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Minority ethnic women are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) higher education. Whilst existing studies, mostly in the US context, have provided valuable insights into racial and gender inequalities, there appears to be limited research in the UK. Through the lens of science identity, this article draws on qualitative data which was collected over three years, to appreciate how minority ethnic women develop their identity and belonging in STEM higher education, from the start to the end of their degrees. We present three case studies: (1) Nancy, a British East Asian Computer Science student, who appears "pragmatic" as she understands the extrinsic value of her degree, despite negative feelings and experiences; (2) Carol, a Black British Biomedical student, who can be seen as "persistent," as supported by her intrinsic commitment to work in healthcare; and (3) Mawiya, a British Middle Eastern Mathematics student, whose experiences are somewhat "precarious," because she must continuously negotiate her mathematics identity, which is often in question by herself and others. We discuss and compare the similarities and differences in the higher education pathways of these students. We also highlight the nuances of identity development and identity management, and consider multiple social inequalities for minority ethnic women. We conclude with a discussion of the implications of the findings for policy and practice.

This paper reports a comprehensive review of literature on personalised learning in STEM and STEAM (or STE(A)M) education, which involves the disciplinary integration of Science, Technology, Engineering, and Mathematics, as well as Arts. The review covered the contexts of STE(A)M education where personalised learning was adopted, the objectives of personalised learning and research issues, and various aspects of practising personalisation. A total of 72 publications from 2011 to 2020 were collected from Scopus for review. The results reveal the widespread studies in this area across various countries/territories, levels of education, subject disciplines, and modes of education. The most common objective of personalised learning lied in catering for learning styles. The issue most frequently addressed focused on evaluating the effectiveness of technologies for personalised learning. Blended learning and learning analytics are the most popular means to achieve personalised learning. Among various aspects of learning, learning material is the one most frequently addressed. Also, the factors and criteria for personalising learning were summarised, which reveal the heterogeneous nature of learners who have their own learning ability, interest, style and progress. The results suggest more research on interdisciplinary and integrative approaches for STE(A)M learning to examine how personalisation can be applied effectively, as well as more investigation on integrating personalisation with the pedagogies and elements commonly introduced to STE(A)M education.

This paper presents an analysis of learning analytics practices which aimed to achieve personalised learning. It addresses the need for a systematic analysis of the increasing amount of practices of learning analytics which are targeted at personalised learning. The paper summarises and highlights the characteristics and trends in relevant learning analytics practices, and illustrates their relationship with personalised learning. The analysis covers 144 related articles published between 2012 and 2019 collected from Scopus. The learning analytics practices were analysed from the dimensions of what (learning context, learning environment, and data collected), who (stakeholder), why (objective of learning analytics, and personalised learning goal), and how (learning analytics method), as well as their outcomes and limitations. The results show the diversified contexts of learning analytics, with the major ones being tertiary education and online learning. The types of data for learning analytics, which have been increasingly collected from online and emerging learning environments, are mainly related to the learning activities, academic performance, educational background and learning outcomes. The most frequent types of learning analytics objectives and personalised learning goals are enhancing learning experience, providing personal recommendations and satisfying personal learning needs. The learning analytics methods have commonly involved the use of statistical tests, classification, clustering and visualisation techniques. The findings also suggest the areas for future work to address the limitations revealed in the practices, such as investigating more cost-effective ways of offering personalised support, and the transforming role of teachers in personalised learning practices.

Marketisation has directed higher education institutions and policies to focus on student support and provisions that promote better experience and value. By contrast, expectations of university students are under-researched and understated, with less attention placed on what and how students should perform in higher education. This paper further develops the concept of the "ideal student" at university, which aims to promote transparency and explicitness about what is expected of students, and potentially alleviate inequalities driven by implicit and unspoken rules of higher education. We report on the development and findings of the ideal student survey, conducted with 1,043 university students and staff in the UK. Factor analysis revealed eight dimensions of the ideal student, which we have tentatively described as "Diligence & Engagement," "Organisation & Discipline," "Reflection & Innovation," "Positive & Confident Outlook," "Supportive of Others," "Academic Skills," "Employability Skills" and "Intelligence & Strategic Approach." Each factor is discussed with a focus on the differences between the views of staff and students. We conclude with a discussion of how the concept of the ideal student has the potential to promote better equality and opportunities for student success, by making explicit what is expected of university students.

This paper draws upon in-depth interviews with 89 students from two UK universities to explore how students from Science, Technology, Engineering and Mathematics (STEM) degrees describe the ideal as well as the typical student in their respective disciplines. We provide a comparative insight into the similarities and differences between disciplinary identities based on student perceptions. More specifically, we consider how undergraduates from biology, engineering, mathematics and physics construct the ideal and the typical student in their degree, highlighting the popular discourses and desirable traits that appear to characterise students in these disciplines. In addition to a masculinised construction of students in engineering, mathematics and physics, we found a social hierarchy within STEM degrees where biology was perceived as the easier STEM subject. We conclude with a discussion of the impact of such hierarchies on student identities in STEM, and potential implications for equality, diversity and inclusion.

Despite being in a digital age, the diversity of young people choosing to study and work in computing is of ongoing concern, especially low numbers of girls. This paper aims to determine the profile of students who are more likely to aspire to be computer scientists and provide insights into the key factors that shape their aspirations in this area. We draw on questionnaire data from 4,983 secondary school students in England, in schools that have a higher-than-average uptake of GCSE Computer Science (a national exam taken by students at age 16). Amongst students who have chosen to study GCSE Computer Science, girls have a lower odds of aspiring to be a Computer Scientist compared to boys. Amongst younger students yet to pick their GCSE options, there are significantly more girls than boys wanting to work in digital art. Multivariable regression analysis identified 10 factors that were associated with aspirations to become a computer scientist. These include being a boy, being of Asian ethnicity, currently studying GCSE Computer Science, having a parent in computing, as well as having higher 'coding self-belief', elevated levels of 'family support' and aspiring towards 'technical jobs'. Implications for practice and curriculum design are discussed.

Purpose: This paper aims to present a comprehensive overview of the patterns and trends of publications on artificial intelligence (AI) in personalised learning. It addresses the need to investigate the intellectual structure and development of this area in view of the growing amount of related research and practices. Design/methodology/approach: A bibliometric analysis was conducted to cover publications on AI in personalised learning published from 2000 to 2022, including a total of 1,005 publications collected from the Web of Science and Scopus. The patterns and trends in terms of sources of publications, intellectual structure and major topics were analysed. Findings: Research on AI in personalised learning has been widely published in various sources. The intellectual bases of related work were mostly on studies on the application of AI technologies in education and personalised learning. The relevant research covered mainly AI technologies and techniques, as well as the design and development of AI systems to support personalised learning. The emerging topics have addressed areas such as big data, learning analytics and deep learning. Originality/value: This study depicted the research hotspots of personalisation in learning with the support of AI and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and the need for future work on diverse means to support personalised learning with AI, the pedagogical issues, as well as teachers' roles and teaching strategies.

Student persistence has long been a major challenge for open universities. Despite the evolution of open education, an overall high student attrition rate remains. This paper examines the changes and trends in factors related to student persistence in open universities. It reviews the empirical studies from the 1970s to the 2010s which reported factors influencing student persistence. The relevant studies were searched from databases, including Scopus, Web of Science, and Google Scholar. Among the 108 studies collected, a total of 284 factors influencing student persistence were identified. The factors were categorised into student factors, institutional factors, and environmental factors. Their changes and trends over the years were examined. The results show that student factors were the most frequently studied over the years examined, with the major categories being students' psychological attributes and outcomes. Institutional factors have been increasingly studied in recent decades, with the design and delivery of programmes and courses being the strongest category. Finally, environmental factors have been decreasingly examined, with factors related to students' family and work being the two main categories. Based on the results, the implications for developing intervention and retention strategies for student persistence in open universities are discussed.

The higher education market has prompted universities to justify their value and worth, especially to students. In Australia, New Zealand and the UK, it is increasingly common for universities to advertise their vision to prospective students, through Graduate Attributes, and showcase the sets of skills and competencies their graduates would develop throughout a degree. Whilst there are extensive studies in Australasia, research in the UK context is limited. This paper presents what we believe is the first national mapping of graduate attributes proposed by UK universities. Our analysis suggests four discourses that characterise the overarching qualities that UK students can expect to embody by graduation: "self-awareness & lifelong learning," "employability & professional development," "global citizenship & engagement" and "academic & research literacy." These discourses are discussed in relation to the concept of the 'ideal graduate' as we highlight what can be expected from students who complete a UK higher education.

Racism is harmful for minority ethnic students from compulsory to tertiary education. Whilst there appears to be renewed public interest in structural racism, the realities of lived racism are, for many, a part of everyday life. This paper explores the experiences of minority ethnic students in UK higher education, especially their approaches to racism and coping strategies. Drawing on 51 in-depth interviews, the authors discuss the different ways in which racism can affect students and the extent to which it is normalised. As a means of coping, students appear to develop different degrees of emotional detachment and desensitisation towards racist behaviours. They discuss how white privilege in higher education can contribute to the silencing of minority ethnic students in the battle against racism, especially in white university spaces where racist behaviours are generally accepted, overlooked or trivialised. They conclude with a discussion of implications for policy and practice.

In higher education, non-traditional students experience a range of challenges, from aspiration and access into university to academic progress and success in their degree. Most students either enter employment or further study after their degree. This paper focuses on the latter stages of the effort to widen student access and participation in higher education, with an exploratory study of the career preparation and readiness of 22 final-year undergraduates from non-traditional backgrounds in the UK. We explore how students prepare themselves and are prepared by their degree for life after university, with the focus on career preparations and employment. In particular, we discuss the challenges for these students to engage in opportunities such as work experiences and extracurricular activities, which have implications for their chances of success and social mobility. We conclude with recommendations for practice, especially for academic and professional staff.

Purpose: This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach: A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings: Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value: This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

Background: The analogy of the leaky pipeline has been used to describe STEM education, with lower student diversity from compulsory to post-compulsory education and beyond. Although extensive research has explored the views and experiences of school-aged children about STEM, fewer studies have examined the career intentions of STEM students at university, especially those from under-represented backgrounds (e.g., racial/ethnic minority, women and working class students). This paper draws on a large qualitative study that interviewed 110 under-represented STEM undergraduates in the UK. We focus on students' STEM career intentions and the likely directions of their post-degree trajectories, drawing on the lenses of science identity and Social Cognitive Career Theory. Results: Three pathways were identified. The first group plans to pursue a career in or from STEM. While social inequalities may persist, the potential impact of these challenges may be neutralised by the personal drive and passion of STEM career-oriented students, who seem committed to "drive into an STEM future." The second group stated intentions for non-STEM-related careers, leaving the STEM pipeline. The reasons students gave for their imminent departure from STEM are the better financial reward on offer in some non-STEM sectors, especially in finance and business, as well as wider social inequalities and stereotypes. The third group was undecided, those who are uncertain or unclear about their futures. Students described a general lack of direction or clear career pathway, from a complete lack of career ideas to an overload of options. Conclusions: We conclude with a reminder that the STEM pipeline is far from secured or equitable, despite apparent progress in participation and representation. We reiterate the importance of fostering a diverse, inclusive and supportive learning environment that maximises the participation, strengths and potential of all students, especially those from under-represented backgrounds. While it is not uncommon for STEM students to pursue careers outside of STEM, we need to be wary that those who exit the STEM pipeline are not "forced off the road" by social inequalities and exclusions.

Oral input has long been recognised as a key factor influencing second language acquisition in early childhood. Children rely heavily on oral input to learn new words and develop phonological awareness of a language. However, in the context of English teaching in Hong Kong kindergartens -- which feature diversity in language use in the classroom -- little work has been done on the oral input given to children. This study examined the English oral input of teachers in Hong Kong kindergarten classrooms. It investigated the amount and features of teachers' English oral input, and how the input affected the conditions for English language learning. Classroom observations were conducted monthly for three months with one native speaking (NS) and two non-native speaking (NNS) kindergarten teachers together with a total of 44 Chinese-speaking children. The research used the Oral Input Quality Observation Scheme developed for systematically collecting oral input and output data from the teachers and children respectively. The results show that the learning activities did not seem to be hindered by the different pronunciations of the NS and NNS teachers. However, the NS teacher tended to use a broader variety of vocabulary and a richer amount of English than the NNS teachers. Both the NS and NNS teachers demonstrated limitations in pedagogical skills in teaching the children English pronunciation. The implications of the results are discussed in relation to the context of English teaching in Hong Kong kindergartens.

In the United Kingdom, a "good" undergraduate degree is understood to be a "first class" or an "upper second class," which is achieved by three-quarters of students. The need to distinguish oneself from others is ever more important in an increasingly crowded graduate market, although a first-class degree is most likely achieved by privileged students. Informed by Bourdieu's theory of habitus and capital, this study explores the educational experiences and trajectories of 30 final-year high-achieving nontraditional (HANT) students through in-depth interviews. These include working-class, minority ethnic, and/or mature students at university. We found that prior development in academic study skills and the desire to prove oneself, often in response to previous negative experiences, are key ingredients in academic success. Our HANT students also seem to find inspiration or support from significant others, an educational capital, although these resources are often by chance rather than by plan. Implications for policy and practice are suggested.

This paper contributes to our understanding of the 'ideal' university student -- a working concept that promotes a more transparent conversation about the explicit, implicit and idealistic expectations of students in higher education. Drawing on Weber's theory of "ideal types," we explore university staff and students' conceptualisation of the 'ideal' student. Informed by 20 focus groups with 75 university staff and students, we focus on how the concept of 'ideal' student is perceived, challenged and negotiated. We argue that the 'ideal' student has important conceptual and practical implications for higher education, especially the importance of explicitness and the dangers of presumptions. The concept has the potential to bridge differences and manage expectations between lecturers and students, which have been stretched due to consumerism, by offering a platform where expectations of university students are elaborated. We present a working definition of 'ideal' university student, which, we argue, encompasses desirability, imperfection and realism.

In UK higher education, minority ethnic students are less likely to graduate with a good degree than their White British counterparts, even when prior attainment is considered. Until recently, concerns about this ethnicity degree awarding gap have not received the research attention it deserves. In this paper, we contribute to this gap in knowledge with a focus on how students make sense of the difference in degree outcomes by ethnicity. Informed by 69 in-depth interviews with minority and majority ethnic students at a UK university, we explore their views towards the ethnicity degree awarding gap, why it exists and what would be their solution to reduce this difference. Although some students perceived the awarding gap as a reflection of individual aptitude, others have attributed social barriers for degree outcome differences. We present five recommendations as suggested by students for policy and practice. Firstly, the provision of greater economic support for minority ethnic students, which will improve access and a more diverse student population. Secondly, to establish an institutional commitment to challenge and eradicate all forms of racism on campus, including microaggressions. Thirdly, to increase representation of minority ethnic staff and students in higher education to improve students' sense of belongings and aspirations, with the emphasis on greater staff diversity. Fourthly, to diversify the curriculum with a wider range of values and perspectives incorporated into teaching. Finally, universities need to be proactive and reflective to ensure structural barriers are reduced or eliminated through additional support or alternative provisions.

This article presents a review of the literature on smart learning in order to provide a comprehensive overview of its latest developments in research and practice. The review covered 90 studies published from 2010 to 2019, which were collected from three publication databases, namely Web of Science, Scopus and ProQuest. They were analysed for the patterns and trends in terms of publication years, sources of publication, countries or regions of publication, research purposes, research methods, educational levels of the studies, application domains, research issues, research participants, learning devices or tools, learning environments and learning features. Overall, the findings show that increasing global attention was given to smart learning from diverse disciplines and contexts of application. The results also reveal the areas which should be addressed in future work: development of pedagogies which make effective use of smart learning technologies in different learning environments; examination of smart learning to cope with learners' needs in informal contexts; in-depth analysis of how smart learning could be tailored to fit the characteristics of various application domains; and investigation of the views and perceptions of teachers on smart learning technologies, their readiness to use these technologies and their challenges and needs for support.

This paper explores the current views and experiences of university students towards issues of race and racism in England. A decade into the UK's Equality Act (2010), we have witnessed a proliferation of support for minority rights and movements, especially from the younger generation, often praised as progressive and liberal. Yet, in UK higher education, there is growing evidence and concern about racial and ethnic inequalities in the experiences and outcomes of minority ethnic students. Drawing on in-depth interviews with 42 undergraduates in Science, Technology, Engineering and Mathematics (STEM) degrees, the authors explore the nuances in racial perspectives as they highlight three contemporary student discourses of racism: the naïve; the bystander; and the victim. Implications for policy and practice are suggested.

This paper provides a comprehensive review of the features and trends of personalised learning. The review covers a total of 203 journal articles collected from Scopus, which were published from 2001 to 2018 and involved personalised learning practices. Comparing the practices between 2001-2009 and 2010-2018, there was a clear trend that they became more diversified in terms of the educational levels and modes of education, as well as the means to achieve personalised learning, their objectives and the devices used. In most practices, the use of technology was clearly emphasised, such as various intelligent learning/tutoring systems, mobile devices, learning analytics, and augmented/virtual reality applications. Learning methods, materials and the time and places for learning were the aspects most frequently addressed. The objectives of the practices focused mainly on increasing learning effectiveness, followed by enhancing learners' motivation, engagement and satisfaction. The factors leading to successful personalised learning were identified from the articles reviewed, among which most factors were related to learners' characteristics, learning progress and technology. Research issues which need further investigation are recommended, particularly on the challenges arising from the adoption of emerging technologies, and the changing role of teachers in the trend towards student-centred personalised learning.

Recognising the changing landscape and financial costs, changes in the higher education sector continue to challenge the purpose and operations of universities, notably the shift towards student consumerism. Given this, what it means to be a student in contemporary higher education can evolve and would arguably have implications about the expectations of university students and staff for learning and teaching practice. To promote greater transparency of expectations, this paper develops the concept of the ideal student further with closer look into the spheres of influence that shape university students' construction of the ideal student. We draw on 23 focus groups with 105 university students to explore the key factors that contribute to how the ideal student is developed and recognised. Our findings indicate that students' construction of the ideal student is closely shaped by and rooted in their prior educational experiences, interaction with their peers and the curriculum, and perceptions of lecturers, institution and employer expectations. All these influences lead to a fluid and complex negotiation process as students navigate the meanings of being a university student. We conclude with practical implications for learning, teaching and curriculum development in higher education. The paper therefore provides a platform for key stakeholders to discuss different influencing factors as we support student transition and progression and manage their expectations of higher education.

Purpose: This paper examines the pedagogical features of massive open online courses (MOOCs) for language learning--known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and machine-graded quizzes for self-assessment. For language learning, which has been conventionally understood as skill development, the pedagogical features of relevant MOOCs have yet to be comprehensively surveyed. Design/methodology/approach: This study surveyed a total of 123 language MOOCs from the major MOOC platforms. The pedagogical features shown in these courses were identified and categorised according to the types of course materials and learning activities as well as the participation of learners and instructors. Findings: English was the most common language taught in the courses. Over 80% of the courses took not more than six hours to complete. Most of these courses followed the typical approach of xMOOC delivery, with video watching, reading and auto-graded assessment being the most common learning activities. Less than half of the courses included discussion as part of learning, and instructors were involved in less than 30% of the discussion. Originality/value: The findings show that, despite the technological advances in course delivery, current language MOOCs do not differ substantially from conventional distance language learning. Yet, the utilisation of computer-assisted language learning technology and the massive student base of MOOCs for creating a virtual social community are opportunities for developing learners' language proficiency on this learning environment.