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Drawing on interviews with British passport holders who moved to the United Kingdom to start University, this paper explores slang and accent as sonic spatial identities. The paper analyses the inclusions and exclusions in belonging as articulated by British mobile young people through their sonic spatial identities. In doing so, the paper extends wider conceptual debates on embodied belonging by arguing for a need to further explore the sonic as a register of belonging. It argues that research on sonic spatial identities needs to be more attuned to mobility in order to explore and challenge wider discourses of exclusion. The article concludes by offering suggestions as to how to develop research in belonging and identity on an everyday sonic register. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines. Design/methodology/approach: This research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture. Findings: Contrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus's Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues. Practical implications: The results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline. Originality/value: A limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context. [ABSTRACT FROM AUTHOR]

While there has been an international call for action from the United Nations secretary general, individuals' abilities to engage with climate change and actions to mitigate it can vary. In 2020 and 2021, COVID-19 and related school closures caused significant upheaval across the world; schools made immediate shifts to remote delivery, increasing workloads and decreasing access to outdoor spaces and opportunities to connect with nature. In this paper we will explore a rural, mid-Wales school's approach to climate change education (CCE), and their experiences running the CCE programme 'You and CO2' through interviews with teachers and analyses of creative interactive digital narratives (IDNs) the students created on the programme. The paper will discuss what the school was doing before the COVID-19 pandemic, the effect of the pandemic on CCE in the school, and how the You and CO2 programme raised the aspirations and confidence levels of the school's humanities department for teaching CCE. The findings in this study highlight the importance of localised knowledge, and engagement with local groups in successful delivery of CCE programmes, which was reflected in students' IDNs. [ABSTRACT FROM AUTHOR]

The present study represents a scientific foray, aimed at elucidating the role and indisputable contribution of STEAM skills in higher education, skills that are extremely necessary for educational actors in the era of postmodern education. The aim of the research is identification of the implementation directions of STEAM education applied in higher education institutions. In the preparation of this paper, we used qualitative research, content analysis of the reports of higher education institutions in the EU that allowed us to analyze the practices they use in the cultivation and foundation of STEAM skills. In addition to this, the Global Innovation Index repot and the Human Capital index were analyzed, which allowed us to elucidate the main challenges that the Republic of Moldova faces in capitalizing on human potential, in the generation and implementation of innovations. In conclusion, we can mention that universities, currently, must remodel their management system, adapt their curricula, in order to base new skills - STEAM skills, which help higher education institutions to focus on a new education - STEAM education, a digitized education, focused on the integration of innovation in the didactic activity, on national-regional-international cooperation in order to train competitive young people on the labour market, young people with a culture of innovation, young people who will contribute to the promotion of sustainability at the society level. [ABSTRACT FROM AUTHOR]

The salience of education for better life outcomes is well accepted, but people with disabilities continue to be underrepresented in higher education. Building on Weedon's approach to the intersection of impairment with socioeconomic factors, this paper identifies the facilitators and barriers encountered and/or experienced by young people with disabilities along their diverse pathways to and through higher education in Sweden. The data comes from longitudinal ethnographic case studies of persons with ADHD. While the findings show similarities in impairment-specific barriers, such as transition and inadequate support available at university, they make even more visible the existing heterogeneity among people with ADHD and the inadequacy of support structures at higher education institutions. Parents, economic security and individual factors, such as ease of learning and belief in one's own capacity, were found to be strong facilitators. ADHD and socioeconomic disadvantage together magnified vulnerabilities and hurdles faced while aspiring to and accessing higher education. The article concludes by highlighting the urgent need for universities to change entrenched structures that perceive students with disabilities as a homogeneous group and disability as an individual problem, in order to enable participation of all. [ABSTRACT FROM AUTHOR]

Professional placements are integral to social work education and provide formative but variable learning opportunities for students. As social work programs expand and requirements for placements increase, settings where a social worker may not be employed are increasingly utilized, risking further variability of student experience. This paper reports on qualitative responses to two open-ended questions in a cross-sectional survey conducted with social work students from four universities on the island of Ireland. Questions included (1) what students found most helpful in assisting their learning, and (2) what would have improved their learning during placement. A six-step approach to thematic analysis was used to analyse qualitative data from 427 responses to question one, and 355 responses to question two. Four key pillars of practice learning were identified: enabling relationship(s); 'real world' practice opportunities; structured teaching and learning; and academic-practice alignment. Drawing on these findings, the paper presents a framework for integrated learning which promotes students' capacity for active inquiry in practice. Linked processes of relational knowing and structured teaching and learning emerged as integral to knowledge acquisition and professional development on placement. Findings re-established the significance of the supervisory relationship and relationship-based learning. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to stimulate the nascent research agenda on the environmental sustainability of the ongoing mushrooming of international student mobility (ISM). The higher education (HE) system in the UK and elsewhere is increasingly predicated upon the hosting of international students. Whilst this drive towards internationalisation undoubtably has multiple benefits, little attention thus far has been paid to its potentially very considerable environmental impact. The drive for internationalisation within HE thus potentially sits at odds with ambitions and strategies to promote sustainability within the sector and beyond. Design/methodology/approach: In-depth interviews with 21 students and representatives of 14 university international offices offer insights into how the environment features in the decisions that young people and HE institutions make with regards to partaking in and promoting education-related mobility. Findings: The results find that students take environmental considerations into account when undertaking education-related mobility, but these aspirations are often secondary to logistical issues concerning the financial cost and longer travel times associated with greener travel options. At the institutional scale, vociferously championed university sustainability agendas have yet to be reconciled with the financial imperative to recruit evermore international students. Originality/value: This paper identifies a thus far neglected contradiction within HE whereby the sustainability agenda that it so rightly espouses is potentially undermined by the drive towards internationalisation. The paper uses the anthropause concept to consider the future environmental sustainability of ISM. [ABSTRACT FROM AUTHOR]

This paper presents the ways in which students from a Science, Technology Engineering and Mathematics (STEM) discipline at a Northern Urban English university narrate their decisions as they navigate their transition from degrees to their career futures. Contrary to the managerial expectations of universities and policy that students 'fill the STEM skills gap', the process through which students and graduates make decisions about their future trajectories includes responding to concerns brought about by personal and social factors of influence, one of which is place relating to their emotional relationship with past, present and future geographical location. This paper aims to make two inter-related arguments: Firstly, that geography can act as a determining, emotional factor of influence in the decision-making process of young people during the process of transitioning from their degrees. Secondly, the subsequent movement in spatial terms is an attempt to influence as well as construct their own futures, whether or not this is the 'right' decision. Employment futures of young people must take into account the ways in which this manifests to better understand the decision-making process. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic positioned digital education in a new light. The need for educational institutions to develop strategies, standards and establish quality assurance across digital education became even more evident. This paper describes the four-step process of designing an interactive European Union (EU) Digital Education Quality Standard Framework and Companion Evaluation Toolkit to guide the design, delivery and evaluation of effective digital education. (1) A review of literature of existing digital education frameworks and models is presented. (2) Variables and sub-variables inherent in designing, delivering and evaluating effective digital education are identified. (3) Next the variables and sub-variables in the framework are defined. (4) The process of designing the interactive framework diagram is described with the companion evaluation toolkit outlined. The proposed framework is flexible and applicable to entities and audiences regardless of where they are in the online learning adoption process. [ABSTRACT FROM AUTHOR]

This paper employs the concepts of cultural narrative to examine career choice among post-Soviet Russian teenagers going into higher education. Drawing on insights from cultural sociology more broadly and the cultural autonomy thesis more specifically, we demonstrate how the cultural narrative of a university degree as a 'must-have at all costs' subjugates various career decision-making logics identified, while downplaying individual agency and reflexivity. We argue that, by misdirecting career choice from opportunities to constraints, the dominant narrative serves to limit, rather than diversify, young people's career choice and social mobility potential. We go on to theorise the interplay between culture and social institutions. Drawing on the cultural interpretation of Unified State Exam – a neoliberal educational governance tool – we show how cultural narrative hijacks institutional interpretations and usages, re-grounding neoliberal sensibilities in Soviet-era ones. [ABSTRACT FROM AUTHOR]

This paper is an extension of our 2021 research into pre-service teachers' linguistic autobiographies in a culturally diverse South African university. The paper, which is presented as conversations, examines what we learned about ourselves and our students through their reflective writing, our reflective writing, and our ensuing conversations. For the previous research, the participants, all pre-service teachers of English, wrote their linguistic autobiographies. Prior to reading what students had revealed, we individually reflected on what we thought we would learn from these writings and wrote our linguistic autobiographies. Thereafter we engaged in conversations about our reflections. The findings were surprising as our conversations revealed as much about ourselves as about our students' linguistic journeys. We learned about our shortcomings and strengths and realised the value of critical friend conversations. We now know that these conversations should continue because lecturers and students benefit from such reflections and conversations. [ABSTRACT FROM AUTHOR]

This paper looks at youth mobility as an ongoing, dynamic, processual experience in the making of an educational trajectory. By exploring the experiences of students who have undertaken more than one mobility experience under the Erasmus + program, we reflect on how underlying motivations change over the course of subsequent mobility experiences. In contrast to existing research, where the focus has been on reported motivations for one-off mobility experience, we discuss the latent motivations driving super-mobile educational trajectories. In doing so, we observe the ongoing reconfiguration of these trajectories through the concept of spatial reflexivity, which results in articulated and augmentative dynamics over time. Methodologically, the paper is based on qualitative material collected in person and online with such mobile young people across Europe. [ABSTRACT FROM AUTHOR]

This study, designed to surface student conceptions of digital development throughout their professional training, concluded mid-2019. Whilst mentioned in brief in a previous publication, this paper reports the work in full. The learning from it is important to formulating a response to practice changes driven by Covid19. Practice shifts that forced the profession to do social work at a distance, at speed, and largely through a screen. While not to dismiss efforts to adjust to the restrictions put in place to mitigate the spread of the virus, the lack of digital capabilities across the profession meant that the pivot to online practices presented significant and avoidable challenges. Informed by student descriptions of an educational experience devoid of digital development, this paper offers a solution. The 'Digitalising Social Work Education Framework' provides a context in which to review the facilitation of digital capabilities development. It is a means to ensuring that curriculum design, content, and delivery equips students to use technologies for their learning and in practice. It avoids reducing digital professionalism to a set of technical skills and promotes the need to engage with the realities of sociotechnical practices, including those that erode people's privacy, rights and freedom from interference. [ABSTRACT FROM AUTHOR]

This paper reports on data obtained during semi-structured interviews with students who had recently experienced a guided inquiry approach to learning ordinary differential equations (ODEs) in a service-taught module. Previous research identified the strengths and weaknesses of similar cohorts of students. The results from that research informed the design of an intervention (15 guided inquiry tutorials) which sought to improve the outcomes for students taking a subsequent version of the module. This paper reports on the data gathered during interviews with these students that describe their perceptions of the guided inquiry approach used. The students noticed the change in emphasis toward conceptual understanding that the intervention was trying to instil. They cited the change in questioning style most frequently as being where they saw this change, but also noted the prevalence of group work and change in interaction pattern as keys to its success. Thus, by probing students' opinions in this way, we find validation for a guided inquiry approach to teaching ordinary differential equations in third level that emphasizes active learning and lateral interactions among students. The students' personal goal orientation and the goal structure of the learning environment are also discussed. [ABSTRACT FROM AUTHOR]

In 2010 a mathematics curriculum was introduced in Irish second level schools entitled 'Project Maths' (PM). It aimed to refocus second level mathematics teaching and learning away from an over emphasis on procedural mathematics towards problem solving and real understanding [Department of Education and Skills (DES). (2010). Report of the Project Maths implementation support group. ]. This paper aims to examine the performance of 1st year undergraduate students' procedural and problem solving skills after the introduction of PM. A diagnostic test was developed to determine students' skills in each area and findings demonstrated that students perform statistically significantly better in the procedural skills in mathematics when compared to problem solving skills. These findings raise concerns around the lack of anticipated improved problem solving skills of a cohort of students exposed to this style of teaching and learning. The paper raises discussion surrounding the intended and actual teaching and learning taking place in second level classrooms along with consideration for the potential role of learned helplessness and the literacy issues. Recommendations are made for follow up qualitative research with stakeholders in mathematics education to better understand the 'why' of the results presented here. [ABSTRACT FROM AUTHOR]

This paper focuses on the Organisation for Economic Cooperation and Development's (OECD) PISA for Schools assessment. Our first substantive focus is a descriptive and analytical account of changes and developments in the functioning of this ground-breaking assessment since its creation in 2012. These changes include an expansion of the number and diversity of participating schools and countries, the introduction of a 'user-pays' model, the enhanced role of edtech firms and an explicit capacity-building focus, which we argue helps to strengthen an instrument constituency for the broader OECD testing regime. The second focus of the paper is the impact of PISA for Schools on changing modes of educational governance, situated against emerging spatialities of globalisation. Here, we provide an analysis using the concept of 'by-passes', which we elaborate as spatial, governance and systemic, to understand the new topological spatialities of globalisation and the global governance effects of these specific by-passes. [ABSTRACT FROM AUTHOR]

The way in which young people's post-school intentions and pathways reflect their social background has been the subject of a good deal of research. However, much less attention has been paid to social differentiation in the amount and kind of career guidance information received by young people and its role in reinforcing or ameliorating social differentiation in transitions. This article contributes by examining the extent to which sources of information and guidance activities vary by social background and school social mix and the consequences of this variation for intentions to go on to higher education. The paper draws on data from a large-scale longitudinal study of young people in Ireland, the Growing Up in Ireland study. It finds that young people from more advantaged backgrounds are much more reliant on their parents as a source of information and advice, reflecting access to insider knowledge of the educational system, and are more likely to pay for private guidance services. In contrast, young people from less advantaged backgrounds and those attending schools with a concentration of working-class students are more reliant on school-based sources of information, though these resources are insufficient to boost their chances of making the transition to higher education. [ABSTRACT FROM AUTHOR]

The pursuit of greater research 'impact' has become embedded within Higher Education, through links to perceived value for money, and reified through institutional auditing processes. Academics are frequently encouraged to use social media to facilitate public engagement and enhance research impact, as it offers the potential to connect with more diverse, non-academic audiences. However, little is known about the relationship between the use of social media and academics' own perceptions of research impact and public engagement in practice. In this paper, an analysis of text responses from a survey of academics (n = 107) is presented. This includes what academics perceive to be examples of high-impact interactions through social media, and how this is mediated by different platforms. The findings have practical implications for social media training for academics and also suggest that institutional definitions of research impact may not account for the range of scholarly engagement social media platforms can facilitate. [ABSTRACT FROM AUTHOR]

This paper reports on a research project designed to understand the work experiences and career opportunities of people working in higher education institutions (HEIs) across the UK, which received formal recognition for supporting gender equity between 2015 and 2020. The findings reveal multiple intersecting barriers to women's full engagement, inclusion, support and career success in higher education, despite the implementation of organization-based gender equity plans, and institutional inter/national recognition for advancing equity. Most axes of de/privilege that are based along lines of gender, race, ethnicity and religion are enacted as everyday sexism that resist gender equality policy. Moreover, our findings suggest that 'place' is a constitutive element of intersectional dis/advantage, not merely a context within which compounded barriers to inclusion and advancement may exist. In addition, the findings demonstrate that whilst inter-categorical intersectionality is based on the notion that all social categories (such as age, race and gender) are equally salient, the degree of importance of any category will likely depend on location or context of the phenomena being examined. Our findings therefore invite further, iterative and translocational research into the impacts of the intersections of gender, ethnicity, race and religion in spaces of higher education, particularly those with colonial legacies and presence. [ABSTRACT FROM AUTHOR]

In 2018, Nuh, barely 75 km from India's parliament, was ranked by the Government as the country's most 'backward' district. It is a region fraught with many challenges including endemic poverty and simmering communal tensions, which among other factors have contributed to historically limiting women from pursuing higher education or building career aspirations. While the state has attempted to correct this by building new colleges, this paper explores how women experience and navigate these college spaces. Using a critical feminist lens, it seeks to understand the social and cultural possibilities that college life and higher education have in their lives. Findings suggest that while there are major restrictions on social agency within their everyday life, college emerges as a liminal space that provides an 'escape'. The college space for these women offers possible pathways of imagination, dialogue, solidarity and support, all forming the complex matrix of their future possibilities. [ABSTRACT FROM AUTHOR]

Traditional item analyses such as classical test theory (CTT) use exam‐taker responses to assessment items to approximate their difficulty and discrimination. The increased adoption by educational institutions of electronic assessment platforms (EAPs) provides new avenues for assessment analytics by capturing detailed logs of an exam‐taker's journey through their exam. This paper explores how logs created by EAPs can be employed alongside exam‐taker responses and CTT to gain deeper insights into exam items. In particular, we propose an approach for deriving features from exam logs for approximating item difficulty and discrimination based on exam‐taker behaviour during an exam. Items for which difficulty and discrimination differ significantly between CTT analysis and our approach are flagged through outlier detection for independent academic review. We demonstrate our approach by analysing de‐identified exam logs and responses to assessment items of 463 medical students enrolled in a first‐year biomedical sciences course. The analysis shows that the number of times an exam‐taker visits an item before selecting a final response is a strong indicator of an item's difficulty and discrimination. Scrutiny by the course instructor of the seven items identified as outliers suggests our log‐based analysis can provide insights beyond what is captured by traditional item analyses. Practitioner notesWhat is already known about this topic Traditional item analysis is based on exam‐taker responses to the items using mathematical and statistical models from classical test theory (CTT). The difficulty and discrimination indices thus calculated can be used to determine the effectiveness of each item and consequently the reliability of the entire exam.What this paper adds Data extracted from exam logs can be used to identify exam‐taker behaviours which complement classical test theory in approximating the difficulty and discrimination of an item and identifying items that may require instructor review.Implications for practice and/or policy Identifying the behaviours of successful exam‐takers may allow us to develop effective exam‐taking strategies and personal recommendations for students.Analysing exam logs may also provide an additional tool for identifying struggling students and items in need of revision. [ABSTRACT FROM AUTHOR]

Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions. Practitioner notesWhat is already known about this topic Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.Assessment tools have been developed in different educational domains for teaching practice.Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.What does the paper add Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.Implications for practice and/or policy Learning analytics can enhance the eliciting of students' conceptions.Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions. [ABSTRACT FROM AUTHOR]

Internationalization of social work education in terms of student mobility, staff mobility, curriculum transaction and research collaboration are getting on priority agendas of universities across the globe. This could be attributed to the demands of the profession to be cultural sensitive and being adaptive to the educational standards which could empower the practice. Indian social work education and its internationalization is discussed in this paper in the context of 'International student exchanges' from author's experience. This paper is descriptive and based on a single case study of one school of social work in South India. Social work interns who participated in international exchanges appreciate the need for knowledge of global priorities and strategies to advance social work education, research and skill development for practice. Though the literature focus more on different models of international student mobility programs, there need to have deliberations, rules of partnership and clear exchange goals specifically on 'international student exchanges', which will contribute towards the internationalization of Indian social work education. This paper identify the importance of International student exchanges in internationalizing Indian social work education as well as opening new avenues of collaboration. [ABSTRACT FROM AUTHOR]

This paper explores participation trends in interventions that promote self‐evaluation exercises on the effective use of digital technologies in schools. We use a unique dataset consisting of 83,185 respondents from 924 Spanish schools that used SELFIE, a tool based on self‐reflection questionnaires that capture different dimensions of school's digital capacity. We benefit from a natural experiment situation caused by the parallel use of SELFIE by two groups of schools. The first group was externally selected as part of a representative sample of Spanish schools. Conversely, the second group voluntarily decided to use SELFIE as a diagnostic tool for a subsequent self‐evaluation exercise. Moreover, a subset of schools were located in regions where authorities embedded SELFIE in broader digitalisation programmes. By comparing these groups, it is shown that schools that decide to participate in SELFIE voluntarily are those with a lower initial digitalisation level. It is also found that the promotion of the use of SELFIE as part of public interventions can increase participation but mainly attracts digitally advanced schools. In conclusion, policy interventions aiming to develop the digital capacity of schools need to plan how to reach those schools that need it more in order to be more equitable. Practitioner notesWhat is already known about this topicResearch has shown the existence of a Matthew effect in the usage of digital technologies in education.The promotion of schools self‐evaluation exercises on digital education is a common policy intervention that is growing in importance.There is a surprising lack of attention to the inequitable effects that programmes aiming to incorporate technologies in educational institutions may generate.What this paper addsThis paper investigates the self‐selection trends and (un)equity effects of SELFIE, an EU programme designed to prompt schools' self‐evaluations of digital capacity.When schools decide autonomously, schools with low digital capacity levels tend to participate in SELFIE more.Incorporation of SELFIE into broader public programmes enlarges participation in SELFIE.Incorporation of SELFIE into broader public programmes over‐attracts digitally advanced schools.Implications for practice and/or policyPublic policies promoting self‐evaluation exercises on school digital capacity in schools might be a good way for upscaling these exercises.However, these policies should be carefully designed to reduce inequalities and reach these schools that need digitalisation more. [ABSTRACT FROM AUTHOR]

This paper argues for increased attention to quantitative literacy in undergraduate critical human geography curriculum. The rationale is twofold: On the one hand, it is increasingly easy to integrate quantitative material into curriculum, given the widespread availability of open-source or low-cost platforms for interpreting data. On the other hand, it is increasingly important to develop quantitative literacy informed by critical theory in a political era of anti-science rhetoric and resurgent propaganda. The paper reviews recent scholarship on quantitative methods in critical human geography, highlighting a shift toward methodological pluralism in both research and pedagogy. This creates opportunities for enhancing human geography curriculum, for instance, by applying technical skills while thinking critically about the social construction of data. This is explored with a case study on quantitative exercises in introductory Human Geography curriculum at a public university in the United States, evaluating strategies for integrating critical spatial theory with quantitative data analysis, and tools for assessing the educational value added by their integration. [ABSTRACT FROM AUTHOR]

Feedback is a dialogic process in which diverse individuals are involved. In internationalised higher education, individuals with different feedback literacies are likely to participate in feedback dialogues and interactions across feedback cultures. Such intercultural interactions can be challenging; some degree of intercultural competence is needed for dialogues between cultures to be effective and appropriate for all involved. This paper brings together feedback and intercultural competence research, exploring whether developing intercultural competence specific to feedback contexts can support more effective dialogues. Narrative interviews and audio diary methods were employed over a 9-month period of time to explore the role of intercultural competence in feedback dialogues across feedback cultures. Changes over time were captured through the longitudinal design of the study. Findings show that knowledge and awareness of diverse feedback practices and cultures, intercultural critical reflection, intercultural emotional management, alongside a set of skills and attitudes towards diversity of feedback practices can impact on facilitating intercultural feedback dialogues. A framework of feedback intercultural competence is proposed, and further research is encouraged to expand upon this exploratory papers' initial contribution. [ABSTRACT FROM AUTHOR]

This paper contends that the inclusion of meso- and micro-level perspectives has been under exploration in the study of the internationalization of humanities and social sciences, in particular, in a state-mandated system where policy interventions in higher education and knowledge production have typically been aligned with state construction and national development. It argues that institutional and individual responses to state policies on the internationalization of humanities and social sciences should be investigated due to their respective roles in policymaking and implementation. It has, therefore, retrieved recent and historical policy documents during the post-WTO period and collected empirical data from two Chinese universities. A constructivist-interpretivist qualitative approach and a qualitative case study strategy were adopted for this investigation. Based on an in-depth analysis of the empirical data, this paper reveals the gap between the macro-level ambition of achieving outward-oriented diffusion of innovations and the local-level realities, as well as institutional dilemmas and conflicts in facilitating the internationalization. [ABSTRACT FROM AUTHOR]

Social workers are one of the core professionals on the mental health workforce and most work with individuals, families, and communities with mental health and addiction concerns. Schools of social work have a responsibility to adequately prepare students for practice in the field of mental health and addictions, but there are gaps in social work education and training. This paper describes a social work practice in mental health course that has been re-designed to focus on developing student competence in mental health, addictions, and suicide risk assessment. We formed an advisory committee consisting of faculty, MSW and PhD students, as well as community social workers. The re-designed course uses simulation-based learning and a form of blended learning known as a flipped classroom approach. We developed educational online modules that provide opportunities for students to increase knowledge on mental health and addictions and give more time to focus on practice in the classroom. Simulation-based learning provides students with opportunities to practice in the classroom with a simulated client. This paper will describe how simulation can be used to teach and assess mental health and addiction competencies. We will discuss implications for social work education and practice. [ABSTRACT FROM AUTHOR]

Although critical thinking has been widely accepted as an educational goal for decades, clear evidence for the development of students' critical thinking is sparse. Critical thinking has been conceptualised as skill, knowledge, and disposition respectively in psychology, philosophy and critical theory, but which applies to education is unclear. In this paper, we argue that treating critical thinking as skill is most appropriate in education. However, there are still three competing theories of critical thinking as skill: as a single unitary skill, as a set of disparate sub-skills, and as a composite skill with several sub-skills. We evaluated the validity of these theories through conducting Rasch and correlation analyses on the results of 385 undergraduate students in Thailand on the Multi-Purpose Assessment of Critical Thinking (MPACT) test. The findings suggest that critical thinking is a composite skill with several sub-skills with implications for the teaching and testing of critical thinking. [ABSTRACT FROM AUTHOR]

Over the last 25 years, scholars have proposed several recommendations for including spoken grammar in second language classrooms. However, recent studies point to potential challenges in this endeavour: learners may feel inauthentic when using what they see as 'native-speaker' forms, and interlocutors may see these forms as less acceptable when used by non-native speakers. This paper examines current recommendations for teaching spoken grammar in light of these issues and proposes a functional teaching approach that presents spoken grammar as a communicative resource rather than a formal characteristic of native-speaker usage. It then reports on a pilot study exploring the feasibility and students' reception of such an approach. The paper concludes that it is possible to adapt spoken grammar pedagogy to be more socioculturally sensitive, and that teaching should aim towards a fuller understanding and appreciation of the affordances of spoken grammar. [ABSTRACT FROM AUTHOR]

Understanding students' privacy concerns is an essential first step toward effective privacy‐enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non‐self‐disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non‐self‐disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non‐self‐disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non‐self‐disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy‐enhancing practices' development in higher education is offered. Practitioner notesWhat is already known about this topic Addressing students' privacy is critical for large‐scale learning analytics (LA) implementation.Understanding students' privacy concerns is an essential first step to developing effective privacy‐enhancing practices in LA.Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA.What this paper adds The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education.It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self‐disclosure behaviour in the LA context of higher education.It offers a set of relevant implications for LA researchers and practitioners.Implications for practice and/or policy Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information.Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success.Contextual factors that may influence students' privacy concerns should be considered. [ABSTRACT FROM AUTHOR]

Based on an ethnographic study on studio teaching at five leading European architecture schools, the paper at hand identifies three repeatedly occurring deficiencies (as well as one related problem) in the teaching of architectural design. Drawing on empirical data, the paper describes how 'epistemic positions' are shifted without reflection, that serious efforts at translating tacit into propositional knowledge are (too) scarce, and how procedures are not rigorously linked to the respective objects of study. In addition to tackling these three deficiencies, the paper calls for developing corresponding ways of critique assessment that reflect the aspired improvements. [ABSTRACT FROM AUTHOR]

This article discusses some implications of working supportively with art and design students who manage mental health conditions in a postgraduate environment in a New Zealand University. The paper begins with a discussion of contesting research that considers relationships between highly creative thinkers and certain mental health conditions. It then proposes that, irrespective of arguments around correlations, supervisors are able to make a significant contribution to supporting candidates who combine autobiographically sourced knowledge with artistic inquiries into the experience of living with a mental health condition. In considering this proposition, the paper employs two case studies that illustrate certain strategies that proved useful when seeking to maximise the chances of successful and productive thesis completions. Working in tandem with wider institutional and therapeutic support, these strategies functioned alongside each candidate's research journey. Eight of these approaches are discussed in relation to a pedagogically responsive, informed and creatively supportive environment in which the students were able to develop complex and insightful research projects. [ABSTRACT FROM AUTHOR]

The paper addresses the important subject of the shape and form of future education at universities in pandemic conditions. The objective of the research with the use of action methods and Edward de Bono's technique of six thinking hats was to learn about the attitude and opinions of the participants of such teaching (students of pedagogy) after a year's experience of distance education, but also to inspire the respondents to look for innovative and non-standard solutions to improve their studies in the following years. The paper presents their perception of the educational reality in which they had to participate, taking into account their knowledge about the pandemic, emotions accompanying them at this difficult time, pessimistic and optimistic aspects of the situation. It also presents their ideas which could support, replace, or improve the existing forms of e-learning or safe studying in pandemic conditions. The findings of this research clearly demonstrated that students miss direct contact with other people. By "putting on" successive imaginary hats, the participants externalized the needs, wishes, feelings, emotions, and expectations of young people towards education decision-makers. They also provided a clear answer that they wish to return to the university, meet with their peers and lecturers, although at the same time they do not believe it is necessary to attend all courses in a lecture room. In their opinion, teaching in the following years should follow a hybrid model. This paper presents their statements, which may become an inspiration for many higher education decision-makers. [ABSTRACT FROM AUTHOR]

While most of the discourse surrounding high-impact educational practices is laudatory, the current manifestation of these practices is not above scrutiny. The benefits of integrating high-impact educational practices into the United States college experience are well-documented, especially for students from groups that have been historically underserved by higher education; however, relative to their more traditionally advantaged counterparts, these populations face greater barriers in accessing these beneficial learning experiences. This paper synthesizes existing high-impact educational literature in the United States, highlights the importance of using an equity-minded framework when exploring the often-overlooked pitfalls in their implementation, and focuses on equal access and outcomes for historically underserved populations. In order to rectify inequities, this paper suggests an ambitious new direction that should systematically catalog existing, more accessible, modified high-impact practices and, subsequently, evaluate their effectiveness. Without this research agenda, high-impact educational practices may continue to perpetuate inequity. [ABSTRACT FROM AUTHOR]

This paper discusses a 12-week, 15-credit module taught to second year undergraduates during semester 2 of 2017–18 academic year. The module, entitled 'Deschooling', aimed to explore notions of emancipatory and critical pedagogy, control and coercion in the education system. Rather than 'teach' these concepts as abstract academic theory, I aimed to provide students with 'lived' experiences of them. That is, the aim was to provide a 'deschooled', 'unoppressed' experience for students by facilitating, so far as possible, democratic decision-making amongst the group. Subsequent reflection on the successes (or otherwise) of the module threw up numerous points. This paper reports on one particular aspect – assessment. As part of the module, students were offered choice over not only how they might be assessed, but also whether or not they should be assessed. This paper then discusses the challenges surrounding critical pedagogy in the HE classroom and considers implications for future practice. [ABSTRACT FROM AUTHOR]

Studies have demonstrated the need for innovative and creative teaching methodologies in the field of social work education; some have pointed to the photovoice model of qualitative research in the social work classroom as a model that embodies these criteria. This paper presents implementations of the photovoice model used in three different courses for social work students: 1) International Social Work; 2) Community Work; 3) Orientation to Social Work. The paper presents four different examples, demonstrating photovoice's potential as a creative tool in student learning processes. These examples are discussed with reference to the value of creativity in the social work education framework: facilitating the internalization of the values, professional goals, modes of action of the social work; and phenomenological examination of social realities, in a way that allows the student to "freeze" certain moments in the learning experience, and to critically examine different interpretations and meanings of these realities. [ABSTRACT FROM AUTHOR]

Syllabus-boundness constitutes an important attribute of a so-called surface approach to learning, whereby students are seen as highly assessment-oriented, doing what is minimally required from them, and wanting well-organized courses and clear instructions. When this concept emerged in the late 1960ies, it was linked to a discussion on issues of authoritarianism and the ways in which the boundaries of the syllabus are tightly linked to authoritative knowledge and authority figures. However, over the years, this particular aspect of syllabus-boundness has largely faded away in the literature. Based on this turn in the literature, the purpose of this paper is twofold, namely: (1) To argue for a reintroduction of issues related to authoritarianism into the debate on syllabus-boundness, and (2) Based on a qualitative study of higher education students at a Swedish university, to identify and discuss how the conceptual borders of syllabus-boundness can be widened to include aspects of authority-boundness. [ABSTRACT FROM AUTHOR]

This paper comprises a re-reading of the 1955 novel by John Wyndham, The Chrysalids, in conversation with philosopher Rosi Braidotti's formation of critical posthumanism. The author argues that such re-readings of curricular fixtures within secondary English classrooms constitutes a necessary pragmatic intervention in a school system often reluctant to re-examine its canonical texts. The author highlights the way The Chrysalids illustrates the transition from theocracy to liberal humanism but also invites the possibility of a posthumanism through its ending. Finally, the author considers the democratic and emancipatory foundations of education and their de facto humanist projects in conversation with posthumanist theory. The author concludes by suggesting that changes in texts, ways of reading, and the foundations of education are urgent amid the current socio-environmental moment. [ABSTRACT FROM AUTHOR]

Although the outmigration choices of young adults from peripheral to urban regions to attend higher education have been researched extensively, young adults' decisions to stay in, nearby, or return to, the peripheral home region have received less attention. This paper explores how young adults who are engaged in higher education re-imagine narratives related to notions of 'leaving' in their mobility biographies to justify their choice to stay in or return to their peripheral home region. We conducted in-depth interviews with postgraduate students in peripheral regions in Denmark and the Netherlands. Our findings confirm the existence of a mobility imperative for young adults in peripheral regions reproduced by both our participants and their social relations. However, we additionally find that young adults re-imagine narratives of 'leaving' which simultaneously correspond with contemporary discourses on place and residential mobility in the form of valuing (dis)connection to place, experiencing urban lifestyles, and life phase transitions, but which also open up possibilities for re-evaluating the attractiveness of often stigmatized peripheral regions. We suggest that narratives of 'leaving' during higher education help young adults to build what we call 'symbolic mobility capital' to mitigate the negative connotations related to living in a peripheral region. [ABSTRACT FROM AUTHOR]

In adolescents and young adults, physical and mental health are known to be associated with sleep. In this paper, we consider the connection between health indicators and sleep patterns. We collected and analyzed data of 267 master's and bachelor's degree students from 21 educational programs at one elite Russian university. Somatic health and mental health were measured using, respectively, the 8-item and the 15-item Patient Health Questionnaire, and sleep patterns were identified using the Munich Chronotype Questionnaire. The results indicated that shorter sleep time, later bedtime, and later rising time on workdays were associated with student somatic health. Shorter sleep on workdays was positively associated with the severity of depressive symptoms. Our findings highlight the importance of healthy sleep behavior for student health. [ABSTRACT FROM AUTHOR]

This article combines Bourdieusian practice with narrative sociomaterial theory to investigate what story of higher education and its purpose is being conveyed to students. Our case study revolves around a Danish university. We conduct a sociomaterial analysis of three university sites: an information day for prospective students, a video of a campus tour, and on-campus signage. We subject photographs of these data and the transcribed video to a sociomaterial analysis of how material objects and human subjects are socially positioned. We find that sociomateriality constructs two conflicting narratives about the purpose of higher education. High school graduates are courted with a narrative of an educational, person-centric, and knowledge-centric journey that will safely lead to favorable professional positions. Upon enrollment a changed, market-centered narrative envisions students as soon-to-be business assets who must self-optimize to forge a career. Both narratives remain at the stage of ante-narrative as they do not provide an ending: while the person-centric narrative is replaced upon enrollment, the business-centric narrative reduces university experiences to the "start" of the students' career. On a sociopolitical level, our case is indicative of the trend of higher education adjusting its symbolic rules to business parameters and thus handing over relative autonomy to the economic field. Moreover, our study entails implications for theory in that it brings together Bourdieusian and Bojean (ante)narrative theory and conceptualizes dominant narratives as nomos. The paper further offers ideas on how to document and analyze data for researchers taking a sociomaterial approach. [ABSTRACT FROM AUTHOR]

The rich body of literature that has sought to shed light on how global trends shape public sector institutions at the local level frequently claims that globalization is significantly transforming national institutions. Against that backdrop, the term governance is actually a multifaceted concept representing an ongoing process characterized by complex interactions between globally spreading movements and locally inherited interests. Focusing on transitions in governance and on the variations found in governance at the local level, the present study aims to make a conceptual contribution to existing characterizations of the dynamics of higher education in the context of globalization. After reviewing studies on changes in the governance of higher education, this paper identifies the limitations and implications of various theoretical approaches to describing the transformation of governance in the education sector. We then construct a hybrid analytical framework combining the main elements of institutional analysis (i.e., rational choice, sociological and historical institutionalism) with theories of public policy as a novel way of conceptualizing and operationalizing educational governance. While some scholars might be hesitant to embrace such an approach, we would argue that it deserves consideration. The framework provides an explicit conceptual construct for advancing the theoretical understanding of the concept of hybridization, which is of great utility for identifying the nuances of higher education governance in transition. Moreover, the analytical framework presented herein contributes to a more find-grained understanding of educational transition and extends previous empirical studies on dynamics in the higher education sector. The results can not only supplement the current approach to studying HE governance but also outline a possible trajectory for further research. [ABSTRACT FROM AUTHOR]

Academic staff hold multiple identities by relating to the organization and to their profession. Merging higher education institutions involves organizational changes which may impact identities of academic staff. This paper studies potential impacts on staff perceptions of their organizational and academic identities through a 2-year in-depth study of a merger between a large university and three university colleges in Norway. We find that academics have multiple nested identities and engage in identification at different levels. While they may identify with the new organization, they may simultaneously experience tensions and pressures on their academic identity, or they may have strong academic identity and low identification with the new organization. Moreover, space to develop local accommodations in the new organization and access to symbolic resources plays significant roles in the identification processes. [ABSTRACT FROM AUTHOR]

Academic drift has been a central concept in the study of higher education for the past half-century, with higher education scholarship locating the phenomenon in fieldwide status competition dynamics stemming from the postwar massification and neoliberalization of higher education. In this paper, I explore the origins and evolution of academic drift at the California State University (CSU) system between 1960 and 2005, finding that its name change from college to university and pursuit of doctoral-level education had endogenous origins grounded not in status competition but rather in a desire to repair an organizational identity breach with field stakeholders. This case suggests that organizational activities that look like they are in the pursuit of prestige may not in fact be grounded in prestige dynamics and that academic drift may be less inevitable and hegemonic than currently portrayed in the literature. Together, these findings advance understanding of a core phenomenon of interest to higher education scholarship. [ABSTRACT FROM AUTHOR]

Historically, the development of social work education in most African countries has been strongly influenced by and modeled upon Western knowledge and pedagogy. Social work education has not been the product of a progressive indigenous social transformation but rather that of foreign practices imposed on African societies. This paper, therefore, examines the contribution of western pedagogy and knowledge in the development of social work education in Nigeria. In-depth interviews were used to collect data from eight purposively selected social work educators and thematically analysed. Findings show that the curriculum that is used in Nigerian social work education is designed in line with European culture and orientation. Also, most textbooks used for social work education in Nigeria are from the Western context and thus, have not been able to aptly address the unique issues, culture, and behavioural patterns of Nigeria. Therefore, there is the need for transformation of Nigerian social work education from being Western-centric to being Afro-centric while accommodating the relevance of its Western-centric origin. It is recommended that indigenous knowledge and culture should be incorporated and integrated into social work education in Nigeria to reflect and stimulate services that are culturally and nationally compatible. [ABSTRACT FROM AUTHOR]

The social work field education liaison role is fraught with tensions, contradictions and role ambiguity, causing confusion about the role, functions and responsibilities of the liaison across individual staff, students and universities, resulting in students' divergent experiences and liaison staff floundering in the mire of uncertainty. As an academic, my experiences of undertaking the liaison role across different institutions observing colleagues fulfilling the role differently and managerial changes to resourcing prompted me to review the literature further to develop understanding of the role and to inform my practice. A thematic literate review was conducted in which 36 academic articles were reviewed, excerpts collated, coded and analyzed. Six themes emerged and are explored in this piece: signature pedagogy and the importance of the liaison role; under-researched and ambiguous; roles, functions and responsibilities; a conduit of the university and governing bodies; the neoliberal managerialist context and a call to revitalise the liaison role. Further, reflections on how reviewing the literature informed my practice are shared. It is hoped this paper will provide an exploration of the liaison role that will invite others to engage in a reflective process and to begin reimagining how they fulfill the role. [ABSTRACT FROM AUTHOR]

This paper seeks to explore social work educators' experiences of using technology to teach during the COVID-19 pandemic. Over the last decade, there has been a move to digitalise higher education in many countries worldwide. The COVID-19 pandemic has resulted in a mass exodus from the classroom to the home-based office at breakneck speed and highlighted, amongst other things, the digital divide that exists across the world. This research analysed data gathered from an international study that sought educators' views on various issues related to working during COVID-19. The data were analysed using a thematic approach. The results showed that social work educators, in general, were favourable to online teaching, although the findings highlight critical areas that require consideration in the climate of increased digitalisation and the uncertainty of when a return to a familiar teaching environment can occur. These findings are considered in terms of a social work education informed by critical pedagogy. The results have implications in terms of finding a workable balance between face-to-face teaching and online instruction. [ABSTRACT FROM AUTHOR]

Practice learning is a significant opportunity for future social workers. In consideration of the central role it plays, the Catholic University of Milan offers the chance to carry out both traditional and unconventional practice placement. Unconventional Practice Placements (UPP) is closer to Service Learning, but it is also based on the theoretical framework known as the Relational Social Work method. The aim of UPPs is creating or implementing social intervention starting from collaboration with a network of people (professionals of public or private organizations, service users, caregivers and citizens). The process begins with the identification of a real need of the local community. The purpose of this paper is to analyse UPPs presenting the results of quantitative research. An online survey collects the students' learning experience, who attended the academic years from 2015 to 2019. The research shows that UPPs important learning is achieved in the field, especially in relation to group and community work. Not only that, but the local communities benefit from the social interventions planned in a participatory manner emerging from the UPPs. [ABSTRACT FROM AUTHOR]

In this paper we follow a hypothetical mathematician who is working on a problem that is eventually solved. We treat this problem as if it were difficult for the mathematician. In following the mathematician's work, we note both what she does and what she doesn't do in the process. By the latter, we consider the times when progress is not being made and how this lack of progress is resolved. The purpose here is to give some idea of how a research mathematician might approach a research level problem. We also propose that the problem under discussion is one of many problems that tertiary students can valuably tackle using a discovery-based approach as a means of using their mathematical content knowledge as well as learning to be creative. [ABSTRACT FROM AUTHOR]