Duna Sabri
Biographic Data
| ID | 337284 |
|---|---|
| NAME | Duna Sabri |
| GIVEN NAMES | Duna |
| FAMILY NAME | Sabri |
| SIGNATURE | SABRI D |
| AFFILIATIONS | King's College London |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Rethinking causality and inequality in students’ degree outcomes
Inequality in students’ degree outcomes has been a concern for the higher education sector and the UK government for more than a decade. Since its inception in 2018, the Office for Students in England has prioritised the need for evidence of causality through requiring institutions to evaluate the effectiveness of their initiatives as set out in Access and Participation Plans. This policy development responds to several reports which identify a d…
Student Evaluations of Teaching as 'Fact-Totems
Taking the UK National Student Survey (NSS) as a case study of student evaluations of teaching (SET) which are now used widely in higher education, I argue that the production and consumption of such survey data have a symbolic value that exceeds, and is often independent of, any technical understanding of their statistical meaning. The NSS, in particular, has acquired significance that far outweighs its validity or intended use. This is evident …
What's wrong with 'the student experience
Speaking about ‘the student experience’ has become common-place in higher education and the phrase has acquired the aura of a sacred utterance in UK higher education policy over the last decade. A critical discourse analysis of selected higher education policy texts reveals what ‘the student experience’ has come to signify, and how it structures relations between students and academics, institutions and academics, and higher education institution…
Absence of the academic from higher education policy
This article argues that the individual academic is all but absent from the assumptive worlds of policymakers in UK higher education. It is taken for granted in research on academic identity that those who work in higher education as teachers and researchers refer to themselves as, and indeed are referred to by others as, ‘academics’. Evidence is drawn from a study of policymakers in the UK to demonstrate that the word ‘academic’ is not a part of…
What's wrong with 'the student experience
Speaking about ‘the student experience’ has become common-place in higher education and the phrase has acquired the aura of a sacred utterance in UK higher education policy over the last decade. A critical discourse analysis of selected higher education policy texts reveals what ‘the student experience’ has come to signify, and how it structures relations between students and academics, institutions and academics, and higher education institution…
Student Evaluations of Teaching as 'Fact-Totems
Taking the UK National Student Survey (NSS) as a case study of student evaluations of teaching (SET) which are now used widely in higher education, I argue that the production and consumption of such survey data have a symbolic value that exceeds, and is often independent of, any technical understanding of their statistical meaning. The NSS, in particular, has acquired significance that far outweighs its validity or intended use. This is evident …
Absence of the academic from higher education policy
This article argues that the individual academic is all but absent from the assumptive worlds of policymakers in UK higher education. It is taken for granted in research on academic identity that those who work in higher education as teachers and researchers refer to themselves as, and indeed are referred to by others as, ‘academics’. Evidence is drawn from a study of policymakers in the UK to demonstrate that the word ‘academic’ is not a part of…
Rethinking causality and inequality in students’ degree outcomes
Inequality in students’ degree outcomes has been a concern for the higher education sector and the UK government for more than a decade. Since its inception in 2018, the Office for Students in England has prioritised the need for evidence of causality through requiring institutions to evaluate the effectiveness of their initiatives as set out in Access and Participation Plans. This policy development responds to several reports which identify a d…
Absence of the academic from higher education policy
This article argues that the individual academic is all but absent from the assumptive worlds of policymakers in UK higher education. It is taken for granted in research on academic identity that those who work in higher education as teachers and researchers refer to themselves as, and indeed are referred to by others as, ‘academics’. Evidence is drawn from a study of policymakers in the UK to demonstrate that the word ‘academic’ is not a part of…
What's wrong with 'the student experience
Speaking about ‘the student experience’ has become common-place in higher education and the phrase has acquired the aura of a sacred utterance in UK higher education policy over the last decade. A critical discourse analysis of selected higher education policy texts reveals what ‘the student experience’ has come to signify, and how it structures relations between students and academics, institutions and academics, and higher education institution…
Student Evaluations of Teaching as 'Fact-Totems
Taking the UK National Student Survey (NSS) as a case study of student evaluations of teaching (SET) which are now used widely in higher education, I argue that the production and consumption of such survey data have a symbolic value that exceeds, and is often independent of, any technical understanding of their statistical meaning. The NSS, in particular, has acquired significance that far outweighs its validity or intended use. This is evident …
Rethinking causality and inequality in students’ degree outcomes
Inequality in students’ degree outcomes has been a concern for the higher education sector and the UK government for more than a decade. Since its inception in 2018, the Office for Students in England has prioritised the need for evidence of causality through requiring institutions to evaluate the effectiveness of their initiatives as set out in Access and Participation Plans. This policy development responds to several reports which identify a d…
Higher Education Practises and Engagement (4 works) · Political science (4 works) · Sociology (4 works) · Evaluation of Teaching Practices (3 works) · Higher education (3 works) · Higher Education Governance and Development (3 works) · Pedagogy (3 works) · Social science (3 works) · Law (2 works) · Psychology (2 works)