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A stylised fact in bibliometric research is that in the field of management studies, half or more of the papers published are never cited. If true, this implies that efforts and resources are considerably wasted because half of the academic work is not considered worthy by the same community that developed them. We studied a sample of 2777 papers published in 20 journals and representing different levels of quality. Of these, only 191 papers, representing 6.5% of the sample, were never cited, suggesting that the aforementioned stylised fact is a myth. We identified the factors that contribute to the level of citations, including the ranking of the journal in the quality list, time since last citation, and number of authors. The implications discussed suggest a need for reflection regarding the relevance of the factors that predict future citations. [ABSTRACT FROM AUTHOR]

In this academic comic (or acadomic) I reflect on impacts to the creative process when reconceptualizing and recontextualizing a comics-based research (CBR) project as an acadomic for an edited book during the Covid-19 pandemic. The lockdowns intensified computer-mediated-communication (CMC) and I am compelled by two years of virtually exclusive engagement with digital technologies to explore the impact unrestrained online activities have on my creative comics practice, on my conceptions of research, and on my experiences as a teacher. Analysis of this process and its impacts is realized through a mixed research methodology that explores the impacts of conceptualizing and making an earlier acadomic, which in turn documents a comics-based research project between university students and a national charity as they successfully collaborate on the creation of a graphic novel. I probe the boundaries of academic writing by visualizing and performing Baudrillard's theoretical violence to critique digital intensification through metaphor, semiotics, and comics. The work for this article was undertaken during the rolling pandemic lockdowns in the UK and around the world from 2020 to 2022. Academic theory and the medium of comics problematize the digital simulacrum as I action a utopian pedagogy that supports balance between traditional and digital techniques. [ABSTRACT FROM AUTHOR]

Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on “publishing SCI papers or no degree” should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals. [ABSTRACT FROM AUTHOR]

The article discusses the importance of the peer-review system to reviewers, authors and editors. The system needs several components to be beneficial including the participation of researchers in the review process, the strengthening of the author-reviewer relationship, and the role of publishers in receiving the papers for publication and marketing. The personal advantage of reviewing papers of other authors is emphasized.

The current paper used a preregistered set of language dimensions to indicate how scientists psychologically managed the COVID-19 pandemic and its effects. Study 1 evaluated over 1.8 million preprints from arXiv.org and assessed how papers written during the COVID-19 pandemic reflected patterns of psychological trauma and emotional upheaval compared to those written before the pandemic. The data suggest papers written during the pandemic contained more affect and more cognitive processing terms to indicate writers working through a crisis than papers written before the pandemic. Study 2 (N = 74,744 published PLoS One papers) observed consistent emotion results, though cognitive processing patterns were inconsistent. Papers written specifically about COVID-19 contained more emotion than those not written about COVID-19. Finally, Study 3 (N = 361,189 published papers) replicated the Study 2 emotion results across more diverse journals and observed papers written during the pandemic contained a greater rate of cognitive processing terms, but a lower rate of analytic thinking, than papers written before the pandemic. These data suggest emotional upheavals are associated with psychological correlates reflected in the language of scientists at scale. Implications for psychology of language research and trauma are discussed. [ABSTRACT FROM AUTHOR]

An editorial is presented on the declination in the philosophy of education. It expresses the view that if the growth and demand of EPAT are anything to go by . An overview of the developing a philosophical approach to a number of significant changes to academic publishing, comments on issues and concerns related to philosophy of education, news about other professional events and conferences are presented.

The article discusses award-winning papers that were published in the journal during 2014, including "Preoptic activation and connectivity during thermal sweating in humans," by Michael Farrell, David Trevaks and Robin McAllen, "Responses of large mammals to climate change," by Robyn Hetem, Andrea Fuller, Shane Maloney, and Duncan Mitchell and a paper by author Boris Kingma.

This paper explores reflexivity in qualitative research, challenging conventional perspectives that revolve around the binary of 'insider' and 'outsider' positioning. While traditionally reflexivity has been understood through the lens of a researcher's socio-historical positionality, we argue for a more dynamic understanding, emphasizing that academic self-formation is an ongoing process of self-creation. Drawing inspiration from the ancient Akadēmía, where writing was a method of self-reflection, we recontextualize reflexive qualitative writing, aligning it with Foucault's interpretations of Ancient Greek and Renaissance concepts. We posit that writing, especially in doctoral research, is not just a tool for communication but a means of self-formation. This perspective redefines reflexivity as a transformative intellectual and existential process. The paper critically examines the prevailing insider/outsider binary in the research literature, suggesting that researcher identities are fluid and constantly shaped by interactions. By integrating Foucault's later work on ethics, we explore the ethical dimensions of reflexivity and the formation of the ethical subject. Ultimately, this paper contributes to the academic discourse on reflexivity, offering a more fluid, transformative view of the doctoral process and reflexive writing in qualitative research. [ABSTRACT FROM AUTHOR]

Government implemented education access policies occupy a prominent place in the discourse on access to education. Education access issues have, thus, been examined almost exclusively from macro-level structural perspective. The micro-politics that take place behind the scenes after structural access issues have been resolved is minimally broached. Drawing on qualitative data from first generation educated women in Ghana and their mothers, this paper addresses the dark underbelly of girls' access to education, and the resistance activities undertaken by women to ensure that girls who become causalities of non-enrolment decisions are enrolled. Thus, the paper is guided by two questions. How do girls who become casualties of non-enrolment decisions go to school? How does the resistance activities women take against such non-enrolment decisions enable access for girls? In presenting the roles played by different actors such as mothers and kins, this paper makes an argument that, through women's resistance activities such as subverting the norms, covert diplomacy, and infractions of gendered rules in decision-making, women resist structural distribution of norms that exclude them from decision-making before girls can go to school unimpeded. [ABSTRACT FROM AUTHOR]

Whilst there is nascent literature surrounding researcher vulnerability, little is known about how memories and anticipations can elicit researcher vulnerabilities, and vulnerable academic writing can still be met with some scepticism. In this paper, I therefore provide an autoethnographic narrative of my encounters with researcher vulnerability during research into tattoos, time, and death. My tale revolves around three themes: Remembering vulnerabilities, (Un)anticipating vulnerabilities, and Fluctuating vulnerabilities. In doing so, I reveal not only how vulnerabilities can fluctuate through time and space, but also how past memories and future anticipations can stir present-day researcher vulnerabilities. Ultimately, I move beyond the 'vulnerability as failure' framing by helping to encourage an academic culture that celebrates being open about researcher vulnerability and writing more vulnerably. [ABSTRACT FROM AUTHOR]

Information is provided on papers published in September 2017 that achieved an average rating of three stars and above from a review panel and readers of the electronic journal AMEE MedEdPublish.

Predatory open access journals and predatory conferences' main purpose is to make profit rather than promoting good science. In Peru, the University Law 30220 asks that professors and lecturers undertake research duties at universities. Hence, nowadays part of this academic staff is required to write scientific articles. However, not all of them are experienced on how to write a scholarly paper. Thus, in the rush to comply with the publication requirements that their individual institutions demand from them, a great number of these professors and lecturers are likely to fall prey of predatory publishing, which already is happening in other developing nations. This publishing method is not only unethical because it produces low-quality articles but also is an egregious mismanagement of the resources that universities allocate to fund research. Moreover, the time and effort that the academic staff put to the production of low-quality papers also completely go to waste. Professors and lecturers who follow these bad practices should be penalized; this also avoids the emergence of fraudulent research authorities. Thus, vice-rectorates for research in Peruvian universities should take corrective or preventive measures to promote the production of high-quality papers by part of their academic staff. [ABSTRACT FROM AUTHOR]

Critical views on language testing have long pointed out that tests are not neutral and that the use of test results requires a deeper interrogation of who is assessed, in what language and to whose benefit In South Africa, English, especially Standard English, creates a linguistic market where additional language (L2) students' writing and English language proficiency are under constant evaluation. Various systemic tests since 1994 highlight students' low English language proficiency, often resulting in negative discourses about their L2 proficiency and teachers' pedagogy. However, a key factor missing in such a narrative is how writing test design and its corresponding examination discourse impact pedagogy and the required writer identities needed in post-school contexts. This study draws on systemic functional linguistics (SFL) to illustrate the relationship between L2 writing discourse in the National Senior Certificate (NSC) examination (2017-2019) and the writing requirements stipulated in the national curriculum. The findings reveal that narrow definitions of writing proficiency underpin the test items and that the assessment documents are unlikely to contribute to academic writing and discourse competencies in school or post-school contexts in South Africa. [ABSTRACT FROM AUTHOR]

Latent class analysis (LCA) refers to techniques for identifying groups in data based on a parametric model. Examples include mixture models, LCA with ordinal indicators, and latent class growth analysis. Despite its popularity, there is limited guidance with respect to decisions that must be made when conducting and reporting LCA. Moreover, there is a lack of user-friendly open-source implementations. Based on contemporary academic discourse, this paper introduces recommendations for LCA which are summarized in the SMART-LCA checklist: Standards for More Accuracy in Reporting of different Types of Latent Class Analysis. The free open-source R-package package tidySEM implements the practices recommended here. It is easy for beginners to adopt thanks to user-friendly wrapper functions, and yet remains relevant for expert users as its models are integrated within the OpenMx structural equation modeling framework and remain fully customizable. The Appendices and tidySEM package vignettes include tutorial examples of common applications of LCA. [ABSTRACT FROM AUTHOR]

This paper critically examines the Silicon Shield argument, which suggests that Taiwan's semiconductor industry deters Chinese aggression due to global reliance. The main argument is that this narrative lacks rigorous academic grounding and serves more as a hopeful story than a credible deterrent. By analyzing the concept under the backdrop of grand theories in international relations, the paper addresses a gap in understanding the security implications of Taiwan's semiconductor industry. It concludes that the Silicon Shield is largely a hopeful narrative. This research provides a foundation for further empirical studies and encourages academic discourse on Taiwan’s security dynamics. [ABSTRACT FROM AUTHOR]

This paper explores how storying can be used to uncover experiences of student belonging throughout their time in Higher Education. It adopts a framing of belonging that is fluid and which recognises shifting notions of belonging over time. A focus on storying is particularly useful for understanding belonging as it enables university staff to listen carefully and with empathy to what matters to students, what shapes their experiences, and how to communicate these in a way which invites positive action. Through storying with undergraduate student articulations gathered through a survey, interviews and focus groups at a university in the UK, the paper identifies the multifaceted and connected spaces of belonging, temporalities and relationships that come to affect student belonging. Ultimately the paper argues for the collective responsibility of staff and students to create a space of belonging for all, rather than the prevalent discourse which often puts the onus on an individual to "fit in". [ABSTRACT FROM AUTHOR]

This paper investigates the concepts of hope, despair and the radical imagination, driven by the following questions: Can we exist beyond the binaries of hope and despair, two key concepts that drive educational practices? What is the radical imagination and what are the conditions for it to be put to work in educational spaces? First, education is explored as a hyperobject that is owned, imagined and practiced collectively. The semiotic square is introduced as a heuristic tool to illustrate the limitations of the binary opposition between hope and despair, and allows for an exploration of what is possible when these binaries are being set aside. The radical imagination then, is described as a collective practice that is radical in the sense that alternative social forms can always be imagined once we acknowledge that every social form is the result of the collective imagination. Finally, the paper explores conceptual as well as practical ideas that underpin Education for Uprising which is understood as the emergence of micro-political, autonomous spaces of direct action where community, solidarity and self-organization are key principles. Education for Uprising allows us to radically reimagine how we view education and to actively engage in alternative world-making. [ABSTRACT FROM AUTHOR]

The insistence on knowledge accumulation in modern educational discourses has led to the formation of exclusive dichotomies in various forms, most tangibly observable in the division of people into 'knowledgeable' and 'unknowledgeable'. What underlies this dichotomy is a conception of rationality based on which knowledge is seen as an 'instrument' which must necessarily result in a usable, profitable product. From a Levinasian perspective, the latter situation inevitably, if not purposefully, leads to the formation of the Other being located at the side of irrationality, hence an unnecessary entity within the knowledge economy. Analysing Werner Herzog's film, The Enigma of Kasper Hauser's (1974), this paper aims to show how irrationality, contrary to the belief of dominant educational/pedagogical discourses, can act as a source for creative thinking. The paper argues that by accepting the Other as the unknowable, we allow them to resort to their singularity as a source for imaginative thinking. [ABSTRACT FROM AUTHOR]

Modern Foreign Languages (MFL) as a secondary school subject is affected by two policies, namely the English Baccalaureate (EBacc) and Progress 8, which contribute to the measurement of performance in exams at age 16 (GCSEs). In this paper, I discuss the concept of performance measurement in schools and the purpose it purportedly serves, before outlining these two policies and considering how they contribute to the culture of performance measurement and a non-neutral discourse around 'standards'. I argue that the two policies act in tension in a game of tug of war with one another in such a way that the net positive effect on the subject of MFL is zero, but that the negative effect on students is substantial. I suggest that the policies act to impose middle-class notions of what it means to be educated on students, with a substantial negative effect on students from low socio-economic status backgrounds both in terms of their interest in the subject and their perceptions of their own value within the education system. [ABSTRACT FROM AUTHOR]

The article announces that Cuong Nguyen Viet has received the 2015 Best Paper Prize for his paper "The Impact of Trade Facilitation on Poverty and Inequality: Evidence From Low- and Middle-Income Countries."

In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers' journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers. The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper. The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and inservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication. The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education. [ABSTRACT FROM AUTHOR]

Economists receive high social recognition in media, politics and business discourses where they often obtain a status as 'star economists' and 'financial prophets'. This paper investigates the social conditions that make the formation of size in the economic sciences possible. It analyses the institutional constraints, professional networks, forms of academic knowledge and publication strategies of early career economists as part of an academic dispositif. A position of 'size' is achieved when academics take a privileged scientific discourse position via publications, presentations and various evaluation reports for journals, funds and other academic institutions. To understand the formation of privileged academic discourse positions, we need to investigate the entire construction processes that start already at the earlier phases of the professional biography. Based on narrative-biographical interviews with economists in UK and Germany, this paper will focus on four sorts of resources that are analysed as 'biographical discourse capital'. Biographical resources as 'discourse capital' are mobilised by early career researchers to solve practical problems in their daily life. The paper shows how specific tacit and conceptual knowledge interact with access to professional networks in order to find a 'proper topic' that help young economists to finally publish an A+ or 'Four* ' paper. [ABSTRACT FROM AUTHOR]

This article discusses challenges found in translator working papers from the process of translating the novel Les soleils des indépendances (Ahmadou Kourouma) into Norwegian. It also draws on interview material connected to the same translation process as well as a scholarly article written by the translator herself, Ingse Skattum. Anchored in the theoretical framework of genetic Translation Studies and the archival turn in Modernist Studies, the present article explores the translator's decision-making by comparing cited passages from the published novel to the same textual issues in the working papers. Furthermore, it displays how the translator is faced with several difficulties that require creativity, a profound knowledge of cultural references, and a pedagogical orientation towards the reader. Thus, this article attempts to shed light upon the translator's constant hesitation between textual alternatives. Using Skattum's multifaceted translation project as a case, the article shows that the idea of the translator's agency should be problematised. The overall aim is to bring attention to the underlying textual process normally invisible to the public and to call for a stronger consciousness and recognition of the translator's complex work among laymen as well as among professionals. [ABSTRACT FROM AUTHOR]

In recent times ‘publish or perish’ has become the motto of academia. This paper provide some basic insights into the process of publishing, the view from the perspective of the editor of the journal and gives helpful hints to improve the odds of getting published in the right journal and communicating with the right audience. The need for perseverance is emphasised. [ABSTRACT FROM PUBLISHER]

‘Open schooling’ has become in recent years a burgeoning theme in the discourse on how to rethink education for the 21st century. This paper addresses a gap between calls for implementing an open schooling approach in policy papers and international reports and the scarcity of rigorous academic discourse on what open schooling theoretically means and practically entails in terms of school organization and curriculum. To this end, the paper presents an ecological model of school openness that is composed of eight interrelated dimensions: shared governance, ‘open’ curriculum, inner-school communities, learning communities, student participation, social engagement, parental involvement, and community collaborations. These dimensions are organized into three categories, accounting for organizational, pedagogical and communal aspects of school openness. The multidimensional nature of the model presented here provides a more intricate and nuanced account of open schooling that acknowledges the complexities and challenges that the movement towards greater openness yields for school communities. From an educational research perspective, this model functions to inform the understanding and examination of the multidimensionality of opening schools to their community. From an educational practice perspective, it can instigate in-depth and meaningful dialogue within school teams on what open schooling is and its ensuing merits. [ABSTRACT FROM AUTHOR]

This section encourages the submission of manuscripts about the theory-practice divide in public administration to the journal "Administrative Theory & Praxis."

Existing literature on older refugees has primarily focused on the experiences of those living in more developed countries in the global North. This paper examines later-life experiences in displacement settings and the global South by discussing the East Timorese case in West Timor, Indonesia. In considering how the ageing and forced migation nexus manifests in a Southern context, the paper argues that global, regional and local histories matter and profoundly shape older people's ageing and displacement processes. Specifically, they produce multiple gendered marginalities and possibilities relating to older persons' perceived (im)mobility to travel to their places of origin and the meanings they attach to place. Although East Timorese people's experiences of displacement and resettlement are diverse, the male perspective often takes precedence in scholarly and public discourse. This article thus zooms into older East Timorese women's experiences and how after over two decades of living in Indonesia, the conditions shaping their everyday lives remain deeply entangled and are negotiated within the gendered narratives of displacement and citizenship. [ABSTRACT FROM AUTHOR]

This paper develops the pedagogical implications of xenolexia, a concept introduced as a phenomenon in the learning and teaching of academic writing (Beighton, C. 2020. "Beyond Alienation: Spatial Implications of Teaching and Learning Academic Writing." Teaching in Higher Education 25 (2): 205–222.). Complementing this theoretical base, this paper examines xenolexia's positivity and its ability to both analyse and propose specific academic writing pedagogies in today's challenging HE context(s). Drawing on data from students/teachers of academic writing (n = 33), this paper uses xenolexia aetiologically and practically. Aetiologically, I identify and categorise different sets of practices in terms of the way they respond to this positivity as two pedagogical tropes: the material and its affective counterpart. Practically, I discuss pedagogical practices associated with these tropes in the light of the data. My conclusions about the extent to which each contributes to the development of academic writing link the latter to the current context of teaching and learning in higher education, challenging approaches based on identity with more productive material, affective alternatives. [ABSTRACT FROM AUTHOR]

Improving the academic and social outcomes of boys – specifically boys from low-SES backgrounds – remains of international importance. With this in mind, research continues to document the ways in which relational learning is integral for the well-being of students, specifically those students in disadvantaged school contexts. This paper focuses on relational learning as an important resource that marginalised young men draw upon, informing their future orientation towards higher education beyond their compulsory schooling. Within studies of men and masculinities, the affective turn has recently played a significant role in how we understand men as relational. Focusing upon a cohort of boys from some of the poorest urban regions in Australia, the paper addresses how their affective relationships with teachers contribute not only to their conception of themselves as learners but also their general well-being, confidence and aspirations. Through highlighting two trends in the data – Teacher as Persistent Nurturer and Teacher as Supporter – the research presented extends two lines of inquiry. First, understanding student–teacher relationships in disadvantaged educational contexts and, second, the importance of positive student–teacher relationships for working-class boys who have historically disengaged from their education. [ABSTRACT FROM AUTHOR]

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This editorial explores knowledge visualization, a field of study that investigates the power of visual formats to represent knowledge, as a strategy to enhance knowledge mobilization of results from ICT4D research. We highlight the fact that there are evidence-based guidelines for creating and crafting visualizations in academic writing. We also provide some visualization examples that highlight general knowledge visualization criteria such as anchor and extend, familiarity, clarity and consistency, include text, prudent simplicity and aesthetics. Although visualization is not the central theme of any of the papers in this issue, the papers offer a variety of visualization techniques as appropriate to the knowledge domain. [ABSTRACT FROM AUTHOR]

The allocation of authorship credit in academic publication raises complex ethical issues but is comparatively under-researched, particularly in the social sciences. The paper analyses the results of research into attitudes to multiple authorship based on a survey questionnaire of academics working in education faculties in universities in Hong Kong. The results illustrate the way in which intellectual contribution is often overridden by considerations related to hierarchical power relations, notably in relation to research project leadership and doctoral supervision. These considerations normalize a gift economy. Belief in the legitimacy of power ordering and gift ordering of academic contributions to multiple authored publications indicate the need for research universities to pay more regard to institutional policies on scholarly authorship. [ABSTRACT FROM AUTHOR]

The paper examines modern re-conceptualisations and re-contextualisations of publicness, proposing theoretical and empirical advancements in its conceptualisation. It critically analyses two significant developments following the English translation of Habermas's seminal work, "Strukturwandel der Öffentlichkeit." On the one hand, the book (re)affirmed the key role of communication and media in democratic politics and instigated a broad acceptance of the public sphere as a fundamental concept in academic discourse, leading to renewed research efforts and innovative developments. However, the subsequent conceptual fragmentation of (the concept of) the public sphere raised concerns about the loss of its original critical epistemic value. On the other hand, Habermas's book obscured important sociological traditions, contributing to a divide between normative theory and sociological analysis, exemplified by a neglect of the habitual roots of public opinion and contractual bonds in the evolution of publics. These aspects gain relevance within the context of the platform economy and artificial intelligence governing internet communication. The paper concludes by introducing the concept of the contractual public, which draws on the evolving dynamics between public and private spheres, and proposing four strategies to revitalise publicness. [ABSTRACT FROM AUTHOR]

Debates about the risks of sharenting (the practice of parents or guardians sharing information about their children online) are gathering storm in global media reports and academic discourse. This paper analyses media representations of the practice and its risks to examine whether the attributes of a moral panic can be detected. Results reveal the presence of the attributes and the reductive depiction of sharenting risks and harms as the products of situational factors, specifically the sharenters' agency. The paper critiques this finding and argues that a consideration of broader structural conditions marked by the power and ability of social media platforms to structure information flow and diffusion is required. This is necessary to contextualize and advance understanding of risks associated with new and emerging digital cultures such as sharenting which do not necessarily constitute criminal acts but are depicted as transgressive or deviant by the media due to the capacity of embedded practices to produce crimes and broader harms. [ABSTRACT FROM AUTHOR]

This paper discusses the role of formative feedback in teaching academic writing for a large class of first-year business students. The paper contributes to our knowledge on how to design an effective formative feedback process for a class in excess of 300 students. Based on survey data from 2018 the paper addresses how the students respond to being taught academic writing in two different feedback modalities: face-to-face interaction and electronic annotations. Our findings indicate that there are no significant differences between the two modalities and that the students are relatively satisfied with the feedback they received. The majority of the students report that feedback has helped them accomplish their learning goals, they pay attention to feedback, and feedback motivates them in their studies. Even with these positive responses from the students, we question whether our approach is sustainable in the long run. Unless smarter and more efficient ways of providing personalised feedback are developed for large student groups, the transition to the new paradigm for feedback, where the emphasis is placed on dialogic interaction, will not be practicable. [ABSTRACT FROM AUTHOR]

Is radicalization inherently conducive to terrorism? This paper addresses this fault-line within discourses on radicalization by analyzing the political awakening and mobilization of British Muslims operating in environments targeted by violent-extremists. The results show that despite undergoing the "root causes" and "triggers" associated with radicalization, and even having direct contact with violent-extremists, research participants still rejected terrorism. This paper analyzes why participants' radicalism promoted resilience to political violence rather than propel them toward it. It challenges the selection bias within terrorism and radicalization studies which constrain our ability to understand this phenomenon by focusing on the rare cases of people who support terrorism while ignoring its more common trajectories of non-terror related activism (or apathy). In correcting this bias, this paper proposes a more holistic definition of radicalization grounded in the lived realities of people undergoing that process and concludes with a discussion on what the findings mean for the assumptions underpinning academic discourses on this matter and state counterterrorism policies. [ABSTRACT FROM AUTHOR]

To positively strengthen the relationship between the physical character of a palliative environment (PE) and the service users who reside, visit or work in it, the architectural design process should adopt a human-centred approach. Implementing this approach would imply 'looking through the eyes of service users'. Since practical and ethical factors seem to prevent architects from engaging directly with service users in PEs, this paper studies the appearance of architectural-rich service users' experiences within PEs in the existing literature. In addition, we wonder why research knowledge in this field seem to remain confined to academic discourse and how academia can increase the transfer of 'designerly' know-how to support the architectural design process of human-centred PEs. In doing so, we propose the designerly scoping review, a methodology that customizes a scoping review in a more relevant and friendly way to architects. This review resulted in thirteen spatial aspects, divided over four atmospheres and linked to actual service users' experiences with(in) PEs. While the review showed that theoretical knowledge is available in this particular field, the 'architectural richness' is often lacking in current literature. [ABSTRACT FROM AUTHOR]

Driven by the digital revolution in second language (L2) classrooms and broadened views on literacy, digital multimodal composing (DMC) has gained a robust growth of interests in the past decade. To illuminate the empirical landscape of this budding field, this paper provides a substantive and methodological review of 60 empirical L2 studies on DMC in tertiary settings from 2005 to 2020. Each study was coded for characteristics regarding research context, methodology, study setup features, analyses performed, and the methodological practices. Our findings suggest that with a combination of flourishing qualitative observational research and emerging interventionist studies, this domain features (a) great attention to DMC in language classes, (b) an underrepresentation of non-English classrooms, (c) a preference for video projects over visual projects, and (d)immense efforts in exploring the potential of DMC from learners' perspectives. Also, using a broad range of data sources, this domain relies on analytic frameworks distinct from traditional monomodal L2 writing. Methodologically, we found a strength in the use of two validity strategies (i.e., a thick description and triangulation) and less-than-ideal practices in reporting reliability and learners' proficiency level. We conclude the paper with a number of empirically grounded recommendations for future research efforts. Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1942068. [ABSTRACT FROM AUTHOR]

Literary texts reveal aspects of lived experience, historical reality and subjectivity. In Uses of Literature, Rita Felski (2008) argues that they therefore take part in practices of knowing. In the following paper, writers' recognition of moments of discovery as described in The Paris Review Interviews is contrasted with biomedical scientists' discussions of their salient discoveries in interviews from the Australian Academy of Science's website. While writing in the biomedical sciences has long been assumed to consist of 'writing up' results established in a laboratory, some research into scientific writing suggests that the process of writing itself clarifies scientists' thinking. The following paper compares interviews with writers and interviews with scientists using an online text analysis tool, Voyant. It asks how the conceptualisation of discoveries made by biomedical scientists differs from or aligns with notions of discovery among fiction writers, and what role the interview process plays in revealing how writers and scientists write. Long-held assumptions about writers' and scientists' practices affect approaches by interviewers to their subjects, yet analysis of existing interviews demonstrates how discoveries emerge in the fiction writing process; in contrast, interview questions asked of scientists likely obscure the role of writing in their work. [ABSTRACT FROM AUTHOR]

Contemporary public as well as academic discourse on personal law in India has over the years engaged with the issues of its inadequacies, judicialisation and uniformity. This discourse has paid scant attention to the functioning of the law and the complexities of a multicultural nation-state committed to the idea of political secularism. This paper engages with the mahallu system of Malabar and sheds light on how decision-making in Muslim personal law is a process embedded in quotidian micro-politics, sectarian dynamics, social censure and affect. By tracing a triple talaq case in its ethnographic details we show that love (or lack of it), kinship expectations and community authority come together in resolving a conjugal dispute that does not lead to a straight path of legal interpretation but into a labyrinth of micro-politics of local religious factions and authority. The paper shows that the non-state quasi-legal institutions that come under the rubric of the mahallu system comprise of a particular kind of legal pluralism which is complex and replete with multilayered relations of power. This also brings to fore the binary and the play between what is considered to be legal and legitimate. [ABSTRACT FROM AUTHOR]

This paper extends our understanding of agency in second language (L2) students' academic English socialization by reporting on an investigation into how two mainland Chinese doctoral students enacted their agency in feedback-seeking for improving academic English writing during their studies in an English-medium university in Hong Kong. The findings show that the ways in which they exercised their agency to seek language feedback from socializing agents varied between individuals and in different feedback-seeking contexts. In particular, their enactments of feedback-seeking agency are found to be differentially shaped not only by their academic writing goals, but also by the habitus derived from their past experiences and the forms of social and cultural capital they accumulated prior to and during their doctoral studies. The findings also reveal that their language ideologies regarding the role of native-speaker norms in academic English writing mediated their feedback-seeking agency by exerting influence on their academic writing goals and their perceptions of different socializing agents as affordances for their language socialization. Overall, this paper offers more nuanced understandings of agency in L2 students' academic English socialization and illustrates the complex and dynamic interplay between agency, goal, habitus, capital and language ideology in shaping their feedback-seeking behaviour. [ABSTRACT FROM AUTHOR]

This paper reconceptualises academic writing in HE in order to explore how the symbolic significance and practical importance of academic writing in higher education is a constant presence, despite remaining elusive and difficult to define and/or execute in practice. I apply Bourdieu's (1985) concept of 'habitus' and 'doxa' to take an 'otherwise look' at how academics gradually develop what I call a 'professional writing in higher education writing habitus' which both informs and constrains notions of professional identity in higher education. This 'professional higher education academic writing habitus' has multiple dimensions and is shaped by individuals' writing experiences both within academia (at graduate, postgraduate and post-doctoral level) and beyond. In the paper's conclusion, I argue that a greater awareness of the tacitness and complexity of practices around academic writing have clear implications for academics wishing to develop a more confident and innovative approach to their own development as academic writers. [ABSTRACT FROM AUTHOR]

In this paper, we engage with the rising importance of journal ranking lists. We explore the pressure these place on marketing academics and the politics of knowledge production, stressing academic game-playing, careerism, and paradigmatic homogeneity. We appreciate that scholars are disciplined by these lists, their line managers, and reaffirm list power through their own patterns of self-management. Nonetheless, marketing academics should avoid making the naïve assumption that the appearance of a paper in a highly rated journal necessarily serves as a proxy for ‘quality’. Publication in a particular outlet does not transform the ultimate contribution being made in any substantive fashion. We provide an extensive critique of the function and impact of journal lists. However, it is also recognised that these are very important for members of the marketing community. As such, we explain our reasons for contesting the recent regrading of theJournal of Marketing Management(JMM) by a prominent journal list and underline the changes that have been made to theJournalsince the beginning of the current editorial term. Finally, the support of prominent scholars among our thought community for the policies being implemented is highlighted and we underscore the rigour of contributions to theJournal, the review process, the rising citations, downloads and truly global readership of theJMM. [ABSTRACT FROM PUBLISHER]

Reflection on the meaning of the word 'tradition', and related terms such as 'traditional', is conceptually complex but has been subject to limited critical scrutiny within academic discourse. The evidence of this study, drawing on the theory of tradition and a database of all 6947 papers published in Studies in Higher Education between 1976 and 2021, is that higher education researchers make extensive use of these words in a routinised and often un-scholarly way. The language of tradition is frequently invoked as an emotive means to both resist and argue for change in higher education often framed as a dualism where the words tradition or traditional are deployed as positives or pejoratives. Despite the intensification of empirical work since the 1970s and 1980s, and the increasingly international authorship of Studies of Higher Education, use of tradition as a rhetorical device continues to play a significant role in the literature. As the paper illustrates, this has contributed to the creation and perpetuation of myths about students, universities and academic work. [ABSTRACT FROM AUTHOR]

This paper has two aims. One is to draw a distinction between two types of trust. The other is to argue for its applicability in academic discourse on educational policies. One of the two types of trust is ethical trust that rests on beliefs about others' ethical virtues. The other is institutional trust that typically depends on law enforcement and economic incentives. Ideas about a social order based primarily on institutional trust have haunted political thought since the time of Thomas Hobbes. Such ideas may seem realistic if we focus on business relations, where conformity to contractual terms suffices to meet the needs of all concerned. Intimate relationships rely more on ethical trust. In the first half of the paper the difference between these two types of trust is explained. In the final sections it is argued that successful schoolwork depends on ethical trust and that measures to make schools more reliable in the institutional sense, through supervision and accountability, need to be applied with caution. Such measures can undermine ethical trust because they, at least implicitly, question the moral integrity of teachers and school-heads. [ABSTRACT FROM AUTHOR]

Hélène Cixous is perhaps best known for her paper, 'The Laugh of the Medusa' (1976) and her literary contributions outside academia. In this paper, we pick up a lesser known Cixous text, 'Le Sexe ou la tête?' that offers an interesting and provocative perspective on the traps associated with being feminine in a masculine environment. As we converse with Cixous, weaving our own words and experiences with hers, we link her work more closely with the feminine in modern-day academia. We suggest that Cixous's remarks on decapitation and voice offer a way forward for academic women to be; to speak; to recognise the double jeopardy of decapitation in the university; and to use laughter as a strategic, powerful, political act of resistance and subversion against oppressive masculine power structures. We draw on and seek to enact Cixous's notion of écriture feminine—a disruptive style of writing that provides a mode of being, speaking, and writing that subverts the power of masculine norms in order to be heard and to bring possibilities for change. [ABSTRACT FROM AUTHOR]

A key purpose of the Foundation Year provision is to prepare students, often from a widening participation background, for their undergraduate study. Research has established that access to academic discourse and disciplinary knowledge is, to a large extent, dependent on students' academic language and literacy skills, including oracy skills. However, little attention is paid to oracy skills in the higher education literature, and less so in the context of a Foundation Year. In this paper, we explore Foundation Year students' and teachers' perceptions of the importance of oracy skills in preparing for undergraduate study. We also investigate Foundation Year students' confidence in these skills at the start of their university programme. Initial findings suggest that whilst teachers and students report oracy skills are important for undergraduate study, they disagree on which subdomains of skills are the most important. Quantitative data suggests students report confidence in their oracy skills upon entering higher education, however, qualitative data suggest a more nuanced picture, with students reporting a desire for more small group practice. Drawing on these insights, we make suggestions for explicitly teaching oracy skills in Foundation Year. This would not only raise the status of oracy skills as a key part of the Foundation Year curriculum but also emphasise the relationship between widening participation, oracy skills and academic achievement. [ABSTRACT FROM AUTHOR]

Research and writing are integral to academic identity; however, professionals identifying as Learning Developers form an international practitioner community with limited expectations for publishing. Inhabiting the liminal space between academic and professional roles, they have only recently begun to develop their own disciplinary scholarship. In this paper, the authors – Learning Developers who have transitioned from discipline-based to LD-based writing – argue that Learning Development (LD) struggles to be perceived as a distinctive academic field because it has not yet sufficiently written itself into existence. They propose a model for writing as liberatory practice that facilitates scholarly conversations and co-creation of an academic field. Through collective autoethnography, the authors build on their own positionality in LD in order to outline a framework for knowledge production, and demonstrate that scholars in emerging disciplines need encouragement and support to unlock their practitioner knowledge and articulate what makes them a unique scholarly field. [ABSTRACT FROM AUTHOR]