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In this paper we respond to this special issue's critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses and practices of mental health used in education. The problem with these discourses and practices, informed by particular forms of psychiatry and psychology, is precisely their dominance and their popularised proxy take-up of these. We firstly outline this problem, explore the emergence and saturation of a 'damaged self' in education and consider the impact on young people. We offer counter-narratives that involve a reframing of the self in relation to ethics, politics, capability and the arts and can assist in countering the psy-dominance in education. The paper concludes with some reflections on how teachers might work against the damaging effects of the psy-disciplines and instead support young people in finding their counter-narrative selves. [ABSTRACT FROM AUTHOR]

The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them—according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)—to allocate more cognitive resources to higher‐level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, Psychologie Française, 50, 2005, 391). Moreover, Morken and Helland (Dyslexia, 19, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur‐Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18, 2016, 177), what is the impact on higher‐level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants. [ABSTRACT FROM AUTHOR]

This paper is a systematic review of the UK Widening Participation (WP), Higher Education (HE) student demographic. It argues that the presence of traumatic emotional experiences in WP student populations connected to psychosocial and academic trust alienation theory contributes to engagement barriers in HE. Using PRISMA guidelines, 43 publications were screened based on inclusion/exclusion criteria. This paper identifies WP students' experiences of trauma and how this affects their HE educational engagement. Secondly, it encourages the HE community to consider commitment to the WP demographic. Thirdly it identifies support strategies for WP student success and improvements for HE Institutions (HEI's) commitment to meeting WP agendas. Additionally, educational and psychological links that have not previously been examined are presented acknowledging the complexities of the WP student demographics. Furthermore, reinforcement for HEI's commitment to social mobility from both a political and institutional standpoint aligning to the WP student demographic barriers to engagement is articulated. [ABSTRACT FROM AUTHOR]

This article describes the experiences of teaching undergraduate psychology students in an Australian context. The degree course the students take has no community or critical units, but it is one of very few in Australia that has a compulsory standalone unit in qualitative methods. While qualitative methods are by no means necessarily inherently critical or community focused, it has presented an opportunity to the teachers of the unit (the authors of this paper). The authors of this paper, who employ community critical methodologies in their research, aim to design teaching which is also grounded in such theory, wherever possible and despite significant limitations. Such teaching is informed by: challenging taken for granted assumptions; deconstruction and problem posing; making things uncomfortable; and relating differently. The paper describes a design of teaching where all the students undertake research projects exploring the research question: "what does psychology offer community?" Following a description of the methodologies and teaching practices, the authors reflect subjectively on their experiences working with the students, on opportunities which arose and on structural boundaries which appear to make community critical methodologies in university teaching very difficult. [ABSTRACT FROM AUTHOR]

Emotional intelligence is a relatively recent and important concept in psychology, where the individual's ability to control his (her) emotions and to deal with the behavior of those around him (her) is taken into account. This implies a dynamic relationship between concepts such as the opposite which are rationality and emotion, where the emotionally intelligent individual would be located in the right middle of these two poles. A very recent way of representing these triadic relationships is the neutrosophical psychology theory, where if A is a psychological concept, the dynamical interaction of the concept is represented by the scheme ( ). This paper studies the behavior of the emotional intelligence in a group of university students from the Autonomous University of Los Andes in Ecuador using classical statistical inference tools, according to the triad ( ). The main motivation of this paper is to study the state of EI in the students of this university since a high EI will guarantee better future professionals and higher quality learning. [ABSTRACT FROM AUTHOR]

Psychopharmacology is an important scientific field for psychologists' practice. Over the last years, in several countries, there has been given an increasing importance to psychopharmacological training for psychologists. The aim of this paper was to perform a study recurring to an exhaustive analysis of the curricula of all Portuguese Higher Education institutions that teach Bachelor's and Master's Degrees in psychology to verify which of them offer curricular units on psychopharmacology. For that purpose, data from Direção Geral do Ensino Superior (DGES) site and webpages from higher education institutions were collected during the month of July, 2021. The results indicate that training in psychopharmacology does exist, however, it is scarce. Within the 97 Bachelor and Master Degree courses in psychology analyzed, only 11 curricular units about psychopharmacology were identified. From those, three are taught at the same institution. Overall, these data suggest that the training in psychopharmacology given to psychology students is residual. At the end of the article, we discuss implications of these results for psychologists' training and potential consequences for the professional practice of Portuguese psychologists. [ABSTRACT FROM AUTHOR]

Based on a qualitative study of youth identities in Greece, the paper unpacks the dynamic processes of ethnonational (dis)identification and belonging that Albanian young migrants are implicated in. Analysis of in-depth interviews illustrates how racism, coupled with their lack of citizenship, affects their (dis)identifications. Additionally, categorisation is reported to crucially mediate their belonging, giving rise to a double-edged sense of otherness and alienation. The paper concludes by putting forward a conceptualisation of young migrants' collective identities as involving the emotive dialectic of (dis)identification, categorisation and belonging, along with negotiation of boundaries and acceptance by 'others' in both home and settlement societies. [ABSTRACT FROM AUTHOR]

Racial conflict at universities across the US has been the focus of academic concern and media attention, yet often administrators and faculty do not understand the problems or know how to approach solutions. Drawing from many branches of psychological science, this paper describes how an oppressive academic climate results in negative outcomes for students and faculty of color, such as psychological distress, grievances, discrimination lawsuits, faculty turnover, and student dropout. Described are some empirically-supported actions departments can employ to improve the racial climate and thereby promote racial healing and diversity, including forums to facilitate conversations about inequity, experiential diversity trainings, removal of environmental microaggressions, recruitment and retention of minority faculty and advisors, repairing biased curricula, and addressing bias in teaching evaluations. Also advanced is a call to action for administrators to improve receptivity to those suffering as a result of an adverse climate, responding to racism when needed, and taking action on a larger scale, with an emphasis on the role of psychologists. • Racial conflict at universities is a widespread academic concern. • Administrators and faculty often do not understand racial difficulties. • Individual and structural racism maintain problems. • Issues include physical and mental unwellness, faculty turnover, and student dropout. • Empirically-supported ideas are described that can improve the climate. [ABSTRACT FROM AUTHOR]

Objectives This paper reviews why and how theories of agency can be used as analytical lenses to help health professions education ( HPE) scholars address our community's wicked problems. Wicked problems are those that resist clear problem statements, defy traditional analysis approaches, and refuse definitive resolution (e.g. student remediation, assessments of professionalism, etc.). We illustrate how theories of agency can provide new insights into such challenges by examining the application of these theories to one particular wicked problem in HPE: interprofessional education ( IPE). Methods After searching the HPE literature and finding that theories of agency had received little attention, we borrowed techniques from narrative literature reviews to search databases indexing a broad scope of disciplines (i.e. ERIC, Web of Science, Scopus, MEDLINE and PubMed) for publications (1994-2014) that: (i) examined agency, or (ii) incorporated an agency-informed analytical perspective. The lead author identified the theories of agency used in these articles, and reviewed the texts on agency cited therein and the original sources of each theory. We identified 10 theories of agency that we considered to be applicable to HPE's wicked problems. To select a subset of theories for presentation in this paper, we discussed each theory in relation to some of HPE's wicked problems. Through debate and reflection, we unanimously agreed on the applicability of a subset of theories for illuminating HPE's wicked problems. This subset is described in this paper. Results We present four theories of agency: Butler's post-structural formulation; Giddens' sociological formulation; cultural historical activity theory's formulation, and Bandura's social cognitive psychology formulation. We introduce each theory and apply each to the challenges of engaging in IPE. Conclusions Theories of agency can inform HPE scholarship in novel and generative ways. Each theory offers new insights into the roots of wicked problems and means for contending with them. [ABSTRACT FROM AUTHOR]

Empathy is a multifaceted skill and asset for health care providers. This paper uses current neuroscience literature of empathy to generate nuanced theory of how empathy can be blocked by personal stress and aversion among health care professionals. Current training approaches for educating sustainable empathy are reviewed in depth. The final part of the paper provides suggestions on how to spread empathy education farther and wider across medical education. [ABSTRACT FROM PUBLISHER]

Aims: This paper explores the perspectives of recent entrants to the profession of educational psychology, specifically with regard to their discursive constructions about their professional role in delivering therapeutic interventions. Rationale: The purpose of this paper stems from an interest in how Educational Psychologists (EPs), new to the profession, attribute meaning to therapeutic practices and the language they use to describe such approaches. Methods: This research reports on a Discourse Analytical study (DA) that explores the discursive constructions of therapeutic practice within educational psychology. These constructions were taken from the perspective of 15 EPs who were new to the profession. Drawing on data from four focus groups, comprising of three to four participants, Discursive Psychology (DP) was used to analyse the psychological themes emerging from participant talk. Findings: Analysis indicated that five interpretative repertoires were used to discuss therapeutic practice within educational psychology. These included: 'therapeutic-as-skilled'; 'therapeutic-as-eclectic'; 'therapeutic-as-threatening'; 'therapeutic-as-limited' and 'therapeutic-as-emerging'. Conclusions: It is argued that participants were able to take up varying subject positions in relation to therapeutic practice; this seemed to present them as both passive and active agents. When talking about therapeutic work participants appeared to position themselves as confused, reluctant and unconfident, as well as valuable, skilled and motivated practitioners. It is concluded that the relational aspects of therapeutic EP practice are as important as the technical aids or tools used to facilitate this type of work. It is suggested that the uncertainty that exists around therapeutic work within educational psychology reflects the uncertainty of an emerging EP identity. It is felt that EPs, who are new to the profession, have the sufficient agency to negotiate and reconstruct new therapeutic practices that can be embedded alongside other EP roles. However, this will require further investment from leaders and other individuals within the profession. [ABSTRACT FROM AUTHOR]

The role of higher institution of learning is to prepare students to be creative in dealing with challenges in society. For students to be useful counselors in society they require both technical expertise and professional skills. This paper discusses the relevance of training and professionalism displayed by counseling graduates from the perspective of the service consumers. The major objective of this study is, therefore, to establish whether professionalism is being promoted in the training of counselors in institutions of higher learning or not. It is a common practice for most institutions of higher learning to send their students out for attachment and/or practicum with the aim of providing for an integration of the student 's on-site experiences with theories, treatment processes and ethical issues learned in class. This study is qualitative in nature. Respondents included 117 students in their 3rd and 4th year levels from 4 institutions of higher learning; 42 lecturers; and 13 site supervisors--all around one major urban area in Kenya. Focus Group Discussions and interviews were used to collect data. The major finding of the study is that though the institutions of higher learning in Kenya have a good curriculum for training counselors, students on attachment/practicum are not assessed well because of issues specific to different institutions. This study advances the understanding of the discipline by promoting excellence in the teaching and learning of Counseling Psychology. Through the attachment/practicum experience, the consumer institutions foster partnership with institutions of higher learning by providing resources, services and opportunitiesfor professional development. Public andpolicy makers should recognize that Psychology is employed every day when teaching, making assessments, decisions as well as in client management. This, therefore, calls for not just training a counseling psychologist but promoting professionalism that is relevant to the society s needs. [ABSTRACT FROM AUTHOR]

This study is an interpretative discourse analysis [following Gee, J. P. 2005. An Introduction to Discourse Analysis: Theory and Method. 2nd ed. New York: Routledge; Gee, J. P. 2011. How to Do Discourse Analysis: A Toolkit. London: Routledge; and Willig, C. 2008. Introducing Qualitative Research in Psychology. 2nd ed. Berkshire: Open University Press], of three focus group conversations between academics in higher education during which talk centred around the topic of 'academic intelligence'. The research attended to the ways in which the academics discursively produced 'academic intelligence' and related social constructs, and how these constructs engendered discussion about 'good' students. The findings are discussed in three thematic sections: 'conceptual [un]ease'; 'bookishness, blue skies and brickies'; and 'resistance and reproduction'. The paper draws attention to the ways in which constructions of 'natural' academic intelligence underpin the illusion of meritocracy and justify academic hierarchy, whilst masking inequalities in educational practice. [ABSTRACT FROM AUTHOR]

Abstract Girls' uptake of physical science, technology, engineering and mathematics (PSTEM) degrees continues to be poor. Identifying and targeting interventions for girl groups that are likely to go into STEM degrees may be a possible solution. This paper, using a self-determination theory and self-socialisation framework, determines whether one girl group's, "geek girls", video gaming behaviour is associated with their choice of undergraduate degree by using two secondary datasets: a cross-sectional study of the Net Generation (n = 814) and the Longitudinal Study of Young People in England (LSYPE) dataset (n = 7342). Chi-square analysis shows that girls who were currently studying a PSTEM degree were more likely to be gamers and engage in multiplayer gamers. Further, using logistic regressions, girls who were heavy gamers (>9 h/wk) at 13–14 years were found to be more likely to pursue a PSTEM degree but this was influenced by their socio-economic status. Similar associations with boys and PSTEM degrees were not found or were weak. Therefore, girls were self-socialising or self-determining their identity groups through gaming. This research can provide the basis for whether encouraging gaming in adolescent girls can help them onto PSTEM pathways. Highlights • Girls who are heavy gamers are more likely to study a physical STEM degree. • Playing multiplayer games is associated with studying a physical STEM degree. • The studying of physical STEM degrees is dependent on level of social deprivation. • Girls are 58 times less likely to do a physical STEM degree than no degree at all. • Levels of participation in video gaming can change for girls over a year. [ABSTRACT FROM AUTHOR]

The mental health needs of college students are steadily on the rise, which compels mental health service providers and educators to explore innovative ways to provide more collaborative, supportive, and interdisciplinary service models of practice and professional training. Graduate programs in social work and counseling are at the crux of producing internship training programs to help accommodate the influx of students with persistent mental health concerns across a variety of needs and cultures. This article describes an interprofessional internship program structured and designed to meet the clinical training needs of master's level students matriculating in social work and counseling who aspire to provide mental health services in higher education settings. The interprofessional internship training model proposes an innovative interdisciplinary approach to field education which may result in positive training outcomes and learning experiences for social work and counseling students. This paper discusses the model's emphasis on individual and interdisciplinary group supervision, objectives of the internship experience, internship site criteria, and professional and personal benefits to pre-service social workers and counselors. Recommendations for training and limitations of the model are provided. [ABSTRACT FROM AUTHOR]

As a women's studies academic who has taught health and social care students for four years in the UK, it strikes me that much of what and how I teach is incompatible with my own pedagogic position. At a time of government cuts and economic austerity there are ever shrinking opportunities to work in women's studies environments within the higher education academy, and I often find there is a mismatch between what I am offering as an academic and what an employer is looking for. Occupying the most junior teaching post on a fixed-term contract, and coming from the discipline of women's studies – constructed often as irrelevant and/or too political and controversial, rather than a necessary philosophical foundation to critical thinking – I have diminutive curriculum influence and find myself, more often than not, delivering hegemonic groups of theories and practice. Drawing largely on level 5 health and social care interprofessional learning module course materials, this paper will analyse the discourses inscribed within them, and consequently expose the essence of the learning and teaching that takes place within the classroom. This paper will also act as a catalyst to explore whether it is possible to find, or construct, a feminist space in my learning and teaching practice. [ABSTRACT FROM PUBLISHER]

Many studies have explored alternative assessment practices that focus on students and their learning. In this paper, we present a survey study that analyses lecturers’ perceptions of their assessment practices. Special attention is paid to assessment tasks developed to monitor student learning and those designed to promote active student participation in the assessment process. Lecturers’ perceptions of the importance, perceived competence and implementation of such assessment tasks are considered throughout the paper. Responses showed that lecturers assigned importance to the monitoring of student learning and felt reasonably capable of implementing assessment tasks for that purpose. Much less importance was placed on student participation in such assessments; lecturers perceived their abilities to implement assessment tasks to promote student participation to be poor and they rarely used such tasks. [ABSTRACT FROM PUBLISHER]

Many approaches to make mathematics relevant to first-year engineering students have been described. These include teaching practical engineering applications, or a close collaboration between engineering and mathematics teaching staff on unit design and teaching. In this paper, we report on a novel approach where we gave higher year engineering and multimedia students the task to ‘make maths relevant’ for first-year students. This approach is novel as we moved away from the traditional thinking that staff should produce these resources to students producing the same. These students have more recently undertaken first-year mathematical study themselves and can also provide a more mature student perspective to the task than first-year students. Two final-year engineering students and three final-year multimedia students worked on this project over the Australian summer term and produced two animated videos showing where concepts taught in first-year mathematics are applied by professional engineers. It is this student perspective on how to make mathematics relevant to first-year students that we investigate in this paper. We analyse interviews with higher year students as well as focus groups with first-year students who had been shown the videos in class, with a focus on answering the following three research questions: (1) How would students demonstrate the relevance of mathematics in engineering? (2) What are first-year students' views on the resources produced for them? (3) Who should produce resources to demonstrate the relevance of mathematics? There seemed to be some disagreement between first- and final-year students as to how the importance of mathematics should be demonstrated in a video. We therefore argue that it should ideally be a collaboration between higher year students and first-year students, with advice from lecturers, to produce such resources. [ABSTRACT FROM PUBLISHER]

In this paper we bring together the literatures on frame analysis, the meaning of race and campus racial climate to analyse the race frames – lenses through which individuals understand the role of race in society – held by white students attending elite US universities. For most, the elite university experience coincides with a strengthening or emergence of the diversity frame, which emphasizes the positive benefits of cultural diversity. Still, many also hold a colour-blind frame, which sees race groups as equivalent and racial identities as insignificant. We highlight the ambivalence that these divergent frames create for student perspectives on affirmative action and interracial contact on campus. Our findings demonstrate the mutability of race frames. We also highlight the impact that institutions may have on individuals' race frames. The paper is based on in-depth interviews with forty-seven US-born white undergraduates attending Brown University and Harvard University. [ABSTRACT FROM AUTHOR]

This paper explores the experiences of social work students on qualifying degree programmes in the UK who have previously been in care or ' looked after'. Using a sample drawn from three social work programmes in the North West of England, a semi-structured interview schedule was constructed, with the support of social workers who had been in the caresystem, to examine the individual journeys of 11 students. This paper aims to explore, with this group of students, how their experiences relate to their decision to apply for a place on a social work course, their experience of admission and the duration of the programme. The paper is of particular relevance to social work educators and makes specific suggestions regarding how current practice in social work education might improve. [ABSTRACT FROM AUTHOR]

In Chile as elsewhere, there are no direct measures of a university’s impact on learning, that is, the quality of education provided. Parents and prospective students, and university administrators, rely on various indirect measures, including student satisfaction. This paper assesses the satisfaction levels of graduates from two degree programs offered in three universities in Chile, focusing principally on the graduates’ perceptions of the quality of their training programs. Data were collected using a survey questionnaire of a sample of three cohorts of graduates in Psychology and in Teaching. Levels of satisfaction varied according to particular aspects of their degree program as influenced by prior education and later by employment. Global judgments of the quality of one’s degree program are influenced by work experience after graduation; judgments of curriculum and teaching practices pertain to what was experienced as a student or before. [ABSTRACT FROM AUTHOR]

Worldwide, markets challenge academics to keep their professional competency constantly improving. While in some countries governments, universities and individual scholars synergize their efforts to improve conditions for professional development, in others the stakeholders act in a chaotic and uncommitted manner. This paper examines the efforts of Cambodian policy-makers aimed at making structural alignments of interests, strategies, and resources at governmental and institutional levels in response to sporadic changes in academic labor markets. The qualitative research data shed light on a range of asynchronies generated by underinvestment in academic competence improvement and reliance on random actors that make choices in accordance with political circumstances, rather than professional norms. The Cambodian case stimulates thinking on what might be required to align national and institutional personnel policies and enhance opportunities for continued improvement of academic competence in a resource-deficient higher education system. [ABSTRACT FROM AUTHOR]

To effectively enhance teaching quality at universities, the Ministry of Education in Taiwan established a programme for promoting teaching excellence and adopted a teaching assistant (TA) system in 2004. Although studies of TA systems have covered various topics, empirical research investigating student perspectives of TA systems in the group work curriculum are lacking. The aim of this study was to explore students’ perspective on the effectiveness of TAs in classroom instruction and practical group training. To evaluate second-year university students’ perceptions, a two-part questionnaire consisting of eight Likert-type statements and four free-response questions was utilised. The majority of responses to Likert-type statements were 5 or 4; three conceptual themes indicated that students were highly concerned with the quality of TAs. The study provides a preliminary step in addressing the necessity of TAs in group work; long-term goals should be to invite more TAs into practical social work courses. In this paper, the study’s findings, their possible implications for group work education, and directions for future research are discussed. [ABSTRACT FROM PUBLISHER]

Much of the existing literature on student engagement focuses on what happens within the higher education environment or what the institution has direct control over, restricting understanding of how issues outside of the institution affect engagement. This paper argues that efforts to improve student engagement should be broadened to incorporate issues relating to the family. It employed a case study design in order to develop a broad and more in-depth understanding of how family influences the amount of time and effort students invest in their learning in a large public university in Ghana. It was established that engagement is influenced by family expectation, financial and social support, as well as monitoring of students’ academic performance. The unique contribution of the study is that it broadens current understandings of engagement because it adds an aspect that has not been highlighted in current work on engagement, making a case for institutions to work more with families to get a broader understanding of challenges students face in order to provide comprehensive support. [ABSTRACT FROM PUBLISHER]

The University of Macau located in Macau Special Administration Region recently relocated its campus from Macau to the neighbouring island o f Hengqin and requires all first year students to live on campus in the newly established residential college system. This paper examines the effect of being homesick on perceived university support of first year undergraduate students who started their university life on the new university campus in August 2014. We surveyed local and non-local students (N=210) of both genders and who were compelled to live in the residential colleges on the new campus. Results showed that homesickness was negatively correlated with perceived university support. Gender and the experience of having lived away from home prior to entering the university showed weak correlation with social and academic adjustment, and with perceived university support. Implications for delivering effective adjustment programmes for academic, social and psychological services in higher education are discussed. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to investigate the relationship between individual psychological characteristics (i.e. innovativeness, locus of control, self-confidence, propensity to take risk, need for achievement and tolerance for ambiguity) and entrepreneurial intention.Design/methodology/approach A total of 676 undergraduate students from Universiti Malaysia Sabah (UMS) have participated in the survey. The data were analysed using partial least square technique version 2.0.Findings The results have shown that innovativeness, self-confidence, propensity to take risk, need for achievement and tolerance for ambiguity are positively related to entrepreneurial intention among undergraduate students. However, locus of control is not significantly related to entrepreneurial intention.Research limitations/implications Although samples of the research are quite large, this research only involves undergraduates in UMS. Therefore, findings obtained are not generalized because the results do not include other educational institutions in Malaysia. On the implication aspect, this research might give some views among undergraduates to embark in business after graduating.Practical implications In spite of that, students should be encouraged and equipped with innovativeness, self-confidence, propensity to take risk, need for achievement and tolerance for ambiguity to interpret successful entrepreneurial role models and identification of business prospects for their future career.Originality/value The findings of the research may extend existing knowledge in the entrepreneurial field as well as to provide valuable information to policy maker in strengthening and redesigning suitable curriculum not only at the university level, but also in pre-school by giving entrepreneurial awareness on how this knowledge will transform us into an entrepreneurial society that can create wonders for human kind. [ABSTRACT FROM AUTHOR]

This paper reports on a study conducted as part of an action-research project-INTEGRA I&E-aiming to promote the research and teaching (R&T) nexus at the School of Social Sciences and Humanities of a Research University in Lisbon, Portugal (Instituto Universitário de Lisboa, ISCTE-IUL). This study set out to investigate a multi-informant perspective of the academics' rhetoric (conceptions, perception of barriers/facilitators and consequences) concerning the nexus, which can be considered at different levels of the curricular and organizational structure. Focus groups were conducted with 26 professors and 8 researchers from six different disciplinary areas and, afterwards, recorded and transcribed. A content analysis was used to categorize and quantify participants' responses. Four themes emerged: practices linking R&T, barriers, facilitators and consequences of the nexus. Different levels of analysis were identified for each theme, namely, the level of ISCTE-IUL, Research Centers, Departments, Courses and Classes. Some disciplinary differences were also encountered. This study contributes with a multi-informant and multi-level perspective of academics' conceptions of the R&T nexus in a Portuguese research-oriented university. [ABSTRACT FROM AUTHOR]

This paper considers how online, distance students enact the space of 'the university', in the context of the rise of distance education within a traditional, 'elite' institution. Aiming to provide insight into how students translate into distance the space of a university which has traditionally had its basis in conventional on-campus education, it locates itself within the 'new mobilities' paradigm (Urry in Mobilities. Polity Press, Cambridge, ), drawing on four different kinds of social space delineated by Mol and Law (Soc Stud Sci 24(4):641-741, ) and Law and Mol (Environ Plan D 19:609-621, ) in order to analyse narrative and visual data generated with distance students at the University of Edinburgh. The paper shows that the material campus continues to be symbolically and materially significant for a group of students who may never physically attend that campus. Distance students, we find, need their own version of the 'spatial certainties' of bounded, campus space. Yet, in exploring the 'new proximities' of online distance education, we also argue that to define institutional and academic authenticity solely in terms of this bounded, 'regional' space is inadequate in the face of the other topologies which also come into play throughout distance students' accounts of what it means to be 'at' university. [ABSTRACT FROM AUTHOR]

This paper reports a study that investigated the motivations towards teaching of six pre-service English teachers enrolled on a teacher education course in Hong Kong. A qualitative case study approach was adopted, using data gathered from pre- and post-course interviews with individual participants, their dialogue journals with the teacher educator as well as their post-course reflection papers. Drawing on existing research on motivation in teacher education and educational psychology, the findings show that while some pre-service teachers developed their motivations towards teaching in the course, some others showed little change. The study suggests that pre-service teachers' previous experience and personal beliefs as well as the course content and design could play an important role in changing their motivations. The paper concludes with some implications for language teacher education regarding ways to promote and sustain student teachers' motivations towards teaching. [ABSTRACT FROM AUTHOR]

Academics are confronted with multiple and conflicting narratives as to what it is to be an academic. Their identities, however, are not entirely of their own making. Through a qualitative study, and deploying a social realist perspective, this paper analyses academic identities in Chile and attempts to locate the patterns of identity in the context of a marketised higher education system. The data were collected in both a state and a private university. The results suggest that distinct kinds of fragilities may be emerging among Chilean academics (ontological and contractual fragilities). These two fragilities can be traced to the attendant structures of the university system at an institutional level (reputational fragility in the public sector and a branding fragility in the private sector). The paper concludes by observing that, although the power of the structures is considerable, there are still spaces for agentic responses. [ABSTRACT FROM PUBLISHER]

This paper revisits Diana Leonard's seminal paper ‘Keeping close and spoiling in a south Wales town’, by drawing on one mother and daughter case study. Leonard focused on geographical closeness and the strategies employed by parents to keep their children living at home, rather than sending them to university. In contrast, this paper explores the contradictory nature of remaining geographically close, living within the family home and commuting to a local university. This paper argues that ‘keeping close’ by remaining at home whilst studying cannot negate the psychological separation: rather the maternal relationship can be threatened by an ‘ambiguous loss’, the loss of a loved one who is physically present but psychologically absent. In this paper, I focus on the psychological strategies employed to engender closeness and maintain continuity, under the impossibly constant threat and everyday reality of change. [ABSTRACT FROM PUBLISHER]

Context Being able to accurately monitor learning activities is a key element in self-regulated learning in all settings, including medical schools. Yet students' ability to monitor their progress is often limited, leading to inefficient use of study time. Interventions that improve the accuracy of students' monitoring can optimise self-regulated learning, leading to higher achievement. This paper reviews findings from cognitive psychology and explores potential applications in medical education, as well as areas for future research. Cognitive Psychology Effective monitoring depends on students' ability to generate information ('cues') that accurately reflects their knowledge and skills. The ability of these 'cues' to predict achievement is referred to as 'cue diagnosticity'. Interventions that improve the ability of students to elicit predictive cues typically fall into two categories: (i) self-generation of cues and (ii) generation of cues that is delayed after self-study. Providing feedback and support is useful when cues are predictive but may be too complex to be readily used. Application to Medical Education Limited evidence exists about interventions to improve the accuracy of self-monitoring among medical students or trainees. Developing interventions that foster use of predictive cues can enhance the accuracy of self-monitoring, thereby improving self-study and clinical reasoning. First, insight should be gained into the characteristics of predictive cues used by medical students and trainees. Next, predictive cue prompts should be designed and tested to improve monitoring and regulation of learning. Finally, the use of predictive cues should be explored in relation to teaching and learning clinical reasoning. Conclusions Improving self-regulated learning is important to help medical students and trainees efficiently acquire knowledge and skills necessary for clinical practice. Interventions that help students generate and use predictive cues hold the promise of improved self-regulated learning and achievement. This framework is applicable to learning in several areas, including the development of clinical reasoning. [ABSTRACT FROM AUTHOR]

This paper explores LGBTIQ+ students’ experiences of knowing, performing and holding queerness in a tertiary educational environment. Through interviews conducted with LGBTIQ+ students at a large Australian metropolitan university, we examine the students’ engagement with other LGBTIQ+ students in the tertiary educational space. Although originally intending to explore LGBTIQ+ students’ experience of violence, harassment and abuse on campus, the study identified a number of themes concerning the normalisation of a set of beliefs, practices, presentations and performances. Drawing on frameworks of hetero/homo and trans-normativity, we explore how LGBTIQ+ students articulated concerns in knowing, performing and holding ‘authentic’ queerness. We find LGBTIQ students experienced barred access to knowledge, hostility and dismissal by other LGBTIQ+ students when they were either perceived as too queer, or not queer enough. Behind these interactions and at the heart of these tensions is the notion of an authentic queer identity in a post-gay era and the continuous challenges all LGBTIQ+ students face within a heteronormative society. New insights into how LGBTIQ+ students negotiate, manage and shape their interactions in a higher educational settings are provided, and the implications for tertiary educational institutions, in particular the need to support a diverse LGBTIQ+ community, are discussed. [ABSTRACT FROM PUBLISHER]

This paper studies emotions as an important aspect of teacher collegiality. It aims to investigate emotionally charged aspects of teacher collegiality in teachers' stories about colleagues in order to problematize a polarized understanding within this field of research into collegiality as either good or bad. The positioning of teachers in the stories draws on culturally available narratives of teacher's responsibility to: foster and care for students and to engage in the subject they teach. Findings argue for an understanding of teacher collegiality as processes of conflict and consensus that impact on teachers' professional work and development. [ABSTRACT FROM AUTHOR]

While other scholars have analyzed the way that international organizations (IOs) in higher education policy may contribute to neocolonial domination, this paper illuminates not only on how IOs' epistemic activities promulgate one-size fit all solutions, but centers the colonial structures of knowledge/ power that inform the why (or logic) of these IOs' epistemic activities and their effects. A decolonial analysis of discursive artifacts and tools such as policy reports, performance indicators, and technical assistance, of the OECD and World Bank, suggests that standardized IO policy processes and practices reproduce global inequities. In collusion with other policy actors, these IOs constitute and perpetuate coloniality in global higher education, through enacting a god-eye point of view, colonial difference, and the geopolitics of knowledge. This article proposes a set of questions that may open the possibility of 'delinking' from modern/colonial world systems and pushes us to decolonize our imaginaries of the landscape of global HE. [ABSTRACT FROM AUTHOR]

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. [ABSTRACT FROM AUTHOR]

Schön’s concept of ‘reflection in action’, particularly when interpreted from a sociocultural perspective, is often used as frame with which to consider the relationship between theoretical and tacit knowledge in the work of teachers. This paper presents an alternative interpretative frame for Schön which makes use of the ideas of Wilfred Bion, perhaps the most influential psychoanalyst of the second half of the twentieth century. It is argued that it is the productive emotional struggle with uncertainty that lies within Schön’s moment, which ultimately leads to the teacher coming to a moment of decision about what the child might need in a particular situation. This (contingent) understanding arises from a dialectic intertwining of knowledge derived from intersubjective relationship and theoretical knowledge, for example, about typical and atypical development in children. Implications for professional practice particularly in relation to working with children with special educational needs are discussed. [ABSTRACT FROM PUBLISHER]

Research is an original and systematic investigation undertaken to discover new facts and information about a phenomenon. However a variety of empirical and ethical issues are on the rise in academia, especially plagiarism is quickly becoming part of global educational and research culture. More and more students and researchers are turning to the Internet for cooked solutions and shortcuts for writing assignments, research papers and thesis. The purpose of this paper is to highlight the seriousness of plagiarism amongst graduate and post graduate students of Pakistan. It also explores the university students' level of awareness of plagiarism. A total of 365 graduate and post graduate students of randomly selected public and private sector universities participated in this exploratory empirical study. A self-reported questionnaire survey was used for collection of primary data. Findings revealed that there was a low level of awareness about plagiarism and university plagiarism policies and processes amongst the students. Findings also revealed that many respondents did not understand what plagiarism is? A significant number of students have fairly admitted that they have intentionally plagiarized written materials. Based on the findings of the study this paper puts forward recommendations to create awareness amongst the students regarding plagiarism, plagiarism policies and provides statistical evidences for formulation of policies and guidelines to combat plagiarism in institutions of higher learning in Pakistan. Furthermore, the paper submits recommendations to minimize the plagiarism based on the authors' experiences. [ABSTRACT FROM AUTHOR]

Teaching electrical and computer software engineers how to configure network services normally requires the detailed presentation of many configuration commands and their numerous parameters. Students tend to find it difficult to maintain acceptable levels of motivation. In many cases, this results in their not attending classes and not dedicating enough time to acquire the required competencies. This paper describes a successful experiment that was able to improve student class attendance, performance, and motivational patterns by using mobile devices in class to provide students with contextualized learning pills. A learning pill is a simple exercise that summarizes some of the key concepts explained in class and promotes reflection and self-study. Each student attending a particular lecture or laboratory session automatically receives a learning pill on his or her mobile phone just after the related concept has been presented. This paper details the scenario used in the experiment and analyzes the performance and motivational patterns of 170 students at the Higher Polytechnic School, Carlos III University of Madrid, Leganes, Spain. [ABSTRACT FROM PUBLISHER]

Embarking on postgraduate research involves making a transition from practitioner to researcher. While there is a well established body of knowledge to address research methodology, it is presented in a fashion that suggests the research process is straightforward and linear and fails to offer insights into the ways postgraduate students construct their researcher identities. This paper will draw on the authors' experiences as PhD students and highlight what was learned about the research process from involvement in a research project. The paper will highlight some of the challenges of undertaking postgraduate research as well as some of the insights gained. [ABSTRACT FROM AUTHOR]

Using an interdisciplinary approach, this paper explores the ways in which colleges become sites that socialise African American men as gendered beings. Twenty-four African American men enrolled in 12 colleges and universities across the 19 southern and border states of America participated in this study. The purpose is to illustrate how constructions of manhood and masculinity among this group potentially influence collegiate efforts to serve African American college men academically, socially, and developmentally. The following themes of manhood construction emerged: (1) self-expectations; (2) relationships and responsibilities to family; and (3) worldviews and life philosophies. Respondents reported differences in the ways in which they were treated and engaged in historically black and white institutions, also reinforcing various manhood constructs. The paper is a resource to advance the field's thinking about this group's college experiences, retention, and identities. [ABSTRACT FROM AUTHOR]

The reform of higher education has been giving its first results. Expected or not? Opinions of students, but also of teachers, are different. Have the planned changes of the way of studying, together with the new curriculum given the more efficient university studies? Numerous questions, posed even before the reform, are also important now. It seems that we can only be sure that both students and teachers have still been adapting to the new rules. The aim of this paper is to point out both positive and negative sides of the reform, from the point of view of students. In the paper, the results of survey done at the Faculty of Philosophy in Novi Sad during the school year 2007/2008 are presented. A questionnaire has been used in order to obtain relevant data from the students of sociology and psychology. [ABSTRACT FROM AUTHOR]

Despite the continuing expansion of psychotherapeutic training programmes within universities in the UK, very little has been written about the psychological strains which may be experienced by teams working within the context of higher education. This theoretical paper offers a psychoanalytic perspective on the location of such teams, drawing on Kleinian conceptualisations of anxiety and projective identification, as well as Menzies-Lyth's concept of social defence systems. The paper explores the way in which psychotherapeutic teams in general and counselling psychology teams in particular may be at risk of becoming the locus of unconsciously split-off emotional aspects of the institution. The role of such teaching teams within universities is discussed and brief suggestions for future practice outlined. [ABSTRACT FROM AUTHOR]

This paper describes the design and evaluation of a computer-assisted learning program called Link, which was designed to be used by psychology students to review their understanding of correlation. Unlike existing computer-assisted learning programs that were reviewed, Link makes use of data from authentic research studies in psychology and provides learner activities that are specifically designed to address students' misconceptions about correlation. A summative evaluation study of Link involving fifty psychology students was carried out to assess the effect on students' understanding of correlation. It was found that the use of Link significantly contributed to students' general understanding of correlation. However, it was found that students use of paper-based instructional materials could also achieve this. The implication of this research outcome is considered in relation to the design and use of computer-assisted learning applications for statistics in higher education. [ABSTRACT FROM AUTHOR]

This paper adds to discussion of transactional sex relationships in Africa by examining the distinction between transactional sex and sexual harassment in the context of professor-student relationships and their inherent power dynamics. By exploring the ways in which female university students in urban Benin toe the line between empowered agent and victim, I show how the power differential between professor and student obstructs the professor's ability to objectively determine consent, and examine why, in spite of this differential, male professors are frequently perceived as the victims of these relationships. Ethnographic data were gathered through participant observation on a public university campus in Benin and in-depth interviews and focus groups with 34 students and 5 professors from that university. Findings suggest that the problem of sexual harassment on campus will be difficult to address so long as transactional sex relationships between professors and students are permitted to continue. [ABSTRACT FROM AUTHOR]

This paper is based on workshops conducted with students at Bristol University with some of the materials from the Feminist Archive South. We explore how the sensory wonder of the archives enriched and reshaped the practice of feminist pedagogy especially with regard to the interface between ontology and epistemology. We argue that the feminist archive is an important resource which incites us to shift our focus on the process of knowledge production as stories encountered in the archive can challenge the authority and coherence of dominant feminist stories. This can produce feelings of disorientation which act as important moments through which different kinds of feminist knowledge can emerge. Our approach places feelings at the centre of encounters with knowledge because of the mutual entanglement of thinking and feeling rendered salient in the feminist archive. Finally, these processes facilitate different kinds of student–teacher collaboration, with students positioned as co-researchers working to document and interpret the feelings, knowledge and transformations that emerge from the encounter-with the feminist archive. The objects we encountered worked as knowledge companions to stimulate collaborative (un)learning and to produce unique forms of affective knowledge. [ABSTRACT FROM PUBLISHER]

The articles in this special issue investigate norms and prescriptions about norms and prescriptions in various languages and cultures. They started as papers for a workshop called ‘Attitudes to Prescriptivism’, held in 2013 at Leiden University. The aim of the workshop was to discuss attitudes towards prescriptivism, primarily from the point of view of those at whom such actions are directed. The articles in this special issue show a variety of attitudes to prescriptivism and the setting of norms, and towards the norms themselves. [ABSTRACT FROM PUBLISHER]

This paper examines the complex emotional work of English language teaching in Singapore secondary schools. Findings revealed the emotional burdens, tensions, and challenges associated with the teaching of English, largely attributed to the subject's value-laden content, the stresses of grading student essays, the performance pressures of high-stakes testing, and the need for culturally responsive pedagogies. Further studies of teachers' lived experiences in relation to their disciplinary domains can offer teacher educators and policymakers insights into the ways in which curriculum and policy impact on, and are impacted by, the emotional realities of teachers' work. [ABSTRACT FROM AUTHOR]

It is difficult for many social work students to grasp the importance they and their traditional client base play in global environmental issues. International development generally focuses on supporting human development through the development of natural resources. However, increased human consumption everywhere in the world is disrupting the global system upon which all life depends. Continued Western consumption habits are simply unsustainable. It is therefore incumbent that any increase in consumption, even in the ‘developing’ world, be considered in terms of global environmental sustainability; change must also occur within the developed world. To address this problem, reflexive processes that support transnational analysis and action must be developed. This paper suggests classroom activities that help students analyze and problem solve around this process of Reflexive Development. [ABSTRACT FROM PUBLISHER]