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Aim: Routine outcome monitoring (ROM), including the use of feedback, has become a much vaunted method in psychological therapies but is little used in university/college counselling and mental health services, perhaps because its adoption raises questions for many practitioners and service leaders. There is a need for both clinical‐ and research‐based statements to clarify the reasoning and rationale for ROM. This paper aims to present and respond to common challenges of and reservations about using ROM in student counselling and/or mental health services. Method: The article poses 15 questions and issues about the adoption of ROM drawn from the literature on this topic and further refined by practitioner‐ and researcher‐members of a consortium comprising service leads, practitioners, and researchers working in the field of student counselling in the UK. The questions address nine themes: (1) the purpose and yield of ROM; (2) the burden of measurement; (3) the impact on clients and process of therapy; (4) consistency with therapeutic theory; (5) client groups and settings; (6) concern from practitioners; (7) equality, diversity, and inclusion; (8) implementation; and (9) relationship with the paradigm of practice‐based evidence. Findings: Responses to each of the 15 questions are provided from a methodological, evidence‐based, and clinical perspective. Conclusions: The responses provide practitioners with the necessary information to enable them to make informed decisions as to the value, or otherwise, of adopting ROM, including feedback, in the delivery of counselling interventions, and generating evidence created from clinical practice. [ABSTRACT FROM AUTHOR]

This paper reflects on the importance of 'time spent' in understanding the international student experience. Short‐term mobility programmes (involving stays of between 1 week and 2 months) attracting less privileged students, such as the relatively new Turing Scheme in the United Kingdom, have been hailed as a potential 'solution' to the fact that, traditionally, wealthier individuals have been far more likely to engage in study abroad. However, we do not yet know how short‐term and longer duration programmes compare in terms of the value they confer to students (in relation to their experiences and outcomes). How likely is it that short‐term mobility at undergraduate level is as valuable, according to different measures, as mobility lasting 6 months to several years (as with degree mobility)? This paper reviews some of the evidence to date on shorter duration mobility, addressing how value in international study is constructed and conferred and how this relates to 'time spent'. The paper concludes by arguing that the picture is mixed: although short‐term mobility will be beneficial to students, those engaging in longer term exchanges (usually more privileged students) are likely to derive greater benefits. [ABSTRACT FROM AUTHOR]

This paper considers queer feminist interruptions as a way to halt, reverse and rethink internationalisation in UK higher education (HE). These points of intervention are situated within the queer development studies literature, which provides a framework for understanding internationalisation practices alongside other strategies of Western extraction, critical of claims that internationalisation is important for enhancing diversity. Throughout, the paper confronts the problematic, colonial narratives of global LGBTQ (lesbian, gay, bisexual, transgender and queer) human rights progress as framed by the global north, and how UK internationalisation strategy often reproduces or doubles‐down on these narratives. The central questions addressed are: (1) how does queer liberation help academics think differently about promoting, participating in and developing UK HE internationally? (2) What can academics learn from those working to centre queer feminist practices in their transnational research and teaching? In conversation with critical internationalisation studies scholarship, this paper contributes to ongoing research about internalisation with a queer sensitivity. As such, the paper highlights the limiting binary logics and heteronormativity in internationalisation, as well as new directions for collaboration across communities working for radical liberation on campus beyond agendas of inclusion. [ABSTRACT FROM AUTHOR]

This paper analyses how performances of care are a critical feature within the international student recruitment process through an investigation of three distinctive geographical encounters: caring for students; supporting third‐party recruiters; and acting collegially. Caring and the recognition of students as emotional beings is often cited as overlooked within internationalisation agendas brought about by the neoliberalised higher education system. This paper shows how performances of caring are mobilised as part of this as an attempt to secure international student enrolments. International students are a critical income stream in the university sector and, within the UK, higher education is a major export industry. However, growing competition from new markets, limited longer‐term migration prospects, and evidence that international students are primarily viewed as cash cows, means that it is ever more difficult to recruit these students. This paper uses qualitative interviews with international office staff based at 10 UK higher education institutions together with observational research at recruitment events in Hong Kong in 2017 to offer critical and as yet unresearched insights into this aspect of the student recruitment process. It questions the validity of these caring practices and whether the university can ever be a "caring" entity if wider policy agendas are focused on the marketised and the neoliberal. This paper uses three encounters to show how performances of caring are mobilised as an attempt to secure international student enrolments within the neoliberal university. It uses information from a series of interviews with international student recruitment recruitment staff and observational research to offer critical and as yet unresearched insights into this aspect of the student recruitment process. The paper questions whether the university can truly be a 'caring' entity if wider policy agendas are focused on the neoliberalisation of the higher education system. This paper uses three encounters to show how performances of caring are mobilised as an attempt to secure international student enrolments within the neoliberal university. It uses information from a series of interviews with international student recruitment staff and observational research to offer critical and as yet unresearched insights into this aspect of the student recruitment process. The paper questions whether the university can truly be a "caring" entity if wider policy agendas are focused on the neoliberalisation of the higher education system. [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]

International student mobility contributes to a knowledge‐based economy and forms an important component of a highly educated migration. This paper aims to identify how far political factors—including political discrimination, restrictions, freedom, UK migration policies and social cultural norms and policies—enhance or inhibit individuals' capabilities to become mobile. It offers a novel conceptualisation of mobility, drawing on structuration theory and the capability approach, to reveal the link between structure, capability and agency in the mobility process. Semi‐structured in‐depth interviews were conducted with 40 PhD students, two professors from Turkey in the United Kingdom and three international education experts. A capability list established shows how mobility occurs when students' capabilities (freedoms) fail to flourish and they lose their power (capacity) to influence society due to the political environment in the home country. 'Impo‐mobility', derived from the word 'imposed', is proposed to refer to highly educated people having to become mobile as a result of impositions placed upon them by home and host‐government political practices. An appealing political environment is necessary if Turkey is not to lose highly educated individuals and the United Kingdom is to remain a global player in international higher education. [ABSTRACT FROM AUTHOR]

Higher education's rapid expansion is paired with growing social expectations of its benefits and concern on its teaching quality. In response to these, institutional/national surveys based on an array of theories are widely used in universities for quality assurance, enhancement, and benchmarking. This paper reviews three major types of instruments used for such purposes, including two distinct schools of theory that have guided the development of such assessment in the United States, Australia and the United Kingdom and then spread to the other parts of the world. The theories shaping the development of the two instruments, the dimensions assessed, and the challenges and criticisms involved when using such instruments for quality assurance are each discussed. This review concludes with a call for comparisons of different lines of research in this area, discussions on student learning experience that include more diverse characterizations of student experience across different educational contexts, development of tools to enable distributed leadership among teachers, and encouragement of students as partners for quality enhancement in higher education. [ABSTRACT FROM AUTHOR]

In the last three decades, the role of higher education institutions (HEIs) in employability skill development has been emphasised in UK national policy. Within the same time frame, internationalisation has emerged as a key strategy in higher education (HE), nationally and globally. However, the connection between the internationalisation of higher education and developing graduate employability is an understudied area of research. This paper addresses an identified gap in extant literature by examining the intersection of internationalisation, employability and the international student experience. The paper focuses on non‐EU international students' perspectives which is neglected in dominant discourses on employability. Thematic analysis of data collected from 36 semi‐structured interviews with students from 11 non‐EU countries reveals the importance international students place on employability development opportunities during their study abroad. The findings highlight how international student agency is enabled or constrained within the affordances of international HE, and the implications for employability policy development in an increasingly internationalised context of the delivery of higher education. In conclusion, the implication of the findings is considered in view of the constraints on mobility brought on by COVID‐19. [ABSTRACT FROM AUTHOR]

With the growing number of students in higher education, the student housing market has been becoming increasingly competitive and diversified. This intensification has led housing providers to supply all‐inclusive energy packages (i.e., the inclusion of electricity, gas, and water in the rent cost) to their tenants as a selling point. By connecting the geographies of students and energy, this paper aims to assess the magnitude of all‐inclusive energy packages and its effects on students' residential choices. Based on an online survey distributed to students at Loughborough University (UK), the paper shows that 80% of housing occupied by students is energy‐inclusive. These rental commodities are strongly considered by students, particularly new university entrants, in their housing choices, 70% of whom considered all‐inclusive rent to be an important factor in their residential choice. Furthermore, it is demonstrated that all‐inclusive energy packages are extensively provided throughout the student housing market: from the low‐energy efficient houses in multiple occupancy to the newly developed purpose‐built student accommodation. Finally, the paper underpins how providing energy‐inclusive rent tends to produce energy inequities by shielding some students from being in fuel poverty. [ABSTRACT FROM AUTHOR]

This paper uses social network analysis methods to explore how the spatial mobility of students to attend university creates regional divisions and socio‐spatial hierarchies of schools and universities. Using community detection methods as our methodological lens we stitch together regional economic geography, the student mobilities literature and the sociological and geographical analysis of elite education. Combining these statistical techniques with qualitative data from our broader study, we explore student flows between different geographical areas in the UK for universities. The clusters or 'communities' of areas underline how student migration to attend university in the UK is a moment which reflects and re‐creates regional and national boundaries. The second part of the paper examines school to university student flows, highlighting a distinctive, predominantly English cluster of elite schools and universities. Examining student mobility patterns with network methods allows us to distinguish a distinctive archipelagic geography of elite formation through higher education. [ABSTRACT FROM AUTHOR]

There is a growing consensus in political science research that higher education systems are classifiable into stable distinct types that reflect dominant trends in government partisanship. There is also a large body of higher education research that argues that higher education systems are changing and converging upon a neoliberal type, which is not yet reflected in the political science literature. This paper seeks to reconcile these two positions by looking at both the development of higher education systems in the post‐war period and subsequent systemic reforms that have been identified as neoliberal. There have been two main targets of reform: (a) the role the state plays in funding and targeting research, and (b) student finance regimes consisting of tuition fees and the system of financial aid. This paper provides an in‐depth look at the cases of Japan and the United Kingdom, which developed into very different systems in the post‐war period but have since shown slight convergence on the back of neoliberal reforms. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic disrupted education across the world as campuses closed to restrict the spread of the virus. UK universities swiftly migrated to online delivery. The experiences of students and staff during this transition can inform our return to campus and our ability to deal with future disruption. This study draws on Moore's theory of transactional distance to understand factors influencing student study skills engagement and participation in online learning during this period. We surveyed students (n = 178) in a computing school at a UK university. A partial least squares (PLS) analysis was used to explore the influence of transactional distance (between students/teachers and between students/students), access to e‐learning capital, and perceived usefulness on two measures: study skills engagement and participation in online collaborative activity. Results show that transactional distance influences participation, and e‐learning capital influences study skills engagement. Our findings suggest that if universities continue with aspects of online learning for previously on‐campus students they should provide access to infrastructure and training on utilising the online ecosystem to avoid disadvantaging students. Further investment in students' e‐learning capital, such as signposting and adapting existing resources, is also necessary to support this key influence in study skills engagement. Practitioner notesWhat is already known about this topicMoore's transactional distance theory recognises that the significant distance of distance learning is not of time or place, but rather a communication and psychological distance between the learner and teacher that is affected by the structure of the course, the dialogue between the learner and teacher, and the autonomy of the learners. Transactional distance affects student engagement.Studies using Davis' technology acceptance model have found perceived usefulness of the virtual learning environment to be an important factor in student engagement with online learning.Computer self‐efficacy is a factor related to engagement with digital learning technologies.What this paper addsThis study identifies the relationship between factors of transactional distance (transactional distance between student and teacher TDST and transactional distance between students TDSS) with study skills engagement and participation, as mediated by perceived usefulness.We introduce the term e‐learning capital as a measure of self‐expressed ability (skills and resources) to utilise the online learning environment. This e‐learning capital influences students study skills engagement but not participation.Transactional distance between students and teacher did not directly affect study skills engagement or participation.Low student‐student transactional distance positively affects participation in online activities and this relationship is mediated by perceived usefulness of these activities.Implications for practice and/or policyUniversities should draw on this study's findings in order to focus on students' online study skills engagement and participation for any future online or hybrid online and face‐to‐face learning.Further investment in students' e‐learning capital is necessary as a key influence in study skills engagement and this should be reflected in university policies.Lecturers should direct efforts to signposting the value of participation and academic advisors should reframe practical advice relating to study skills for online learners.This cohort effect of student‐student transactions should be encouraged further in online learning activities, including facilitating sharing study approaches. [ABSTRACT FROM AUTHOR]

The internationalization of students in tertiary education has increased worldwide for the past 20 years. International students (IS) are considered consumers of Higher Education (HE) in host countries and are often a significant contributor to many countries' economies. This paper explores the push and pull factors that influence international Gulf Cooperation Council (GCC) students to select Higher Education in the UK as a preferred destination of choice and the potential implications this may have for the wider international student body. The authors utilized face‐to‐face interviews and purposive sampling of 40 undergraduate students from a university in the UK North West. The sample was nationals from Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates. NVivo11 software was utilized by the researchers to facilitate data management and analysis. Analysis revealed six main push factors that led those sampled to depart their home country and pursue their university education in the UK. Alternatively, there were 10 pull factors that encouraged GCC students to pursue their university education in the UK. It is imperative that UK Higher Education institutions/universities are cognizant of the push/pull factors that boost GCC international students' intake at their institutions since there is an observable decline in international student numbers in recent years that can negatively impact the said universities and the wider UK economy. [ABSTRACT FROM AUTHOR]

The number of students accessing Alternative Provision (AP) in the UK is growing and the ways in which such provision is facilitated is evolving with the use of EdTech. However, there is very little evidence of such provisions being evaluated in terms of their educational impact nor regarding the way in which students engage with them. This results in the voices of students participating in AP being further marginalised by being out of mainstream education, as they fail to be heard by their educators, schools or local authorities. Within this exploratory paper digital data collection methods are shown to offer a solution to this problem and reveal student voice insights into how they engage with and experience one specific form of synchronistic online AP. This study provides evidence of how student voice can effectively be collated in order to provide an opportunity for marginalised student voices to be heard. Practitioner NotesWhat is already known about this topic Student voice is a critical tool in both engaging students and student engagement.There is a preference in students to give anonymous feedback and this facilitates more honest, open responses.AP uptake is increasing.There has been little evidence of any effort to obtain student voice from students in AP.What this paper adds Gathering student voice from students in AP is critical to assess how students view and respond to their provision.Digital data collection facilitates AP student voice; students both younger and potentially more vulnerable to disengagement can have their voices heard more easily.A substantial majority of students in AP who have left mainstream education perceive online learning delivery methods to have positive impacts.Implications for practice/pedagogy Practitioners should strive to ensure AP students have avenues through which they may have their student voices heard to gain insights into the effectiveness of the provision from a student perspective.Anonymous feedback, which enables students to be confident in expressing their views, even when verbally expressed, can be facilitated through digital data collection methods.Use of live, online interactive lessons are a valuable form of AP worthy of further exploration. [ABSTRACT FROM AUTHOR]

Educational social network sites have many uses in the field of education. The present paper aims to determine factors influencing students' behavioral intention to use a popular educational social network site, Edmodo. Using an extension of the technology acceptance model, we analyzed quantitative responses of 218 university students, registered in an Edmodo supported course. Data were analyzed through partial least squares structural equation modeling. Results highlighted that intention was significantly predicted by its antecedents. More specifically, the attitude was the most important factor, whilst perceived usefulness had a moderate impact on predicting intention. Perceived ease of use predicted perceived usefulness directly and also it influenced intention indirectly through attitude. External antecedents of perceived usefulness and perceived ease of use were all significant. Discussion and implications were drawn based on the results. Practitioner NotesWhat is already known about this topic Understanding why users accept or reject a particular information system is a common research area.Technology acceptance model (TAM) is used to explain individuals' acceptance and adoption of different technologies.Social Networking Sites (SNSs) have been used to enrich learning. However, the adoption of educational SNS studies is limited.What this paper adds This study is one of the first attempts for employing extended TAM that scrutinizes factors influencing university students' intention to use Edmodo as an educational SNS and a learning management system (LMS) in teaching and learning environments.External antecedents included in the model (subjective norms, output quality, perceptions of external control, perceived enjoyment, technological complexity, and self‐efficacy) significantly predicted university students' intention to use Edmodo as an educational SNS and LMS.Major factors driving the intention to use Edmodo were attitude and perceived usefulness.Implications for practice and/or policy Considering that the attitude was found to have the strongest influence on the intention to use Edmodo, instructors may attach prominent importance to foster students' positive attitudes toward Edmodo use.Instructors may design virtual learning environments with collaborative activities on SNS to increase students' perceived usefulness.Designers and developers of an educational SNS should design interfaces that should be not only less complex but also more enjoyable. [ABSTRACT FROM AUTHOR]

This paper examines the spatiality of exclusionary practices with British geography. In particular, I examine the ways in which oft taken‐for‐granted extra‐curricular spaces associated with a geography degree marginalise staff and students of colour. While acknowledging the increasing ethnic diversity within the student body in British universities and, in some universities, within geography departments, it is noted that some structures and spaces within geography have shifted little to reflect these trends. This resonates with broader concerns about UK higher education, where admission to university has not meant inclusion beyond a superficial membership of the institution for many students of colour. Influenced by Shilliam's concept of "exclusionary architecture," and literature that critically examines the whiteness of the geography curriculum, this paper acknowledges and confronts two potentially exclusionary extra‐curricular spaces, namely open days/recruitment and departmental geography societies. Through examining these spaces, I critically reflect on what inclusion currently means for staff and students of colour in British geography, and tentatively propose some routes towards "undoing exclusion" by transforming current practices. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify the determinants of the intention to use and the effective use of a learning management system that integrates social learning tools. Data were collected through an online questionnaire and analyzed using structural equation modeling techniques. As our theoretical lens, we adapted the original unified theory of acceptance and the use of technology model by extending it with intrinsic value construct. As such, this research allowed for the first time testing an extended version of the unified theory of acceptance and the use of technology model in a social learning context. Our results show that facilitating conditions and intrinsic value variables explained the behavioral intention to use a learning management system that integrates social media technology and that facilitating conditions variable predicted use behavior. Our research findings suggest fostering both students' enjoyment and interest in using social learning technologies for education and offering them facilitating conditions to strengthen technology adoption. Practitioner NotesWhat is already known about this topic Universities know that students are accustomed to use social media for personal purposes. Teachers are trying to integrate social media tools into learning management systems.There is little knowledge about what makes students' willing to use social media tools for learning.The unified theory of acceptance and use of technology is an approved model that explains the intention to use and the effective use of technology.What this paper adds The paper identifies the determinants that make students' willing to use a learning management system in which a social media tool is embedded.Apart from the main determinants of the unified theory of acceptance and the use of technology model, intrinsic value—defined as the feeling of both enjoyment and interest from performing an activity—explains behavioral intention and use behavior toward social media systems.Implications for practice and/or policy The paper concludes with advices for decision makers in universities who want to integrate social learning tools in learning management systems:They have to pay attention to not only the social media system's functionalities, but also to how the system can be enjoyable and interesting to use.They have to think about offering better facilitating conditions to students—like user manuals, an online FAQ, discussion forums, training sessions, or personal human support—to strengthen the adoption of social learning systems. [ABSTRACT FROM AUTHOR]

Purpose Built Student Accommodation is increasingly dominating the urban landscapes of university locations. Yet a focus on student accommodation beyond "studentification" remains under‐researched and under‐analysed in geography and housing studies. Drawing upon pre‐existing studies and new insights from the United Kingdom and Republic of Ireland, this paper provides an analysis of the contemporary student accommodation sector and the distinct geographies this creates. The paper argues that the neoliberalisation of the student accommodation sector has (re)produced three distinct outcomes: exclusivity, precarity, and (im)mobility, themes of increasing attention within geography and beyond. In concluding, the paper argues that student accommodation is a key vector in which inequalities produced by neoliberalism are articulated and displayed, reflective of a wider global trend. [ABSTRACT FROM AUTHOR]

Acquiring statutory funding to study in Higher Education brings complex difficulties for UK students under the age of 25 who are estranged from their family, but have not been part of the care system. This paper explores the experiences of 564 estranged students and their experiences of providing evidence of family estrangement in order to access statutory student financial support. It finds that those who disclosed their family estrangement to a professional found it easier to access statutory student finance. However, the stigma around family estrangement was a barrier to disclosure as participants felt shame and humiliation when approaching a professional to support their application. These difficulties led to substantial delays in receiving statutory finance for estranged students which subsequently had an impact on their retention and equitable student experience at the beginning of the academic year. The paper concludes with key recommendations for improvements to the process of proving family estrangement. It will question the parental means‐testing system itself, outlining key disadvantages for students experiencing family disruption. [ABSTRACT FROM AUTHOR]

External pressure on Higher Education Institutes in the United Kingdom has brought the question of the extrinsic value of academic philosophy into focus. One line of research into questions about the extrinsic value of philosophy comes from the Philosophy for Children (P4C) movement. There is a large body of literature about the benefits of P4C. This paper argues that the distinctive nature of the P4C pedagogy limits the claims made by the P4C literature about the extrinsic value of philosophy to claims about the value of P4C. While this is not a problem within the P4C literature that recognises these limitations, the paper makes three claims about why it is sometimes inappropriate to extend claims from research into the value of P4C to claims about the value of non‐P4C philosophy. It argues that more research is needed to investigate the value of non‐P4C philosophy. [ABSTRACT FROM AUTHOR]

This paper argues for greater dialogue between critical research and research impact. With demands to demonstrate impact increasingly woven into the funding architectures of higher education, concerns have been raised that the UK Research Excellence Framework's impact agenda could adversely affect critical research, favouring instead research that more easily lends itself to societal uptake. Arguing that the threat to critical research is real but not inevitable, this paper draws from a review of impact case studies submitted to REF2014 to provide a perspective on what impact from critical research could look like, and the support required to encourage critical research within the UKREF Impact Agenda. Building on previous provocations to think about research impact differently, it is argued that impact can be conceptualised in ways that support critical agendas. Specifically, the paper identifies five modes of critical research impact: challenging policy; empowering resistances; platforming voices; nurturing new critical publics; and envisioning alternatives. These five modes signal potential for thinking about research impact in ways that support critical goals. [ABSTRACT FROM AUTHOR]

Digital data are transforming higher education (HE) to be more student‐focused and metrics‐centred. In the UK, capturing detailed data about students has become a government priority, with an emphasis on using student data to measure, compare and assess university performance. The purpose of this paper is to examine the governmental and commercial drivers of current large‐scale technological efforts to collect and analyse student data in UK HE. The result is an expanding data infrastructure which includes large‐scale and longitudinal datasets, learning analytics services, student apps, data dashboards and digital learning platforms powered by artificial intelligence (AI). Education data scientists have built positive pedagogic cases for student data analysis, learning analytics and AI. The politicization and commercialization of the wider HE data infrastructure is translating them into performance metrics in an increasingly market‐driven sector, raising the need for policy frameworks for ethical, pedagogically valuable uses of student data in HE. Practitioner NotesWhat is already known about this topic Learning analytics, education data science and artificial intelligence are opening up new ways of collecting and analysing student data in higher education.UK government policies emphasize the use of student data for improvements to teaching and learning.What this paper adds A conceptual framework from "infrastructure studies" demonstrates how political objectives and commercial aims are fused to HE data systems, with data infrastructure becoming a key tool of government reform.A critical infrastructure analysis shows that student data processing technologies are being developed and deployed to measure university performance through student data.Implications for practice and/or policy Educators and managers in universities need to prepare robust institutional frameworks to govern their use of student data.Learning analytics practitioners, data scientists, learning scientists and social science researchers need to collaborate with the policy community and education technology developers on new policy frameworks to challenge narrow uses of student data as performance metrics. [ABSTRACT FROM AUTHOR]

Learning analytics (LA) has demonstrated great potential in improving teaching quality, learning experience and administrative efficiency. However, the adoption of LA in higher education is often beset by challenges in areas such as resources, stakeholder buy‐in, ethics and privacy. Addressing these challenges in a complex system requires agile leadership that is responsive to pressures in the environment and capable of managing conflicts. This paper examines LA adoption processes among 21 UK higher education institutions using complexity leadership theory as a framework. The data were collected from 23 interviews with institutional leaders and subsequently analysed using a thematic coding scheme. The results showed a number of prominent challenges associated with LA deployment, which lie in the inherent tensions between innovation and operation. These challenges require a new form of leadership to create and nurture an adaptive space in which innovations are supported and ultimately transformed into the mainstream operation of an institution. This paper argues that a complexity leadership model enables higher education to shift towards more fluid and dynamic approaches for LA adoption, thus ensuring its scalability and sustainability. [ABSTRACT FROM AUTHOR]

This commentary is offered in response to the British Educational Research Association (BERA)'s commissioned report on close‐to‐practice research. In conducting a rapid evidence assessment coupled with a small number of qualitative interviews, the report represents an overly dichotomised and partial approach to understanding the relationships between research and practice, and the nature of knowledge generated within such relationships. Specifically, the report fails to adequately address the central importance of collaboration to the generation of knowledge and assumes that knowledge is either academic research or practitioner enquiry, without considering a more integrated, co‐constructed 'third space'. I argue that practice‐focused research should be fundamentally concerned with making an impact on practice and, therefore, effective collaboration between research and practice necessarily entails grappling with issues of power and democratisation. These are values that underpin and shape research in important ways that must be considered in conceptualisations of methodological quality. I also raise questions about the transparency and quality of decision‐making in the close‐to‐practice BERA report, including whether the six papers identified as 'high quality' by the authors would meet their own definition. Their report is not definitive, but rather a catalyst for further discussion. I offer suggestions for some practical steps for how BERA could work to provide a more holistic framing for this vital field of inquiry. [ABSTRACT FROM AUTHOR]

This paper advances a theory of "cohortness" for understanding the experience and articulation of identities. Using a case study focusing on higher education students, we argue that thinking in terms of cohorts enables an alternative way to examine how people perform, feel, and express their subjectivities collectively, especially within institutional spaces. Our analysis is based on an ongoing research‐education project, which ran over five years and involved over 250 undergraduate students at a post‐1992 UK university. The project involved large groups of students engaging in an exercise on "mis/fitting," which encouraged them to articulate (as individuals and groups) which identities it was "easy" to perform/hold/display as students, and which it was not. The project also involved a range of subsequent reflective discussions with each group. Our data provide striking insights into how year groups produce "cohortness" in different ways and across intersecting scales. In this paper, we focus on three key themes, which are underpinned by an often ambivalent articulation of contemporary neoliberal ideals: mixtures of deliberation and chance in the production of in‐class, micro‐spatial, intertextual dialogues; the intersection of norms and commonalities in the naming of some identity groups (such as sporting interests) and hiding of others (such as fandom); and the significance of personality, performative, and/or bodily traits compared with other aspects of identity. [ABSTRACT FROM AUTHOR]

This study compared the effects of support for peer feedback, peer feedforward and their combination on students' peer learning processes, argumentative essay quality and domain‐specific learning. Participants were 86 BSc students who were randomly divided over 43 dyads. These dyads, in a two‐factorial experimental design, were assigned to four conditions including: peer feedback (n = 22), peer feedforward (n = 22), mixed (n = 20) and control group (n = 22) conditions. An online peer feedback environment named EduTech was designed which allowed us to implement various types of support in the form of question prompts. In this online environment, students were asked to write an argumentative essay on a controversial topic, to engage in peer learning processes and to revise their essay. Overall, the results showed that students in the three experimental conditions (peer feedback, peer feedforward and their combination) benefited more than students in the control group condition (without any support) in term of peer learning processes, argumentative essay quality and domain‐specific learning. However, there was no significant difference among the three experimental conditions. This implies that peer feedforward can be as important as peer feedback in collaborative learning environments which is often neglected both in theory and practice. Practitioner NotesWhat is already known about this topic? Writing argumentative essays is a common practice for higher education students in various disciplines which deal with controversial issues.Writing argumentative essay requires solid argumentation strategies which makes it a challenging task for higher education students.Additional instructional support is needed to help students write high‐quality argumentative essays.What this paper adds? Peer learning is a promising instructional strategy for improving students' argumentative essay writing and learning.Online support in the form of question prompts to guide students during peer learning can improve their argumentative essay writing and learning.Next to the peer feedback, peer feedforward is also a promising instructional approach to support students' argumentative essay writing and learning.Implications for practice and/or policy Given the positive effects of peer learning processes, the use of peer feedback and peer feedforward should be given more attention by teachers to support students write high‐quality argumentative essays for controversial issues.Teachers and educational designers should not only provide opportunities for students to engage in peer feedback processes (how I am doing?) but also in peer feedforward processes (where to next?). [ABSTRACT FROM AUTHOR]

Blended learning is the fastest growing teaching modality in North America and much of the world. However, research and training in blended learning are far outpaced by its usage. To remedy this gap, we developed a competency framework and Blended Teaching Readiness Instrument (BTRI) to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to show that the blended teaching readiness model and accompanying BTRI are reliable for use with teacher candidates both before and after going through a blended teaching course. This knowledge would allow researchers and practitioners to have greater confidence in using the BTRI for future growth curve modeling for the identified blended teaching competencies. To accomplish this, we collected pre‐ and post‐data from teacher candidates across multiple semesters who were studying in a blended teaching course. Using confirmatory factor analysis, we determined the pre‐class survey results fell within the range of the four fit statistics cutoffs (RMSEA = 0.045, CFI = 0.933, TLI = 0.929 and SRMR = 0.043). And, the post‐class survey results had good fit as well (RMSEA = 0.044, CFI = 0.911, TLI = 0.905 and SRMR = 0.051). We also showed that the factor loadings and communalities were statistically significant. By testing the factors in this way, we make a case for the survey to be a valid and reliable instrument in assessing blended teacher competency. Additionally, we tested the model for measurement invariance and found that we could reliably use the BTRI for pre‐post growth modeling. Practitioner NotesWhat is already known about this topic? Blended learning is the fastest growing teaching modality in Canada and the United States, and is expanding rapidly throughout the rest of the world.Teaching in blended learning settings requires distinct skills and dispositions specific to the modality.A blended‐teaching‐focused competency framework is a necessary element in any blended teacher preparation program. Though there have been attempts to make a blended teaching framework before, none of these exclusively focus on the distinct skills of blended teaching nor have they been validated.What this paper adds? Describes our free, publicly accessible competency framework that focuses exclusively on blended teachingValidates a concise Blended Teaching Readiness Instrument (BTRI) to go along with the framework.Confirms pre‐post measurement invariance for the BTRI which allows for use with pre‐post growth modeling.Implications for practice and policy The competency framework and validation are a theoretical contribution to the rapidly expanding field of blended learning research.With the valid BTRI instrument and framework, teachers can get feedback on their strengths and weaknesses in blended teaching and learn how to improve and help others. [ABSTRACT FROM AUTHOR]

Intrinsic motivation is seen as the principal source of vitality in educational settings. This study examined whether intrinsic motivation promoted online group creativity and tested a cognitive mechanism that might explain this effect. University students (N = 72; 61 women) who volunteered to participate were asked to fulfill a creative task with a peer using online software. The peer was actually a fake participant who was programed to send prepared answers in sequence. Ratings of creativity (fluency, flexibility and originality) and eye movement data (focus on own vs. peer's ideas on the screen) were used to compare students who were induced to have high intrinsic motivation and those induced to have low intrinsic motivation. Results showed that compared to participants with low intrinsic motivation, those with high intrinsic motivation showed higher fluency and flexibility on the creative task and spent a larger percentage of time looking at their own ideas on the screen. The two groups did not differ in how much they looked at the peer's ideas. In addition, students' percentage dwell time on their own ideas mediated the beneficial effect of intrinsic motivation on idea fluency. These results suggest that although intrinsic motivation could enhance the fluency of creative ideas in an online group, it does not necessarily promote interaction among group members. Given the importance of interaction in online group setting, findings of this study suggest that in addition to enhancing intrinsic motivation, other measures should be taken to promote the interaction behavior in online groups. Practitioner NotesWhat is already known about this topic The generation of creative ideas in group settings calls for both individual effort and cognitive stimulation from other members.Intrinsic motivation has been shown to foster creativity in face‐to‐face groups, which is primarily due the promotion of individual effort.In online group settings, students' creativity tends to rely on intrinsic motivation because the extrinsic motivation typically provided by teachers' supervision and peer pressure in face‐to‐face settings is minimized online.What this paper adds Creative performance in online groups benefits from intrinsic motivation.Intrinsic motivation promotes creativity through an individual's own cognitive effort instead of interaction among members.Implications for practice and/or policy Improving students' intrinsic motivation is an effective way to promote creativity in online groups.Teachers should take additional steps to encourage students to interact more with each other in online groups. [ABSTRACT FROM AUTHOR]

The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program. Data provided evidence of the validity of the Extended Reality Presence Scale (XRPS) for 360 video research in preservice teacher professional development. Moreover, evidence from the study suggests that those with higher feelings of presence are less likely to jump around (or twitch) while watching 360 videos. The main implications are that: a) the XRPS is a validated and reliable instrument and b) more research is needed to examine the presence and practices for in‐service and preservice teachers while watching 360 video. Practitioners notesWhat is already known about this topic? Instructional videos are widely used in preservice teacher training.360 videos show promise for improving preservice teacher professional development in terms of immersion and presence.What this paper adds? An instrument for assessing 360 video teacher presence is presented (XRPS), targeting a current gap in the literature.Data provided evidence of the validity of the tool for future 360 video research and integration.Implications for practice and/or policy Practitioners can use XRPS for assessing preservice teachers' experiences in immersive environments and evaluating 360 videos.Higher feelings of presence are associated with more focused viewpoints. Therefore, practitioners should support and facilitate this watching behavior.Higher scores of presence are associated with a perceived sense of agency and emotional attachment. Therefore, 360 videos should include design elements promoting these feelings. [ABSTRACT FROM AUTHOR]

We adopt five observation categories, namely classroom management, classroom environment, communication, mathematical content and tasks, to analyse four in‐service secondary mathematics teachers' noticing upon watching video episodes showing an actual mathematics lesson that implemented 3D Printing Pens for teaching and learning shape and space. We use coding to analyse what the participants generally identified as important or noteworthy in the video. Moreover, we employ thematic analysis to delve deeper into the participants' interpretations and decisions in relation to using 3D Pens for teaching and learning mathematics. Our findings have implications for teachers' professional development in the area of technology integration especially in terms of their realisation of the affordances of novel‐to‐them technologies. We also report methodological and conceptual contributions towards teacher noticing. Practitioner notesWhat is already known about this topic Various frameworks have been proposed for conceptualising teachers' expertise in technology‐rich pedagogies; however, few have addressed teachers' initial experience of adopting a novel‐to‐them technology in subject teaching.In teacher education, the method of video‐based noticing has been widely undertaken in the last two decades to help preservice and in‐service teachers visualise complex classroom situations and interpret classroom events.What this paper adds This study investigates what in‐service mathematics teachers find significant, the pedagogical considerations they make and their professional development in integrating technologies for teaching and learning mathematics.Particularly, video‐based noticing is used as a means for facilitating teachers' professional growth through realising the affordances of 3D Printing Pens in mathematics education.Implications for practice and/or policy This study provides qualitative evidence that video‐based noticing was productive in facilitating teachers' technological, pedagogical and content knowledge (TPACK), in particular, in realising the educational affordances of a novel‐to‐them technology.The videos captured the dynamic process of students' drawing with 3D Pens "in action" rather than merely capturing their final products in a static manner, which facilitated the teachers' reflections about the evolution of students' mathematical thinking. [ABSTRACT FROM AUTHOR]

Despite social media's ubiquity in modern life, research on some topics related to educators' use of social media for professional purposes remains underdeveloped, such as how use may change over time. This study explores educators' self‐directed learning through social media by comparing change and continuity in how users contribute, interact and converse in two teaching‐related subreddits, r/Teachers and r/education. More than a million Reddit contributions spanning three‐and‐a‐half years comprise the dataset: 696 660 contributions to r/Teachers from 55 148 users and 339 618 contributions to r/education from 43 711 users. Learning ecology and affinity space concepts frame multiple methods of analysis, including quantitative measures of individual contributions, content interactions and social interactions, as well as qualitative content analysis of top posts and responses. Findings are discussed in light of the literature as change and continuity in Redditors' participation patterns in the two subreddits suggest distinct spaces for distinct purposes. This study offers a starting point for further work to understand the opportunities and challenges of self‐directed learning in open and complex social media spaces. Practitioner NotesWhat is already known about this topic Educators use social media to reach outside their local contexts for self‐directed learning.Teaching‐related subreddits vary in how users contribute and interact.What this paper adds Different online spaces host distinct kinds of discussion.Educators' participation in online spaces is not static.Social media research methods should account for the possibilities of change and continuity in contributions, interactions and conversations.Implications for practice and/or policy Teaching‐related subreddits continue to grow and may offer helpful content and interactions to users; however, self‐directed learning through social media also necessitates increased digital literacy.r/Teachers appeared to be a conversational space primarily for teachers.r/education seemed to be a bulletin board space for posting about broader educational topics. [ABSTRACT FROM AUTHOR]

Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activities and TPACK constructs affected preservice teachers' technology integration in instructional design. Sixty‐four preservice teachers designed a lesson with nBrowser, a computer‐based learning environment (CBLE) that helps teachers incorporate technology into instruction by promoting self‐regulated learning (SRL). Drawing on the lesson plans, we extracted six types of metacognitive processes preservice teachers exhibited while solving the task and generated two distinct SRL profiles according to the identified latent profile of metacognitive patterns. The competent self‐regulated learners demonstrated more efforts in metacognitive monitoring activities than the less competent self‐regulated learners in regulating their task solving processes. When comparing TPACK comprehension and design performance between the two profiles, the competent self‐regulated learners outperformed the less competent self‐regulated learners on comprehension and design outcomes. This study provides deep insights into teachers' self‐regulation in CBLEs and emphasizes the pivotal role of metacognition and SRL in teachers' TPACK development. Practitioner NotesWhat is already known about this topic Success in technology integration calls for teachers' conceptual understanding of technological pedagogical content knowledge (TPACK).Teachers' self‐regulated learning (SRL) ability mediates their TPACK development since metacognitive activities in the SRL process enable teachers to monitor and evaluate TPACK learning towards the sophisticated levels of TPACK.What this paper adds nBrowser, the computer‐based learning environment fosters teachers' engagement in regulated TPACK development.Analysis of teachers' lesson plans affords opportunities to identify teachers' specific metacognitive processes in self‐regulated TPACK development.Latent profile analysis helps to understand the heterogeneity of teachers' metacognitive processes and establish distinctive profiles regarding teachers' self‐regulation.Teachers' TPACK development differed significantly across distinctive SRL profiles.Implications for practice and/or policy Teacher educators should find ways to support teachers' SRL ability in technology education.The identification of SRL profiles could contribute to designing metacognitive scaffolds in the specific domain of teachers' technology education. [ABSTRACT FROM AUTHOR]

In the present study, we tested the effectiveness of three learning strategies (self‐explanation, learning by teaching and passive viewing) used by students who were learning from video lectures. Effectiveness was measured not only with traditional measures, but also with electroencephalography (EEG). Using a within‐subjects design, 26 university students viewed three sets of short lectures, each presenting a different set of English vocabulary words and were asked to use a different learning strategy for each set of lectures. Participants' EEG signals were assessed while watching the videos; learning experience (self‐reported motivation and engagement) and learning performance (vocabulary recall test score) were assessed after watching the videos. Repeated measures ANOVAs showed that the self‐explaining and teaching strategies were more beneficial than the passive viewing strategy, as indicated by higher EEG theta and alpha band power, a more positive learning experience (higher motivation and engagement) and better learning performance. However, whereas the teaching strategy elicited greater neural oscillations related to working memory and attention compared to the self‐explanation strategy, the two groups did not differ on self‐reported learning experience or learning performance. Our findings are discussed in terms of potential application in courses using video lectures and in terms of their heuristic value for future research on the neural processes that differentiate learning strategies. Practitioner NotesWhat is already known about this topic Watching video lectures does not always result in learners actively making sense of the learning material.Self‐explaining facilitates deep learning from viewing video lectures and in traditional educational settings.Learning by teaching also facilitates deep learning in traditional educational settings.What this paper adds Learning by teaching resulted in the highest theta and alpha band power in EEG assessment while viewing video lectures.Compared with passive viewing, learning by teaching enhanced students' motivation to try to understand the material; in addition, both learning by teaching and self‐explaining enhanced the amount of mental effort students put into understanding the material.Learning was increased via both self‐explaining and teaching strategies after viewing video lectures.Implications for practice and/or policy Learners are encouraged to generate explanations during pauses in video lectures or after viewing them, in order to increase learning.Learners are also encouraged to learn by teaching, as this strategy can increase learning and also increase neural oscillations associated with memory and attention. [ABSTRACT FROM AUTHOR]

This multiple case study investigates instructional designers' perceptions of online course quality, their use of cognitive load strategies when designing online courses, and whether utilization of these strategies contribute to online course quality. The participants of this study were instructional designers (n = 5) who worked in various campus programs at a large Midwestern university. Data sources included pre‐interview survey, semi‐structured interview and sample course design documents. Employing a pattern matching technique, the results showed that instructional designers (a) define online course quality based on established standards and rubrics; (b) apply cognitive load strategies intuitively while designing online courses; and (c) consider CLT design strategies as an element contributing to course quality. The results also showed instructional designers' use of cognitive load strategies mainly focused on reducing extraneous cognitive load. Implications for practice and research as well as directions for future research are discussed. Practitioner NotesWhat is already known about this topic Cognitive load theory (CLT) provides empirically tested strategies to manage cognitive load in different settingsCLT strategies has a positive impact on student learning processes and outcomesWhen designing online courses, it is important for faculty to collaborate with instructional designers to manage cognitive load and improve online course qualityThere is a need to investigate instructional designers' perceptions of online course quality and their use of CLT strategies when designing online coursesWhat this paper adds Provides a deep understanding of instructional designers perspectives on online course quality, application of CLT strategies while designing online courses and how application of these strategies contribute to the online course qualityAlthough instructional designers identify multiple CLT strategies from their work and perceive CLT strategies as an element contributing to course quality, they apply these strategies innatelyImplications for practice and/or policy Multiple stakeholders should be involved in determining online course qualityCollaboration between faculty and instructional designers is essential to manage cognitive load and increase online course qualityCLT and related theories should be emphasized in instructional design programsFuture research should focus on how instructional designers integrate CLT strategies into the systematic instructional design process and instructional designers' decision‐making process through think‐aloud and/or journaling efforts [ABSTRACT FROM AUTHOR]

This paper uses nationally representative survey data of adults Internet use in Britain to examine current patterns in the uptake of lifelong learning via the Internet. We develop and test a model that accounts for structure, agency and outcomes using structural equation modelling to address two questions: (1) how structure (as measured by age, gender, SES, Education and ACORN) is related to personal and capital enhancing outcomes of learning online; and (2) how agency (as measured by digital skills and engagement with online learning) mediates this relationship. We demonstrate that social structure remains an important factor in understanding patterns of uptake and outcomes of online learning, alongside an individual's agentic behaviours. We suggest that countries such as the UK, which have become overly focused on individual interventions to increase the uptake of lifelong learning via the Internet, are going in the wrong direction. Such interventions have failed in the past, and we suggest that they will continue to do so unless policy makers reconceptualise lifelong learning and the Internet in ways that take social structures into account. [ABSTRACT FROM AUTHOR]

This paper examines the perceptions of staff within a university in the UK, of the role of teaching assistants and centrally located disability services. Staff were generally positive about support available although when communication had broken down this led to a lack of trust with centrally organised support. Staff were happy for support staff to be available within the classroom although this role was misunderstood. At times tensions arose around adjustments to classroom practices which were recommended by centrally located staff. Paradoxically, centrally organised support may have acted as a barrier to more inclusive teaching practice: whilst teaching staff often disagreed with recommendations for adjustments to teaching practice made by central staff they were nonetheless reluctant to take on the role of acting as the expert in these situations. Implications for practice and service delivery are discussed alongside suggestions for future research. [ABSTRACT FROM AUTHOR]

For higher education, the question of how in‐class activities can be supported in large lectures is of great relevance. This paper suggests a gamified flipped classroom approach to address this challenge. In an experimental study, N = 205 educational science students performed either gamified in‐class activities using a gamified quiz with points and a team leaderboard, or non‐gamified in‐class activities using exercise sheets. In line with the theory of gamified learning, the results show a positive indirect effect of gamification on application‐oriented knowledge that is mediated by learning process performance. Furthermore, based on a self‐determination theory framework, the results show positive effects of gamified in‐class activities on intrinsic motivation and social relatedness, but no significant effect on competence need satisfaction. The study provides insights into a particular casual construct of game design elements (points and team leaderboards) triggering specific mechanisms (immediate task‐level feedback and team competition) affecting a mediator (learning process performance) that in turn affects a learning outcome (application‐oriented knowledge). [ABSTRACT FROM AUTHOR]

Collaboration has become an increasingly important aspect of higher education policy agendas in which impact and public engagement are regarded as crucial elements of publicly funded research. Collaborative research raises ethical issues relating to the collection, archiving and dissemination of data, but also in regard to the complex and emotional nature of relationships between participants, practitioners and academics, that are currently under‐explored. This paper examines ethical considerations raised by collaborative research with museums, drawing on doctoral research conducted in collaboration with the Geffrye Museum that examined home, work and migration among Vietnamese communities in East London. The paper examines the challenge of balancing the interests of participants with the museum's aim to document and display testimonies and images of participants’ homes. It explores the ambivalent response of participants to the archiving of their research at the museum. I examine my positionality as a researcher, reflecting on the emotions involved in collaborative research. The paper identifies contributions from museum studies that account for the multiple viewpoints involved in collaboration. In the conclusion, I suggest that the ethical issues in collaboration speak to wider challenges of reflecting critically on research relationships that are complex, emotional and underpinned by differing needs and priorities. [ABSTRACT FROM AUTHOR]

This paper reports on the design and delivery of classroom pedagogies and students’ engagement with it in two different UK universities. Under the banner of curriculum design and Bourdieu's curriculum principles, the study set out to create modules that provided students with an interdisciplinary perspective on how the web is changing the way citizens live, interact and learn. Focusing on the idea that the web is becoming a tool of intellectual inquiry and an instrument of reproduction of knowledge inequality, the goal of this research was to transform knowledge practices by encouraging a learning habitus that relies on knowing how to learn rather than becoming ‘knowledgeable.’ The paper concludes that the Bourdieuian perspective on curriculum design still holds currency in the digital age, given that it shares an epistemology of practice similar to that advocated by a digital participatory culture. We also offer a critique to our approach, using Bourdieu's logic of practice to examine how education as a field displays (hidden) rules that students embody as their learning habitus. As students’ learning practices become doxified through their educational trajectories, learners find it difficult to engage with a curriculum that aims to diversify pedagogical structures and reflect a changing society. [ABSTRACT FROM PUBLISHER]

This special section illustrates how learning and teaching in UK higher education reinforces, but can potentially also help to counteract, racism. This introduction provides some context for this intervention and provides an outline of key themes that emerge from the collection of papers. We use these themes to sketch out three guiding principles for the incorporation of explicitly anti‐racist praxis in our learning and teaching within British Geography: (1) Recognise each other's humanity, (2) Say the unsayable, and (3) Experiment with (y)our history. We call for explicitly anti‐racist praxis while conscious of the "disciplinary fragility" that moves to address racism might elicit. It is argued that an anti‐racist approach to learning and teaching in British Geography has the potential to equip staff and students with the tools to help make our discipline, and wider society, more equitable and just. [ABSTRACT FROM AUTHOR]

Existing research has looked at the potentials, affordances and the productive use of educational technologies to support collaborative learning. Many of these technology tools are purportedly constructed under principles of social constructivist theory of learning. It is timely to examine whether and how these tools, their affordances, and the way they are pedagogically implemented have adhered to and expanded the theory of constructivism. This paper examines a class of constructivist learning technologies called computer‐supported collaborated learning (CSCL) in terms of their affordances in light of socio‐cultural theory of learning and socially shared regulation of learning. We argue that CSCL tools adhere to most of the tenets of constructivism and shared regulation of learning in terms of social outcomes and productive use and discuss gaps where constructivist educational technology tools and the associated pedagogical practices need to be improved (such as addressing inequalities of access). [ABSTRACT FROM AUTHOR]

Although there is wide rhetoric that programming should be learnt by all as an element of computational thinking (CT), in practice, it is mostly implemented narrowly as an end in itself consisting of routine practice and traditional testing of the ability to code. This paper discusses a way in which programming could be seen through a wider integrated pedagogical approach as jointly cultivating meaning making of computational concepts in conjunction with the adoption of practices and strategies in a relevant meaningful context for learners. We elaborate on a case of learning to code through digital game modding where programming and other computational concepts coexist. Our design frame includes the principles of black and white box designs, of students as de‐buggers of engineered half‐baked games and of games embedding both concepts and values in simulations involving wider contested complex issues. We use our analysis of the meaning making of students as they debug a choice‐driven simulation game specially designed to bring this integrated kind of learning to the fore. We show elements of context‐aware integrated CT connecting otherwise fragmented areas such as databases, block‐based programming, Geographical Information Systems design. [ABSTRACT FROM AUTHOR]

Despite the widespread availability of network and technology infrastructure at higher education institutions, the pedagogical innovation envisioned from technology‐enhanced learning is still not prevalent. Faculty need to develop expertise for designing and implementing technology‐enhanced learning strategies that is termed as technological pedagogical content knowledge (TPACK). This study uses action research to examine how one‐to‐one instructional consultation for technology‐enhanced learning functions as an avenue for supporting faculty's TPACK creation. Through content analysis of the consulting notes from 18 consultation sessions, the study found that faculty can be supported to create TPACK through the consultation approaches of technology modelling, pedagogical realignment and deepening practice. These three approaches can be used during instructional consultation for faculty with varying objectives and experiences with technology‐enhanced learning. The implications for faculty professional development in technology‐enhanced learning are discussed. Practitioner NotesWhat is already known about this topic: Studies of teacher professional development programmes show that TPACK creation can be fostered through technology modelling and the use of TPACK Activity Types, lesson design prompts and design rubrics.Studies of unfacilitated peer-based design teams show that teachers create TPACK by deepening their understanding of PCK and TPACK through their design conversations.Higher education studies outside of teacher education show that individual technology mentoring and consultation encourages faculty technology adoption.What this paper adds: Academic developers can use three approaches to faciltiate TPACK creation during individual consultation with faculty. These approaches are termed as technology modelling, pedagogical realignment and deepening practice.Technology modelling is suitable for faculty without extensive experience in technology‐enhanced learning. By modelling technology tools and lesson exemplars, faculty develop baseline vocabulary of technological knowledge (TK) and technological pedagogical knowledge (TPK) for TPACK creation.Pedagogical realignment is suitable for faculty with some experience of technology‐enhanced learning for didactic teaching. Developing their understanding of student‐centered pedagogical content knowledge (PCK) provides them with pedagogical guidelines to create student‐centred TPACK.Deepening practice is suitable for faculty who are already implementing models of technology‐enhanced learning. Engaging them in reflective discussions helps them to develop TK, TPK, PCK, technological content knowledge (TCK), pedagogical knowledge (PK) and TPACK to improve different aspects in their current model of practice.Implications for practice and/or policy: Faculty can be at different implementation stages of technology‐enhanced learning and a one‐size‐fits‐all approach does not adequately address their development needs.Higher education technology mentoring programmes focus on technology adoption. Different kinds of faculty development strategies are needed to support faculty towards and beyond technology integration. [ABSTRACT FROM AUTHOR]

Collaborative learning (CL) can be a powerful method for sharing understanding between learners. To this end, strategic regulation of processes, such as cognition and affect (including metacognition, emotion and motivation) is key. Decades of research on self‐regulated learning has advanced our understanding about the need for and complexity of those mediating processes in learning. Recent research has shown that it is not only the individual's but also the group's shared processes that matter and, thus, that regulation at the group level is critical for learning success. A problem here is that the "shared" processes in CL are invisible, which makes it almost impossible for researchers to study and understand them, for learners to recognize them and for teachers to support them. Traditionally, research has not been able to make these processes visible nor has it been able to collect data about them. With the aid of advanced technologies, signal processing and machine learning, we are on the verge of "seeing" these complex phenomena and understanding how they interact. We posit that technological solutions and digital tools available today and in the future will help advance the theory underlying the cognitive, metacognitive, emotional and social components of individual, peer and group learning when seen through a multidisciplinary lens. The aim of this paper is to discuss and demonstrate how multidisciplinary collaboration among the learning sciences, affective computing and machine learning is applied for understanding and facilitating CL. [ABSTRACT FROM AUTHOR]

As market-led higher education systems become the 'new normal', a wider variety of organisational forms is likely to emerge. This paper reports on the findings of a qualitative and historical study that aimed to explore the meaning of collaborative governance in a unique and long-standing higher education joint venture in England. Semi-structured interviews were conducted with senior-level stakeholders from both participating institutions: architects of the joint venture, institutional leaders and faculty managers. Interviewees frequently referred to the metaphor of marriage and described the institutions as partners who don't live together but have responsibility for the children! The paper offers reflective insights on governance, leadership and management and highlights the tensions of balancing mutual interests, the use of metaphor to make sense of critical incidents and the role of micropolitics of enacting leadership at multiple levels. The paper contributes to conceptual understanding and knowledge of collaborative governance in higher education. [ABSTRACT FROM AUTHOR]

The ongoing "massification" of higher education in the UK has generated increased demand for student housing. Some of this demand is being met by new, purpose‐built student accommodation, but much is being met through an intensification of student properties in established "student areas," and the expansion of student housing into neighbourhoods previously unaffected by high levels of student in‐migration in a process termed "studentification." Previous research indicates that the arrival of multiple student households in established residential areas creates conflict and adversely affects the non‐student population. Wishing to understand better these effects, this paper draws on focus group discussions completed with 11 diverse residents' groups based across Southampton, an English university city, which explored attitudes towards, and experiences of, studentification. Seeking a more robust theorisation of the sociospatial impacts of, and responses to, this process, the findings are considered in relation to Foucault's concept of "heterotopia." Reflecting previous findings, the residents' groups emerged as firm critics of studentification. Considered against Foucault's concept, it appeared that the "heterotopian" qualities of studentified areas formed the points of most concern. Implications for the future of studentified areas, and for the concept of heterotopia, are explored. [ABSTRACT FROM AUTHOR]

Despite extensive research conducted into language teacher education practices and outcomes, student teachers' uptake of innovative practices is still largely unexplored. This study examined the perception of 15 graduate student teachers of a unique haptic (movement and touch) pronunciation teaching method in which they were trained. Focus group interviews, semi‐structured interviews, and weekly observations were triangulated over a period of 16 weeks to attain insights into participants' perceptions of haptic pronunciation teaching. Findings suggested that their overall view of haptic pronunciation instruction was positive, but challenges with performing the pedagogical movements and uncertainty about the method's efficacy clouded some of their perceptions. The paper concludes with a discussion about supporting student teachers in overcoming their doubts about applying innovative pedagogy. [ABSTRACT FROM AUTHOR]

The Department for Education is attempting to use lessons from economics to spur competition in higher education in the UK, in order to improve access and quality and reduce price. Laudable as these goals are, in this paper it is argued that there are aspects of higher education that are unlike other markets and which may make standard solutions to non‐competitive price behaviour ineffective. New insights into decision making from behavioural sciences, which challenge the notion of rationality in many students' higher education choices, are also discussed. Recent research has suggested some interventions that may nudge students towards decisions that help achieve the objectives for higher education set out by the Department for Education. It is argued that the Department for Education might be more successful in reaching its objectives if it focused more on these behavioural insights and interventions, and less on trying to make HE function like the competitive market that it is not. [ABSTRACT FROM AUTHOR]

The term 'boundary-work' is used to refer to the constant effort to draw and re-draw the boundary of science; it has long been portrayed as constructed by the stakeholders of science to demarcate science from non-science to establish the authority of science. Twenty-nine semi-structured interviews were carried out with students from one university in England, originally to explore their views about genetically modified ( GM) food. However, the distinctive repertoires adopted by students of natural science as opposed to humanities and social sciences were striking. As a result, the focus of this study shifted to examine the discourse students adopted to talk about a controversial scientific topic, using GM food as a case study. This paper shows that the boundary between scientific and non-scientific academic disciplines is heavily ingrained in university students' discourse and it is collectively constructed by both actors that are included in, and excluded from, the institution of science. The innate authority assigned to the institution of science is found to have deepened the gap between scientific and non-scientific disciplines. In this study, science disciplines were portrayed as coherent and consistent, following similar scientific methods and philosophy whereas humanities and social sciences disciplines were merely considered as 'non-science' disciplines. Hence, this paper suggests the wide scope of science should be better recognised and acknowledged in the education system. Finally, this paper demonstrates that people's role in relation to the institution of science has an impact on their discourse about and, perhaps subsequently, their views towards, science and technology. [ABSTRACT FROM AUTHOR]

This paper evidences persistent gender inequalities in UK higher education ( HE) geography departments. The two key sources of data used are: Higher Education Statistics Agency ( HESA) data for staff and students, which affords a longitudinal response to earlier surveys by Mc Dowell and Mc Dowell and Peake of women in UK university geography departments, and a qualitative survey of the UK HE geography community undertaken in 2010 that sought more roundly to capture respondent reflections on their careers, choices, status and experiences. Findings show that although the gender gap is closing within HE geography in the UK there are significant ongoing gender disparities. Therefore, the paper argues that the long and demanding process of reducing gender inequalities (alongside other, equally vital intersectional inequalities) requires continued commitment. Furthermore, respondents evidence the cost of these inequalities: enablers and barriers to job security and career progression can have long-term impacts on quality of life and financial security, and affect personal life decisions. In recent years the UK-based Athena Swan and Gender Equality Charter Mark agendas have prompted universities to address gendered disparities and the authors note a changing zeitgeist. The survey findings point to the need for sustained leadership within geography departments to address the day-to-day gender - and other - inequalities experienced in the workplace. [ABSTRACT FROM AUTHOR]