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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]

Many studies highlight positive outcomes from curriculum co-creation including its transformational potential for students. In this paper, we explore how curriculum co-creation transforms students, drawing on Johansson and Felten's (2014. Transforming Students: Fulfilling the Promise of Higher Education. Baltimore, MD: Johns Hopkins University Press) theoretical framework including four factors of student transformation: (1) disruption of previous ways of working, (2) reflection on experiences, (3) new forms of action, and (4) integration of new perspectives and ways of working. We present our analysis of student and staff experiences of actively engaging in curriculum co-creation at five Scottish universities to understand the ways in which students are transformed through this experience. Our findings focus on four themes of student transformation in curriculum co-creation: developing positive relationships and community; engagement and enjoyment; taking risks and overcoming challenges; and academic achievement and retention. We conclude that the risks and challenges inherent in curriculum co-creation may in fact be exactly those conditions conducive to student transformation. [ABSTRACT FROM AUTHOR]

This paper explores the epistemic outcomes of English Medium Instruction (EMI) in a South Korean Higher Education (HE) context. In order to understand the epistemic outcomes, the exploration draws on existing conceptualisations of linguistic and symbolic capital, and the literature on epistemic justice. The paper makes use of qualitative interview data generated with ten Business and Engineering undergraduate students. The analysis reveals that students' use and trust the Korean and English languages differently across EMI situations. This observation is used to identify two undesirable epistemic outcomes, including: (a) how students are prevented from negotiating understanding of HE subject content using their L1, and (b) the wider epistemic implications of English as the language that provides access to HE subject content. Finally, with reference to Fricker's theory of 'epistemic injustice', we reflect on the new theoretical understanding we have developed of epistemic outcomes in this South Korean multilingual HE context. [ABSTRACT FROM AUTHOR]

This paper considers the experiences of a PhD student researcher grappling with a highly complex project. We examine a number of issues relating to teaching in the multilingual university and question the powerful role of English in the PhD journey. We focus on the implications of relying on English academic resources, the problem of the predominance of English in research and publications, and the supervisee–supervisor relationships (including the development of academic voice). We have chosen to present our paper in the form of a conversation (supervisee–supervisor) to help highlight the issues which came to light not only in the student's experience but also how these were seen or understood by both people in this academic relationship. Following the exploration of these issues, we shall challenge readers to consider the relevance of the issues for the higher education context, and consider opportunities for 'doing things differently'. [ABSTRACT FROM AUTHOR]

This paper provides a critical interrogation of government-led reform of higher education (HE) in England. Its focus is marketisation, and in particular, the concepts of 'value for money' (VFM), teaching excellence, and students as educational consumers. Hitherto, research on VFM in HE has been largely quantitative in nature and primarily focussed on student perceptions. This qualitative research study contributes to existing knowledge, by comparing the perceptions of students and university lecturers in the social sciences. Undertaken at a Northern university between 2017 and 2019, it highlights key concerns around changing student expectations, managerialism and the potential instrumentalisation of learning and teaching. The issues explored here lend themselves to a broader based study across different types of Higher Education Institutions (HEIs) and different cognate areas. [ABSTRACT FROM AUTHOR]

Student voice in governance and decision-making has become ubiquitous in higher education, evolving from buzzword to orthodoxy. Student engagement measures have become instruments of quality control, with students expected to take an active role in shaping institutional policy and practice. In this paper, we argue that this ubiquity of demands for student engagement has served to hollow-out and depoliticise student voice practices – drawing upon Cooke and Kothari's seminal (2001) work in development studies we ask whether student voice has become a new tyranny of participation? In developing this argument, we identify how students are expected to be both strategic, instrumental consumers and active citizens of their university. This results in the paradox of the strategic active student-citizen. [ABSTRACT FROM AUTHOR]

Through this point-of-departure paper we aim to prompt discussion and action around redesigning university learning to help students tackle climate-related challenges in a personally and societally meaningful way. We use the lens of assessment to draw attention to how discipline areas without an explicit environmental or climate science focus can play a fundamental part in prompting climate action. We draw on the very limited number of studies to date of assessment related to climate learning and on an illustrative example of teaching and assessing leadership practices for confronting climate change to make recommendations with relevance for all curricula. We reflect on assessment tools, approaches, strategies, and good practice that not only gauge the level of learning at individual and whole cohort level but also prompt meaningful learning to take place through the way they are designed, with potential impact outside the campus walls and beyond the end of formal university study. [ABSTRACT FROM AUTHOR]

In this paper I present a critical discussion of the ways that multilingualism is conceptualised in the context of higher education in Timor-Leste, a small, developing nation in South-East Asia. Drawing on a range of ethnographic data collected at multiple Timorese tertiary institutions from 2015 to 2018, I focus especially on the language-related beliefs and practices of a small group of petroleum studies lecturers, who are at the meeting point of diverse ideological forces that impact their teaching. I discuss their conceptualisations of both the 'language problem' facing them, and their own hybrid classroom communication practices, examining how these conceptualisations are shaped by wider political discourses favouring Portuguese, Indonesian and English. I argue that these discourses not only complicate due recognition of the considerable resourcefulness these lecturers display in communicating disciplinary knowledge to students, but also weigh heavily on their own perceptions of their everyday work as tertiary educators. [ABSTRACT FROM AUTHOR]