which refers to the process of ignoring and denying imperialism and its effects. The authors argue that it is imperative that educators work to interrogate imperialist ideologies through curricula, and prepare future educators to disrupt such ideologies, policies, and practices in schools. Using a collaborative scholarly personal narrative approach, the authors discuss their experiences and approach to designing and teaching a course on migration and education at a US university. Ultimately, this paper responds to calls to disrupt imperial ideologies in education by (1) providing a framework for identifying and naming imperial evasion and how it operates through schooling; and (2) describing and reflecting on curricular and pedagogical approaches to disrupting such evasions in a teacher education course. [ABSTRACT FROM AUTHOR]

The aim of this paper is to foreground network analysis as a statistical lens through which higher education institutions can articulate their own process of striving for teaching excellence, and how it is constituted in their own contexts. The paper offers an approach to analysis that extends the frontiers of methodologies in ‘measurement’ of teaching excellence; one that responds to the shortcomings of the current methodologies, critiqued for being reductive, performative, alienating, and promoting closure and convergence in how they assess teaching excellence. We review epistemological and methodological shifts in conceptualising teaching excellence and measurement that are required to work with our methodology, as well as provide statistical details, for anyone who wishes to reproduce our profiled examples. We thus build in the paper a link between the theory of (teaching) excellence and practice (of measurement) and champion a theory-based approach to the methodology of educational metrics. [ABSTRACT FROM AUTHOR]

Despite the growth of the professional doctorate in education (EdD), its potential for capturing practice is restricted by academic tradition. In this hybrid paper, we argue that arts-based research (ABR) can help rectify this. We bookend the paper with creative non-fiction of our own EdD experiences, where ABR is restricted and afforded. We develop our argument through a position paper mapping the theoretical similarities of the EdD and ABR. We then undertake a scoping review identifying existing research into ABR on EdD programmes. We analyse six articles using the 5A’s theory of creativity [Glăveanu 2013. Rewriting the language of creativity: The Five A's framework. Review of General Psychology 17, no. 1: 69–81] to see how these theoretical similarities are afforded. Using ABR on the EdD promotes reflexivity and co-creation, impacting upon diverse audiences. We conclude with a challenge for further research into ABR on EdD programmes through hybrid research. [ABSTRACT FROM AUTHOR]

The paper sets out a conceptual argument that the choice of teaching method is part of the freedom to teach in higher education. It enters into a dialogue with the views of Stephen Finn in a paper published in Teaching in Higher Education in which he argues that academic freedom should be limited in respect to teaching methods. The concept of pedagogic self-governance is linked to the importance of choice of teaching method and illustrated by reference to the history of the seminar and signature pedagogies. While Finn argues that not developing pedagogical skills is a breach of professional ethics it is contended that a failure to engage in research and enable students to critically evaluate the latest propositional and professional knowledge in a subject represents a much more serious issue. [ABSTRACT FROM AUTHOR]

This dialogic composition captures the interconnected experiences of two racialized doctoral students co-teaching a critical social work practice course in a Bachelor of Social Work (BSW) program parallel to undertaking a doctoral independent study on anti-racism and decolonizing curriculum and pedagogies. The undergraduate course sought to articulate the distinct desires of and connections between anti-racism and decolonization by drawing on pedagogies of discomfort and affect to support students in engaging difficult knowledges. This paper animates the layered entanglements of multiple actors: two doctoral students, a BSW student, and a faculty member. To capture these layered understandings and constitution of social work education through critical reflection on teaching practices, we weave together our various voices as a way of making visible the need for relationality within higher education. Through our experiences of holistic (un/re)learning, we reflect on tensions, resistance, and (im)possibilities that emerge when curriculum, pedagogies, and bodies collide. [ABSTRACT FROM AUTHOR]

Despite translanguaging pedagogy gaining increasing popularity among researchers, studies on students' perceptions and experiences of translanguaging pedagogy in English for Academic Purposes (EAP) settings in China remain limited. This mixed methods research bridges this gap by shareing the findings of both questionnaires (1008) and follow-up interviews (34) from students enrolled on an EAP course at a Chinese university. Drawing on the concepts of translanguaging and co-learning, the paper reveals that the different translanguaging practices used by the teachers and students (as reported by students) in the EAP classroom helped to enhance student understanding and learning, classroom communication and motivation for learning. However, potential drawbacks are also noted, e.g. in how translanguaging is not conducive for creating a pure English learning environment and can reinforce some students' over-reliance on Chinese. The findings yield important implications for more careful and intentional pedagogical translanguaging design in EAP curriculum planning in China and beyond. [ABSTRACT FROM AUTHOR]

The continued erasure of place and politics from modernity’s education systems and disciplinary knowledges perpetuates racialised and ecological injustices and extractive relations. In this paper I affirm the necessity of using evolving methods of critical place inquiry and relocalisation in higher education to redress these erasures. I illustrate an approach which centres the geopolitical (place and politics entangled) in a critical, inventive and relocalising inquiry enacted on sites of the gold rush on Dja Dja Wurrung Country, Australia. This brings to notice and questions the relations of mining with the origin stories and narratives of the state and its education institutions. I draw attention to the proposition that higher education is moving towards a transitional space, the bardo, requiring the death of its old forms and preparing the ground for new forms to grow, and point to possibilities for supporting the death of higher education as we know it. [ABSTRACT FROM AUTHOR]

Anonymous assessment, introduced to higher education over the last twenty-five years to reduce attainment gaps, is a now common place. This paper suggests some ways in which anonymous assessment could be reconceptualised. We argue that there is scant empirical evidence of anonymity having worked in reducing attainment gaps in higher education. It encourages a student-teacher relationship characterised by mutual loss of trust. The rise of AI-powered language models urges a different perspective on who (and/or what) is carrying out learning activities, and how. Our provisional contentions are that we need to know ‘the work, not the words’ of learning processes; and that as university instructors we can afford to have an ambitious perspective on generative AI. Finally, we ask, when AI can support mutual knowledge-creating processes, how much longer it will make sense to work with notions of individual success, knowledge as a possession, and gradated outcomes based on fixed criteria. [ABSTRACT FROM AUTHOR]

Increasing numbers of researchers in the field of higher education research are searching for meaning rather than metrics: something in their data that call to them and that make their hearts soar. This paper leans into post-qualitative approaches and attempts to resist methodological arrest, drawing on the disciplinary language of literary fiction to explore how we can make meaning through creative acts of reading. We trace our literary roots across readings from a diverse range of texts and approaches to show how this method could help us reshape and reframe pedagogic challenges within higher education. [ABSTRACT FROM AUTHOR]

This paper describes a study investigating the effectiveness of an online group supervision model developed to respond to the plight of postgraduate students forced to complete their research theses in China due to the COVID-19 pandemic border closures in 2020-2022. The supervisory group included academics with variable supervision experience who identified with diverse ethnicities and academic identities. Selected data collection methods were employed to investigate the student experience, including interviews, video analysis of supervision sessions, reflective writing, and collaborative autoethnography. Relational learning, culturally responsive approaches, and care ethics were deployed to provide rich insights into academics’ deliberate strategies to support students in achieving their academic goals. The findings revealed that group supervision provided students with opportunities to participate within a dynamic team that was relationship and knowledge-rich. Academics developed greater intercultural understandings of the important research contexts in which students operated and valued their students’ positioning. [ABSTRACT FROM AUTHOR]

Memes have emerged as a prevalent and influential aspect of contemporary culture and their use is a significant feature of social and relational communications. Yet scant research exists within Higher Education on the use of memes to assist in the research of reactions, emotions, and perceptions. The use of meme-making as a qualitative research tool is grounded in visual research methods. This paper explores a framework for using meme-making as a research tool within Higher Education and considers two case studies that demonstrate how meme-making can been used to capture and communicate the experiences of students. Through these case studies, meme-making was revealed to introduce an element of levity and humour whilst being versatile, flexible, and easily dovetailed to other qualitative approaches. Familiarity with the medium and construction process drew upon an instilled sense of ownership revealing the method to be accessible across a diverse participant base. [ABSTRACT FROM AUTHOR]

Engaging with interdisciplinary learning during higher education (HE) study can provide students with skills and modes of thinking informed by multiple worldviews. Opportunities for interdisciplinary learning in the English HE system are limited; associated primarily with postgraduate study or later undergraduate stages. This paper reports on an enhancement project that sought to engage first-year students with interdisciplinary learning. Drawing on data gathered from staff interviews, student focus groups and module enrolments, we examine drivers and barriers impacting on the planned curriculum transformation. Whilst drivers emerged from many directions (e.g. professional bodies, staff advocates), these were overwhelmed by the barriers – both administrative and ideological. Student responses were mixed. Some would have liked a wider choice of truly interdisciplinary modules, but it was clear many students did not understand the rationale for the modules and felt that they needed more support to participate. [ABSTRACT FROM AUTHOR]

In this paper, we (a) share perspectives from stakeholders who learn and teach in an EdD program located in the United States that utilizes telepresence for distance learning (TDL) in a synchronous, hybrid environment, (b) frame our learning as a community of practice, and (c) report affordances and challenges of this model. TDL students asserted that the telepresence option gave them choice in selecting their doctoral program and increased their social presence and ability to be perceived as real people, and all students recognized the importance of a cohesive community to offer support through technological challenges. Faculty were largely unfamiliar with utilizing telepresence in the classroom initially and acknowledged that revised pedagogies and instructional methods were essential to supporting all students in this model. TDL affords opportunities to increase equity and access in doctoral education; however, technological and logistical challenges must be remediated to ensure a successful learning environment. [ABSTRACT FROM AUTHOR]

This paper considers critical reflection as a pedagogical strategy in UK higher education at a moment of an amplification of populist, reactionary discourses. It draws on written reflections of foundation-level students in a case study cohort and offers insights into their lived learning experiences and perceptions of the value of reflection. This is situated within the UK 'Brexit' context, alongside a proliferation of far-right populist voices, emboldened supremacies and rising fascism. Accompanying this has been a normalisation of reactionary 'anti-social justice' discourses. It is vital that HE practitioners recognise, pre-empt and interrupt such discourses, developing pedagogies and curricula in response. Yet there are inherent challenges in a climate of 'post-truth' anti-intellectualism. This paper argues that critical reflection contributes a useful approach to learning, fostering development of students' personal, intellectual and political capacities to navigate this complex socio-political terrain and engage with social justice. [ABSTRACT FROM AUTHOR]

Making a contribution to knowledge is a cornerstone requirement of the PhD. It requires candidates to provide new understandings about a phenomenon to push the boundaries of an intellectual field. To achieve this ‘boundary pushing’, the findings offered in the research must have relevance for contexts beyond the site of study. In effect, the knowledge generated in one context needs to be transferable to other contexts. This aspect of research writing is broadly acknowledged; however, learning how to implement it in practice is less widely understood. Drawing on the concept of semantic gravity from Legitimation Code Theory, this paper offers a conceptual account of knowledge and an associated set of practical writing strategies for weaving different forms of knowledge together. The paper offers a writing tool which can be used by supervisors in the humanities and social sciences to make writing expectations clear and as a metalanguage for feedback practices. [ABSTRACT FROM AUTHOR]

This paper presents the qualitative results of a larger mixed-methods study that examined teachers' experience transitioning to online teaching and learning (OTL) in Malaysian higher education (HE) institutions to understand how academics perceived their OTL readiness and what competencies were perceived to be central during the Covid-19 pandemic. Data collected from twenty-two teachers (n = 22) (three public; three private HEs) through semi-structured in-depth interviews revealed that OTL readiness was perceived through course design, communication competence, time management, and technological competence. Additionally, agentic competence emerged as crucial in shaping resilience and adaptability during the transition to OTL. The paper makes two contributions. First, the study contributed to the literature on online teaching readiness in that reconceptualisation needs to be holistic and inclusive due to the unique HE context. Second, it provides valuable insights to those who devise training exercises and universities required to respond to them in enhancing teacher agency. [ABSTRACT FROM AUTHOR]

Recent years have witnessed a heightening of interest in the role of teachers working in EAP (English for Academic Purposes), particularly with regard to defining and debating their professional identity. However, it must be said that most authors have painted a rather dismal picture, when comparing the status and professional standing of English language teachers in Higher Education with that of academics working in other disciplines. Drawing on concepts and models developed by the educational sociologists Basil Bernstein and Pierre Bourdieu, this reflective paper proposes a theoretical framework to account for why these differences in status might be so. The paper concludes that EAP as an academic discipline currently faces some significant threats. However, the paper also argues that if EAP practitioners are to gain the professional recognition they desire, then they themselves must strive to trade more explicitly on the forms of capital valued by the academy. [ABSTRACT FROM AUTHOR]

Through an evaluation of an institution-wide curriculum change process, this paper analyses how strategic policy is variously enacted in departmental communities. Linguistic ethnography of public, institutional and internal policy documents illuminates departments' engagement with the change process. With curriculum change positioned as a disorienting dilemma, transformational learning theory provides a lens to analyse the departments' alignment with the intention of the curriculum change policy. The paper explores the extent to which departments transformed from a disciplinary content-based and high-stakes examination approach to the curriculum to incorporating broader institutional aims and active learning theories into disciplinary language, pedagogy and practices. Three stages of engagement are identified through an evaluation rubric, offering a framework to assess curriculum change initiatives. Implications for educational leaders include the need to integrate institutional strategy with disciplinary experts and expertise and the importance of language adoption as a precursor to implementation. [ABSTRACT FROM AUTHOR]

University professors are exposed to high levels of stress as a result of the multiple activities involved in their profession. The objective of this research is to explain how a sequence of psychosocial variables directly and indirectly influences stress. Method: A non-probabilistic and non-clinical sample of 480 professors from different Ecuadorian universities was surveyed online, and participation was anonymous. Sequential Canonical Analysis was used (SEQCA). This paper examined the following multivariate sequence: (1) resilience; (2) psychological inflexibility; (3) loneliness; (4) life engagement; and (5) stress. The model also considered the indirect influences of work-related variables including occupation, work-hours, and likelihood of losing a job. Results: The overall SEQCA was statistically significant (p < .0001) and accounted for 36% of the variance. Conclusions: Psychosocial variables predict stress more than work-related variables. The results will provide information for designing effective stress prevention programs. [ABSTRACT FROM AUTHOR]

Within the context of Australian higher education, Open Educational Practice (OEP) requires a collective response from researchers and practitioners to instantiate novel, sustainable, scalable, and evidence-informed educational practices. This article outlines practice-led research's (PLR) role in educational research in open education and its potential to drive transformation and knowledge creation for practice in and through practice itself. As a creative arts methodology, PLR foregrounds practice as the locus of research activities. Practice-led researchers are deeply embedded in the research process, and knowledge production occurs through the generation of artefacts, processes, and techniques. With a focus on real-time making and research, PLR promotes a culture of knowledge production through the active 'doing' of practice within a process-oriented framework. In this paper, OEP is reframed as a creative project, and PLR, with its stress on researcher/practitioner reflexivity, becomes a methodology capable of fostering open educational practices in becoming. [ABSTRACT FROM AUTHOR]

While the impact of the global COVID-19 pandemic upon higher education institutions has been well documented, less is known about how academics themselves responded to these rapid changes. This paper analyses the experiences of teacher education academics from Australia and New Zealand (n = 13) who were interviewed during lengthy pandemic lockdowns. Whilst rarely using the language of resistance, participants revealed multiple ways they navigated these seemingly totalising forces of neoliberalism through working to maintain quality education, collegiality, criticality and care. Using theory to help inform our understandings of resistance, our study identified three forms of resistance that were underpinned by feminist, post-structural and critical pedagogy theories. In the face of likely ongoing uncertainty into the future, paying attention to how academics navigated the pandemic provides valuable insights into forms of emergent resistance in moments of extreme precarity in higher education, and the importance of these for continuity and hope. [ABSTRACT FROM AUTHOR]

This paper explores tensions and ambiguities for UK HE teachers during COVID-19. It analyses changed behaviours and routines for existing hybrid workers experienced in online pedagogy through three core axes of precarity and security; time and perceptions of time; and communication. Twelve participants supplied photographs and written narratives depicting their teaching during the pandemic. To understand working lives at this liminal time, we undertook three-level photographic and content analysis, examining the interplay between homeworking challenges and extremities with an accompanying range of emotional responses. Findings include changed routines, new independence, and tensions around resulting autonomy in a liminal lockdown phase when everyday life was anything but. Recommendations for HE management are to ensure that effective communication and collaboration are privileged between management and academic staff. Moving forward, the value of academic judgement and voice should be acknowledged as much as teaching capacity in strategic planning and tuition delivery. [ABSTRACT FROM AUTHOR]

The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs' reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer's theories of differentiated academic citizenship, ECTs are recognised as 'precarious academic citizens'. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy. [ABSTRACT FROM AUTHOR]

This paper analyzes academic identities and academic agency in the context of knowledge management and production that permeate the contemporary university. A practical argumentation on the meaning of teaching activity seeks to propose, in contrast to traditional approaches, that identity and meaning are constitutive dimensions of present activity. Furthermore, as analyzed, the present action of the teacher, students, and things produces meaning and identity. I argue that, even while immersed in the functional environment of the university, teacher identities are not entirely bound to determination. Instead, it is contended that teaching events often provoke moments of 'professional desubjectivation' resulting from the teacher's response to present situations that demand a different attitude and disposition. The result of this argument presents, through teaching activities, the possibility of enacting educational gestures, such as those shown during study activities. [ABSTRACT FROM AUTHOR]

Precarity of the Ukrainian professoriate is a lacuna in the higher education literature. There was no research on this subject before the 2022 Russian invasion of Ukraine. Furthermore, no investigations have been conducted on how university professors handle the hardships of teaching in wartime. This study tries to understand the phenomenon of precarity, as it is experienced by Ukrainian educators affected by the brutal invasion and ensuing dehumanization. The study explores the following questions: What do post-Soviet educators learn from precarity and hostile environments that undermine their individual and professional dignity? How do they manage the security deficit in their academic and living environments? By presenting insights from thirty-nine interviews, this paper elaborates on the phenomenon of precarity among university educators who are urged to redefine themselves, reinstate their academic identity, and salvage their teaching careers in the context of war. [ABSTRACT FROM AUTHOR]

This paper explores the value of autoethnography in the context of student teaching and learning. The manuscript situates autoethnography within restorative and critical pedagogies and draws from students’ impressions to examine how autoethnography aids in developing self-awareness, empathy, and vulnerability as emotional resiliency. Further discussion brings attention to the potential of autoethnography for prompting the sociological imagination, igniting transformative learning, and engaging cultural therapy to promote cultural awareness and equity of learning opportunity. [ABSTRACT FROM AUTHOR]

This paper describes a qualitative participatory action research study applying critical cosmopolitan literacies principles with pre-service English as a foreign language (EFL) teachers to address global human rights issues through international English youth literature. Using literary works on sociopolitical issues alongside critical pedagogy engagements and teaching practicum in various educational settings, the author as a teacher-researcher attempts to raise the student teachers' critical awareness to issues of power, privilege, and social justice embedded in the multicultural and multimodal texts. Analysis of the qualitative data indicates important outcomes in terms of an enhanced understanding of critical human rights issues pertaining to the formation of student teachers' identities as global-conscious and socially responsible educators. Meanwhile, with explicit guidance from the teacher educator, the student teachers also develop communicative intercultural competence, high-order thinking skills, and learning agency by engaging in multiliteracies practices within a cosmopolitan liteacies orientation. [ABSTRACT FROM AUTHOR]

Retention and progression issues are complex problems that need to be addressed by the Higher Education sector. This paper views the academic self-efficacy of students as an important matter which is linked to retention and progression. The study employs online student surveys to analyse the differences in self-efficacy among year one students on accounting and finance, and business undergraduate programmes at a United Kingdom university with a widening participation agenda. The study references student discussion forums to share the voices of year one students, exploring how confident they feel about their ability to progress. It finds no association between performance and ethnicity, but that student performance is associated with gender and type of entry qualification. The social aspect of learning, and its value in supporting sources of academic self-efficacy, is a theme which emerged strongly in the forums. [ABSTRACT FROM AUTHOR]

The massification of higher education has resulted in a highly diverse student body. Within this expansion, the increased number of Culturally and Linguistically Diverse (CALD) students has unquestionably enriched university campuses, but has also brought challenges for teaching and learning within higher education systems. There are limited accounts in the scholarly literature with regard to university educators' perspectives of their teaching and students. In particular, limited attention has been paid to the care-related and emotional dimensions of teaching diverse cohorts. Through a mixed-method study of university educators, this paper provides a thematic analysis of university educators' experiences of teaching CALD students, including their reflections on students' specific needs, the existing supports offered and suggestions as to what supports are needed. It considers the visibility of the care work and emotional labour educators undertake, and problematises how this work is created by institutional assumptions but rarely recognised as legitimate 'work'. [ABSTRACT FROM AUTHOR]

Within the contemporary higher education landscape, maintaining student engagement and retention has become of critical concern to universities. Universities have mostly responded to this concern by implementing institutional engagement and retention initiatives by professional university staff. Thus far, however, the role that teaching academics can play in student engagement and retention programs has been largely unexplored within institutional settings and within the higher education literature. In this paper, we reflect on our experiences as teaching academics involved in a student engagement and retention program at our university. Through a series of individual reflections and collaborative conversations, we problematise common approaches to student engagement and retention and question the role of teaching academics in these programs within neoliberal university settings. We bring to light troubling ethical dilemmas we faced during our participation in the program and our concerns about the deficit framing of students within institutionally driven engagement and retention initiatives. [ABSTRACT FROM AUTHOR]

This paper discusses a two-year study at an Australian university in which 154 undergraduate and 51 postgraduate students reflected on their experiences with flexible and personalised assessment where they could choose assessment tasks, submission dates and weightings of their assignments. Through pre- and post-course surveys and a focus group, feelings of empowerment and attitudes towards flexibility were investigated. Students were positive about all aspects of the flexible approach and felt it was beneficial for their learning. Only the postgraduate group showed significant improvement in feelings of empowerment and grades suggesting that more experienced learners may adapt more easily to this model. We argue that empowering learners is not about better grades but about students gaining more input, voice and control in their learning and assessment. Despite the disadvantages of increased workload for teachers and a decision-making burden on students, the potential benefits for students justify consideration of more personalised and flexible assessment. [ABSTRACT FROM AUTHOR]

Recent feedback literature emphasises the active role of learners in feedback processes and a programmatic approach to feedback design. This conceptual paper argues for the importance of ipsative processes, i.e. processes focusing on learners' progress as a mechanism in meeting these two requirements. It suggests that the iterative nature of ipsative processes can encourage effective, learner-centred feedback and its implementation across multiple tasks can promote the uptake of feedback in subsequent work. Using self-determination theory, the paper discusses how ipsative feedback processes create conditions which can foster students' perceptions of autonomy, competence and relatedness, thus fostering student motivation to engage with feedback. The implementation of ipsative processes is illustrated with references to two pedagogic practices. The paper identifies the need for further empirical research investigating academic and noncognitive benefits of ipsative processes in feedback for students as well as autoethnographic work examining the implications of implementing ipsative processes for teachers. [ABSTRACT FROM AUTHOR]

The topic of this paper is the relocation of a proven learning mechanism in a real-life working situation to a university setting. The aim is to discuss to what degree the types of learning generated in the original setting can survive the re-contextualisation and what might be done to retain as much value as possible. The original learning situation was an aesthetic experience – choral singing and conducting – that allowed nine senior managers to sense various relational phenomena, such as control and empowerment, multi-voice teamwork, the impact of own body, empathy, and vulnerability. The target learning domain is a university setting. The paper draws on various theories of learning. The re-contextualisation is discussed in the form of five hurdles that must be overcome. For each hurdle, a design hypothesis is proposed. The presence of an aesthetic object – the sounding music – illuminates the crucial linkage between discipline knowledge structures and everyday practices. [ABSTRACT FROM AUTHOR]

This paper presents research on a posthumanist approach for reframing community-engaged pedagogy. We employ posthumanist theory as a way to examine the educational possibilities of ethically engaging with technologies and materials as a means to build and sustain community partnerships for social justice. This research project employs a diffractive inquiry involving interview encounters with 20 college writing instructors. The posthumanist approach presented in this paper provides a window into understanding how a myriad of human-material assemblages, response-able designs, and affective encounters shape and transform community-engaged pedagogy. In the context of community-engaged writing, the posthumanist approach oftentimes coincides with the use of multiple modes of communication, such as text, image, sound, and video, to foreground marginalized communities and their perspectives. Through allowing for the expression of multiple voices and perspectives, including those of non-human entities, this approach further challenges and disrupts traditional human-centric and dualistic views of community-engaged pedagogy. [ABSTRACT FROM AUTHOR]

Institution-wide curriculum change is a costly, time-intensive and politically fraught undertaking. It is a challenge identifying who has responsibility for the curriculum and who is empowered to change it. The unbundling of the traditional tri-partite academic role of teaching, research and service leaves a gap of who in those communities decides what features in the curriculum. Using discourse analysis of curriculum change documentation, this paper analyses the experience of departments in a research-intensive institution undergoing a holistic, large-scale curriculum review. Departments engaged to varying degrees, with associated integration of educational and disciplinary perspectives. Landscapes of practice are used to explore different communities within departments coming together, or not, in the process. The acknowledgement and appreciation of educational expertise alongside disciplinary research-based knowledge is highlighted as a marker for successful adoption of the curriculum review intentions. This paper contributes to the underdeveloped field of curriculum change in higher education. [ABSTRACT FROM AUTHOR]

This paper reports on the development of a lecturer’s conceptions of teaching through formal training and explores how evolving conceptions of teaching impact on their plans and practices in teaching. In this study, lecturers who are participants in the University of London Postgraduate Certificate in Higher Education (PGCertHE) wrote narratives of their teaching development. The changes are described in terms of models of development of higher education teachers proposed by, chiefly, Kugel. Participants show clear evidence of conceptual development in terms of these models, but their changes to practice were less well developed within this study period. The paper identifies six different approaches to applying theory to practice and proposes that understanding these different stages in context is helpful for transforming lecturer practice in the longer term. [ABSTRACT FROM AUTHOR]

A common theme in the literature on learning technologies is the way in which they can facilitate engagement both within and outside of the classroom. However, a lack of a scholarly consensus on what constitutes engagement renders problematic the issue of how one makes meaningful sense of the data presented in studies. This paper presents an integrative review that explores student engagement with learning technologies and identifies major themes and trends within the field. When viewed against the evidence-based claims of individual studies, common ubiquitous narratives concerning learning technologies are problematised. The paper concludes with suggestions for future research in this area in the light of its findings. [ABSTRACT FROM AUTHOR]

Doctoral supervision is a subtle but complex form of teaching in higher education, where supervisor-to-candidate expectations including support around the literature are important, but supervisory practices and candidate starting points can be disparate and expectations are not always discussed. This paper uses autoethnographic reflections and a practitioner inquiry to explore: How involved should supervisors be in the literature search and literature review writing? This issue arose following the transition from a postgraduate candidate to an academic involved in supervising and teaching postgraduate candidates, co-facilitating supervisor development programmes and researching doctoral supervision. This paper proposes that the involvement of supervisors in the literature search or review could be classed as operating on a conceptual model: the 'sliding scale'. Readers are asked to consider the different tensions in this practice and invited to address them using the 'sliding scale' to encourage conversations with candidates in higher education supervision or teaching. [ABSTRACT FROM AUTHOR]

This paper investigates the evolving landscape of European doctoral education and its impact on the doctorate’s identity and value. It conducts a comprehensive analysis, drawing from both extensive literature review and empirical data from the Portuguese context. This examination reveals intricate changes in doctoral education, driven by a heightened responsiveness to societal and candidate expectations. We begin by setting the stage for these transformative shifts, providing an overview of the ongoing changes. Subsequently, we investigate how doctoral candidates are navigating and endorsing these transformations, as well as how universities, doctoral programmes, and pedagogical approaches are adapting to the evolving doctoral landscape. We briefly address flagship programmes as markers of this reform. Finally, we underscore the challenges and opportunities posed by these changes, while also providing alternative perspectives for reshaping the doctorate in a dynamic and ever-evolving educational environment. [ABSTRACT FROM AUTHOR]

The paper reports on results of a survey on inclusive education developed for a university. The University Inclusive Education Survey was designed to examine academics’ views on inclusion of a diverse range of students including sexuality and gender, disability, cultural and ethnic diversity and Indigenous Australians. Inclusiveness has focused on access for students with disabilities and has broadened to access for all with little research on how this is being achieved. The survey contained five scales – comfort, confidence, importance of including a range of specific diversities, intention to implement strategies and overall inclusiveness. The results indicate connections between self-efficacy and importance of diversity with a weaker connection to implementation strategies. Those who completed the survey indicated very strong interest and efforts in inclusive teaching. A majority outlined inclusive practices in qualitative responses though there was evidence of uncertainty about implementing inclusive practices. [ABSTRACT FROM AUTHOR]

It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In this paper, we focus on disciplinary tutors' beliefs of language and their roles with respect to language support to surface implicit and covert language policies. We argue that in the absence of explicit policy, showcasing the range of tutor perspectives and practice around language support can provide a way forward in explicating good practice and highlighting an approach in which all stakeholders take responsibility for supporting students' academic speaking skills in an EMI context. [ABSTRACT FROM AUTHOR]

This paper, using the case of South Korea, empirically examines how university students in EFL countries understand the neoliberal emphasis of English and EMI, and interpret and respond to different language ideologies. The findings demonstrate that many South Korean English language learners are caught up in a nexus of conflicting language ideologies influenced by the neoliberal promotion of English and the increasing socioeconomic polarization within South Korea. On the one hand, their investment in English language learning is largely driven by the belief that English is essential for their socioeconomic advancement. On the other hand, many perceive that the role of English as an important resource and a major criterion to measure one's academic and professional abilities is not objective or fair. Finding calls for a more critical approach to understanding the adoption and implementation of EMI in higher education. [ABSTRACT FROM AUTHOR]

This study examines the phenomenon of English-medium instruction (EMI) in higher education through the lens of neoliberalism and linguistic entrepreneurship. Although commonly reported benefits of EMI include improved English proficiency and better job opportunities, there is a lack of research critically examining the relationship between EMI and these presumed benefits. Through the lens of linguistic entrepreneurship, this study compares engineering students' perceptions of the linguistic and professional benefits of EMI before, during, and after study in Turkey. Employing a mixed-methods design, data were collected from prospective, current, and former students via questionnaires, interviews, and focus groups. The findings revealed significant differences between groups regarding perceptions of learning and professional outcomes. This paper demonstrates how students' perceptions of EMI are shaped by the ideals of linguistic entrepreneurship and suggests that the professional benefits of EMI may be more nuanced than assumed, with implications for EMI pedagogy and policy in higher education. [ABSTRACT FROM AUTHOR]

Drawing on data collected from multiple sources, this qualitative case study investigates how seven English-as-a-foreign-language (EFL) academics from a university in mainland China perceive and cope with their professional vulnerability within the system of performativity. Three themes were generated from the data: (1) professional vulnerability as a state of conformity and self-learning, (2) professional vulnerability as a state of constrained agency, and (3) professional vulnerability as a state of disengagement. The findings not only reflect the complex and dynamic nature of EFL academics' professional vulnerability, but also unpack numerous contextual and personal factors mediating EFL academics' experiences of professional vulnerability. The paper ends with some practical implications on how to mitigate the negative influences that vulnerability has on EFL academics' professional practice within the system of performativity. [ABSTRACT FROM AUTHOR]

This paper examines intersecting concerns in global citizenship education (GCE) and English Language Teaching (ELT) in the face of globalisation. While these two educational agendas cannot be assumed to automatically converge, our study signals that promising overlaps emerge from the enactment of dialogic practices in second language education. Drawing upon an ELT reading course in Chinese higher education, we elaborate on how a Freirean informed approach opens up pedagogical encounters and opportunities for undergraduates to become interculturally aware citizens. The pedagogic vignettes presented here challenge the dominance of pragmatic orientations of ELT in mainland China today while instigating a teaching paradigm shift. Though practical language skills have been touted within Chinese universities for decades, we argue for an integration of GCE into teaching and learning English in a dialogic manner, thus developing bilingual and interculturally aware learners who critically engage with the uncharted terrain of an increasingly globalised world. [ABSTRACT FROM AUTHOR]