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This study considered the sources of facilitating experiences and strategies for thesis writing from doctoral students and graduates (N = 30). The sample was balanced between science and social science knowledge areas, with equal numbers of English as Second Language (ESL) participants in both groups. Semi-structured in-depth interviews were used to explore issues around feedback, training, cohort experiences and personal strategies for writing. Four hundred pages of transcripts were analysed using thematic analysis with the assistance of specialist software ("NVivo"). A generative model of academic writing development was chosen to frame the analysis. Fifteen themes emerged, three of which are discussed: supervisors' feedback, personal organisation and ESL learning strategies. Results show the perceived benefits of individually tailored supportive feedback and the importance of the students' resilience. Original learning strategies from ESL students that may benefit non-ESL students are also considered. The conclusions outline implications for supervisors and students across knowledge areas.

This paper reports on teaching assistants' perceptions of the Phase 1 Higher Level Teaching Assistant (HLTA) training programme and the match to their changing role in classroom support, and suggests resulting issues for the design and delivery of HLTA training programmes. It explores what impact undertaking the training and gaining HLTA professional status has had upon the school activities undertaken by the teaching assistants and their relationships with other members of staff within the school. Finally, it suggests emerging issues for the involvement of staff with HLTA professional status in classrooms in the context of the Schools' Workforce Reform in England.

This article is based on the experiences of social work staff and students involved in the Self-Assessment in Professional and Higher Education Project (SAPHE), funded by the Higher Education Funding Council for England through the Fund for the Development to Teaching and Learning. The rationale for self-assessment is explored, together with its links to reflective learning and the core competence in the requirements for the Diploma in Social Work 'Develop professional Competence'. Work in progress on the project is described and analysed across three sites (the DipSW programmes at the Universities of Briston, Bath and the West fo England). The focus here is on the use of self-assessment in university work; self-assessment in relation to practice learning is considered in parallel article. The centrality of self-assessment to social work education is confirmed, and some preliminary themes emerging from the project are identified. [ABSTRACT FROM AUTHOR]