Sue Clegg
Datos Biográficos
| ID | 3701112 |
|---|---|
| NOMBRE | Sue Clegg |
| NOMBRES | Sue |
| APELLIDO | Clegg |
| FIRMA | CLEGG S |
| AFILIACIONES | Leeds Beckett University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAS | 395 |
| TOTAL COMO AUTOR | 35 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2016 |
| ÍNDICE H | 11 |
Agency and Ontology within Intersectional Analysis
The article analyses the historical roots of intersectional theory and argues that the ambiguities and elisions that mark intersectional analysis are a weakness not a strength. It makes an argument for why Archer's morphogenetic approach provides a more secure basis for analysing the overlapping oppressions that intersectional theory highlights. It avoids conflating experience with structural and cultural conditions and their elaboration, and pro…
The Space of Academia
The Space of Academia
Understanding how affect operates is central to understanding higher education. The dominant discourse of affectless rationality is important in structuring the rewards accorded to particular forms of academic work, notably research, and in the hierarchical power accorded to disciplines and specialisms within disciplines. It is also essential to the maintenance of newer forms of power represented in the culture of audit and managerialism, whose l…
On the problem of theorising
This article addresses the problem of how we theorise in writing about higher education through a reconstruction and interrogation of my previous work. I argue that theorising is messy, incomplete and a non-reductive process. Using C. Wright-Mills' notion of craft and Val Hey's insights into theorists who come to haunt us, I retrace the steps involved in an investigation of personal development planning. This research led to a broader considerati…
Academic identities re-formed? Contesting technological determinism in accounts of the digital age
This paper will deconstruct ideas of the ‘digital age’ and ‘information society’ by exploring how digital technologies are invoked in accounts of changing academic identities. It argues that policy, and academic, narratives about the impact of digital technologies have been marred by a strand of technological determinism. Drawing on the work of Barbara Adam the paper will contest linear accounts of the experiences of time assumed in theories of s…
Who cares? Gender dynamics in the valuing of extra-curricular activities in higher education
Despite the assertion that higher education is becoming increasingly ‘feminised’ and that male students are the relative losers, gendered meanings continue to permeate higher education in ways that mean that the recognition of women's experiences are frequently marginalised. Our paper reports on research designed to explore student participation in extra-curricular activity from a perspective informed by a broader conceptualisation of the extra-c…
Cultural capital and agency
This paper explores some of the unresolved tensions in higher education systems and the contradiction between widening participation and the consolidation of social position. It shows how concepts of capital derived from Bourdieu, Coleman and Putnam provide a powerful basis for critique, but risk a deficit view of students from less privileged backgrounds. These students are more likely to attend lower‐status institutions and engage with an exter…
Possible selves
This paper explores the under‐researched area of extracurricular activity undertaken by students through the lens of the possible selves literature, which has largely been developed in the North American context. In the UK the employability agenda assumes an orientation towards the future and employers are increasingly expecting students to display capacities beyond those of simply achieving a degree. Extracurricular activity is one site where st…
Learning, teaching and assessment strategies in higher education
This paper presents an analysis of ethnographic data collected by researchers as part of the process of rewriting an institutional learning and teaching strategy in an English university. The research was driven by a desire to understand what work a learning and teaching strategy might accomplish, and the form/s of address in strategy documents. The data for the study comprised in‐depth interviews with staff, focus groups with staff and students,…
Kindness in pedagogical practice and academic life
The paper presents the argument that kindness in teaching is both commonplace yet unremarked and that, moreover, it is subversive of neo‐liberal values. In arguing for the value of attending to kindness, we reject the dichotomy between emotion and reason and the associated gendered binaries. We distinguish kindness from ‘due care’ and acts that are required of professionals, and instead locate it philosophically in personal values and with a conc…
Time future - the dominant discourse of higher education
The paper presents a critique of the dominant temporality of higher education policy in the UK and globally. It argues that the temporality of 'employability' is what Barbara Adam and Chris Groves describe as the 'present future'; a conception of the future as empty and open. Drawing on the work of Margaret Archer, the paper explores the differing existential temporalities associated with different forms of reflexivity and explores the complex te…
Histories and institutional change
Academic development has played a significant role in creating university ‘learning and teaching’ as an object of policy scrutiny and intervention. While academic development is a new field, its practices have been productive of new learning and teaching regimes in both the global ‘north’ and ‘south’. This paper explores the emergence of academic development as a practice and the agentic understandings of its actors in creating the academic devel…
Forms of knowing and academic development practice
Academic development has emerged as an important new site of practice in higher education internationally over the past 40 years, and has been influential in shaping the terms of debate about teaching and learning in higher education. Academic development has shifted its focus from the individual teacher to strategic interventions at institutional and national levels. This article argues that much of the writing by academic developers has a rheto…
Femininities/masculinities and a sense self
This paper draws on the theoretical resources offered by feminist scholarship to enquire into the discourse of the intellectual and how women do being an academic. My starting points are threefold: Val Hey’s interrogation of Butler’s work and her emphasis on the importance of sociality; Carrie Paechter’s exploration of the available personal sets of masculinities and femininities that modify the ‘person who is me’; and my own attempts to draw on …
Student support through personal development planning
This article presents an analysis of higher education students’ retrospective meaning making of their experiences of personal development planning (PDP). An earlier study of first year students had indicated that students rarely reflected on their own meta‐cognitive processes and were preoccupied with practical study skill matters, particularly time management. The authors were interested, therefore, in looking at whether students in their final …
Academic identities under threat
This article focuses on the lived experience of practising academics as part of an inquiry into the vexed question of ‘academic identities’. Identity is understood not as a fixed property, but as part of the lived complexity of a person's project. The article reports on data from a small study in one university. The data suggest that academic identity is complex and that, moreover, it cannot be read off from descriptions of teaching, research, or…
Power, pedagogy and personalization in global higher education
In this paper, in keeping with developing feminist methodologies, we reflect on how we became second-wave feminists in the 1970s. We consider how the theories and practices that we were involved in have been changed as the global socio-political context has transformed higher education practices. Second-wave feminism originated as a political project around ‘the personal’. As it entered the academy, feminism developed and drew on emerging concept…
Qualitative Data from a Postal Questionnaire
There is a common assumption that a postal questionnaire is an inappropriate research instrument for collecting rich qualitative data. In this article we challenge this and argue that in some circumstances such instruments can be used to yield rich thick descriptions of the kind normally associated with interviewing. We give the example of research into lesbian identities. Our experience led us to question what we call the epistemology of presenc…
Acknowledging the affective in higher education
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These …
More heat than light
This paper argues that the recent debate about plagiarism has taken on aspects of a moral panic, which reflects underlying anxieties about the state of higher education in the United Kingdom. In contrast to the moral absolutism of some commentators, we argue for the significance of posing the phenomenological question of 'what is plagiarism in its appearing?' We present a detailed idiographic analysis of two cases taken from a wider study of staf…
Models of Personal Development Planning
This article presents an analysis of case study data from a project evaluating Personal Development Planning (PDP) at a large post‐1992 university in England. The study was undertaken as part of a strategy of encouraging schools to build on existing experience while at the same time ensuring consistency with new national guidelines for the implementation of PDP across the whole sector. The aim of the research was to understand the models already …
The problem of agency in feminism
In a recent paper, members from the London Feminist Salon Collective reflected on the vexed problem of agency in poststructuralist theory and asked, ‘as feminist educational researchers, where do we go from here?’ The issue remains pressing as agency, both individual and collective, is at the heart of the feminist, and indeed, all radical political projects. The attractions of poststructuralist theorizing for many feminists has been its decisive …
Evidence‐based practice in educational research
The paper argues that a critical realist perspective can contribute to a critique of evidence‐based practice, while at the same time not abandoning the idea of evidence altogether. The paper is structured around a number of related themes: the sociopolitics of ‘evidence‐based’; epistemological roots and a critical realist critique; the debate in action based on the recent systematic review of personal development planning; and theory to practice …
Theorising the mundane
In this article I argue that qualitative research that focuses attention on how change is being understood and experienced on the ground can contribute to broader theoretical insights. In recent research I have been exploring how lecturers apply their understandings of learning outcomes and personal development planning. At one level, these practices are mundane, yet they are subject to increased regulation, policy debate and scrutiny. In underst…
Conceptualising Middle Management in Higher Education
Debates about middle management in higher education have been largely confined to the dominant discourse of managerialism. In this paper, we argue for an engagement with the broader management literature, with its multiple discourses of middle management. We present an analysis of middle management as a multifaceted phenomenon and review literature on middle managers as representing: core organisational values; as self-interested agent of control…
Academic identities under threat
This article focuses on the lived experience of practising academics as part of an inquiry into the vexed question of ‘academic identities’. Identity is understood not as a fixed property, but as part of the lived complexity of a person's project. The article reports on data from a small study in one university. The data suggest that academic identity is complex and that, moreover, it cannot be read off from descriptions of teaching, research, or…
Evidence‐based practice in educational research
The paper argues that a critical realist perspective can contribute to a critique of evidence‐based practice, while at the same time not abandoning the idea of evidence altogether. The paper is structured around a number of related themes: the sociopolitics of ‘evidence‐based’; epistemological roots and a critical realist critique; the debate in action based on the recent systematic review of personal development planning; and theory to practice …
The problem of agency in feminism
In a recent paper, members from the London Feminist Salon Collective reflected on the vexed problem of agency in poststructuralist theory and asked, ‘as feminist educational researchers, where do we go from here?’ The issue remains pressing as agency, both individual and collective, is at the heart of the feminist, and indeed, all radical political projects. The attractions of poststructuralist theorizing for many feminists has been its decisive …
Time future - the dominant discourse of higher education
The paper presents a critique of the dominant temporality of higher education policy in the UK and globally. It argues that the temporality of 'employability' is what Barbara Adam and Chris Groves describe as the 'present future'; a conception of the future as empty and open. Drawing on the work of Margaret Archer, the paper explores the differing existential temporalities associated with different forms of reflexivity and explores the complex te…
Conceptualising Middle Management in Higher Education
Debates about middle management in higher education have been largely confined to the dominant discourse of managerialism. In this paper, we argue for an engagement with the broader management literature, with its multiple discourses of middle management. We present an analysis of middle management as a multifaceted phenomenon and review literature on middle managers as representing: core organisational values; as self-interested agent of control…
Cultural capital and agency
This paper explores some of the unresolved tensions in higher education systems and the contradiction between widening participation and the consolidation of social position. It shows how concepts of capital derived from Bourdieu, Coleman and Putnam provide a powerful basis for critique, but risk a deficit view of students from less privileged backgrounds. These students are more likely to attend lower‐status institutions and engage with an exter…
Possible selves
This paper explores the under‐researched area of extracurricular activity undertaken by students through the lens of the possible selves literature, which has largely been developed in the North American context. In the UK the employability agenda assumes an orientation towards the future and employers are increasingly expecting students to display capacities beyond those of simply achieving a degree. Extracurricular activity is one site where st…
The Emperor's New Clothes
Two closely related and over-determining myths have shaped government inspired policy towards Information and Communication Technologies (ICTs) and education: the one is the irresistible power of globalisation, the other is the determining effect of technology. The result of both is to present the acceptance of e-learning throughout the education system as inevitable. The space left for practitioners in Higher Education is either to embrace the n…
Acknowledging the affective in higher education
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These …
Theorising the mundane
In this article I argue that qualitative research that focuses attention on how change is being understood and experienced on the ground can contribute to broader theoretical insights. In recent research I have been exploring how lecturers apply their understandings of learning outcomes and personal development planning. At one level, these practices are mundane, yet they are subject to increased regulation, policy debate and scrutiny. In underst…
Theorising the Machine
The article provides a theoretical overview of the relationship between gender, education and computing. It explores the role of education in the continued reproduction of computing, and latterly information communications technology, as masculine domains. Gendered social relations are inscribed into the development of computing technology and the ideological separation of the 'expert' from end-users. The article offers a critique of the strong s…
Kindness in pedagogical practice and academic life
The paper presents the argument that kindness in teaching is both commonplace yet unremarked and that, moreover, it is subversive of neo‐liberal values. In arguing for the value of attending to kindness, we reject the dichotomy between emotion and reason and the associated gendered binaries. We distinguish kindness from ‘due care’ and acts that are required of professionals, and instead locate it philosophically in personal values and with a conc…
Femininities/masculinities and a sense self
This paper draws on the theoretical resources offered by feminist scholarship to enquire into the discourse of the intellectual and how women do being an academic. My starting points are threefold: Val Hey’s interrogation of Butler’s work and her emphasis on the importance of sociality; Carrie Paechter’s exploration of the available personal sets of masculinities and femininities that modify the ‘person who is me’; and my own attempts to draw on …
Partnership working in delivering social inclusion
The paper reports on an in-depth evaluation of a Single Regeneration Fund Budget funded partnership based on individual and community education as a means of promoting social inclusion. Partnership has become the preeminent mechanism for furthering the UK Government's social inclusion agenda. The paper focuses on the dynamics of partnership itself at management level. Bourdieu's concept of habitus is drawn upon in thinking about some of the proce…
Learning and teaching policies in higher education
This article utilises Rokeach's categorisation of values (i.e. moral, competency, personal and social) to analyse how values influence the choice of research method. It discusses how the ontological and epistemological position adopted by the researcher is influenced by their competency and personal values. The next section is concerned with the social values (or politics) of educational research, where the debate has polarised between those advo…
Agency and Ontology within Intersectional Analysis
The article analyses the historical roots of intersectional theory and argues that the ambiguities and elisions that mark intersectional analysis are a weakness not a strength. It makes an argument for why Archer's morphogenetic approach provides a more secure basis for analysing the overlapping oppressions that intersectional theory highlights. It avoids conflating experience with structural and cultural conditions and their elaboration, and pro…
Who cares? Gender dynamics in the valuing of extra-curricular activities in higher education
Despite the assertion that higher education is becoming increasingly ‘feminised’ and that male students are the relative losers, gendered meanings continue to permeate higher education in ways that mean that the recognition of women's experiences are frequently marginalised. Our paper reports on research designed to explore student participation in extra-curricular activity from a perspective informed by a broader conceptualisation of the extra-c…
Professional education, reflective practice and feminism
This paper offers acritical perspectiveon Schon, and on reflective practice as apedagogy, by engaging with themes in feminism. A comparison between consciousness raising and reflective practice gives insights into the pleasures experienced by practitioners. However, it also suggests that reflection-in-action is not the prerogative of professionals. Consciousness raising and feminist reflexivity in research provide positive examples of political e…
Forms of knowing and academic development practice
Academic development has emerged as an important new site of practice in higher education internationally over the past 40 years, and has been influential in shaping the terms of debate about teaching and learning in higher education. Academic development has shifted its focus from the individual teacher to strategic interventions at institutional and national levels. This article argues that much of the writing by academic developers has a rheto…
Student support through personal development planning
This article presents an analysis of higher education students’ retrospective meaning making of their experiences of personal development planning (PDP). An earlier study of first year students had indicated that students rarely reflected on their own meta‐cognitive processes and were preoccupied with practical study skill matters, particularly time management. The authors were interested, therefore, in looking at whether students in their final …
Power, pedagogy and personalization in global higher education
In this paper, in keeping with developing feminist methodologies, we reflect on how we became second-wave feminists in the 1970s. We consider how the theories and practices that we were involved in have been changed as the global socio-political context has transformed higher education practices. Second-wave feminism originated as a political project around ‘the personal’. As it entered the academy, feminism developed and drew on emerging concept…
Models of Personal Development Planning
This article presents an analysis of case study data from a project evaluating Personal Development Planning (PDP) at a large post‐1992 university in England. The study was undertaken as part of a strategy of encouraging schools to build on existing experience while at the same time ensuring consistency with new national guidelines for the implementation of PDP across the whole sector. The aim of the research was to understand the models already …
On the problem of theorising
This article addresses the problem of how we theorise in writing about higher education through a reconstruction and interrogation of my previous work. I argue that theorising is messy, incomplete and a non-reductive process. Using C. Wright-Mills' notion of craft and Val Hey's insights into theorists who come to haunt us, I retrace the steps involved in an investigation of personal development planning. This research led to a broader considerati…
More heat than light
This paper argues that the recent debate about plagiarism has taken on aspects of a moral panic, which reflects underlying anxieties about the state of higher education in the United Kingdom. In contrast to the moral absolutism of some commentators, we argue for the significance of posing the phenomenological question of 'what is plagiarism in its appearing?' We present a detailed idiographic analysis of two cases taken from a wider study of staf…
Gender and Computing
The decline in numbers of women on computing courses in higher education has been the subject of much comment. However, the debate has moved from a ‘women and computing’ approach to a more sophisticated theorisation of gender. We suggest that computing also requires better theorisation. Computing is most usefully characterised as a concrete not abstract science. Women's contribution to the field is often ignored because they are seen as end‐users…
The feminist challenge to socialist history
This article argues that it is timely to revisit some of the debates between feminism and Marxism. While acknowledging the achievements of women's history, it is critical of attempts to ground feminist history in either patriarchy theory or post-structuralism. Developing from ideas about what constitutes a theory of history, it is argued that both patriarchy and post-structuralism cannot sustain a notion of historicity. The debate about protectiv…
Professional education, reflective practice and feminism
This paper offers acritical perspectiveon Schon, and on reflective practice as apedagogy, by engaging with themes in feminism. A comparison between consciousness raising and reflective practice gives insights into the pleasures experienced by practitioners. However, it also suggests that reflection-in-action is not the prerogative of professionals. Consciousness raising and feminist reflexivity in research provide positive examples of political e…
Disciplinary Discourses
The article considers the ways in which gender continues to influence the pattern of recruitment onto both information technology (IT) and design courses. Fewer women are attracted to product and industrial design, and there has been a decline in the proportion of women on IT courses. While there has been work that has looked at gender inequalities in single discipline areas, little work has looked across subjects. We propose a theoretical reform…
Gender and Computing
The decline in numbers of women on computing courses in higher education has been the subject of much comment. However, the debate has moved from a ‘women and computing’ approach to a more sophisticated theorisation of gender. We suggest that computing also requires better theorisation. Computing is most usefully characterised as a concrete not abstract science. Women's contribution to the field is often ignored because they are seen as end‐users…
Theorising the Machine
The article provides a theoretical overview of the relationship between gender, education and computing. It explores the role of education in the continued reproduction of computing, and latterly information communications technology, as masculine domains. Gendered social relations are inscribed into the development of computing technology and the ideological separation of the 'expert' from end-users. The article offers a critique of the strong s…
Partnership working in delivering social inclusion
The paper reports on an in-depth evaluation of a Single Regeneration Fund Budget funded partnership based on individual and community education as a means of promoting social inclusion. Partnership has become the preeminent mechanism for furthering the UK Government's social inclusion agenda. The paper focuses on the dynamics of partnership itself at management level. Bourdieu's concept of habitus is drawn upon in thinking about some of the proce…
The creation of learner identities as part of social inclusion
This paper reports on a project designed to increase parents' and carers' involvement in learning in a multiply deprived inner city community. The project was part of a broader evaluation of a social inclusion partnership funded under the Single Regeneration Budget. The analysis shows how learner identities are created and cannot just be assumed. Drawing on a community development model, a community worker was able to engage with women through ro…
Learning and teaching policies in higher education
This article utilises Rokeach's categorisation of values (i.e. moral, competency, personal and social) to analyse how values influence the choice of research method. It discusses how the ontological and epistemological position adopted by the researcher is influenced by their competency and personal values. The next section is concerned with the social values (or politics) of educational research, where the debate has polarised between those advo…
The Emperor's New Clothes
Two closely related and over-determining myths have shaped government inspired policy towards Information and Communication Technologies (ICTs) and education: the one is the irresistible power of globalisation, the other is the determining effect of technology. The result of both is to present the acceptance of e-learning throughout the education system as inevitable. The space left for practitioners in Higher Education is either to embrace the n…
Independent inquiry and the undergraduate dissertation
This article reports on findings from a research project that investigated the experiences and perceptions of final‐year social science undergraduates enrolled on a dissertation module in a post‐1992 UK university. The dissertation was designed to provide students with the opportunity to function autonomously and determine the content and focus of a major part of their study and assessment. Using data from interviews and questionnaires, the artic…
Evidence‐based practice in educational research
The paper argues that a critical realist perspective can contribute to a critique of evidence‐based practice, while at the same time not abandoning the idea of evidence altogether. The paper is structured around a number of related themes: the sociopolitics of ‘evidence‐based’; epistemological roots and a critical realist critique; the debate in action based on the recent systematic review of personal development planning; and theory to practice …
Theorising the mundane
In this article I argue that qualitative research that focuses attention on how change is being understood and experienced on the ground can contribute to broader theoretical insights. In recent research I have been exploring how lecturers apply their understandings of learning outcomes and personal development planning. At one level, these practices are mundane, yet they are subject to increased regulation, policy debate and scrutiny. In underst…
Conceptualising Middle Management in Higher Education
Debates about middle management in higher education have been largely confined to the dominant discourse of managerialism. In this paper, we argue for an engagement with the broader management literature, with its multiple discourses of middle management. We present an analysis of middle management as a multifaceted phenomenon and review literature on middle managers as representing: core organisational values; as self-interested agent of control…
More heat than light
This paper argues that the recent debate about plagiarism has taken on aspects of a moral panic, which reflects underlying anxieties about the state of higher education in the United Kingdom. In contrast to the moral absolutism of some commentators, we argue for the significance of posing the phenomenological question of 'what is plagiarism in its appearing?' We present a detailed idiographic analysis of two cases taken from a wider study of staf…
Models of Personal Development Planning
This article presents an analysis of case study data from a project evaluating Personal Development Planning (PDP) at a large post‐1992 university in England. The study was undertaken as part of a strategy of encouraging schools to build on existing experience while at the same time ensuring consistency with new national guidelines for the implementation of PDP across the whole sector. The aim of the research was to understand the models already …
The problem of agency in feminism
In a recent paper, members from the London Feminist Salon Collective reflected on the vexed problem of agency in poststructuralist theory and asked, ‘as feminist educational researchers, where do we go from here?’ The issue remains pressing as agency, both individual and collective, is at the heart of the feminist, and indeed, all radical political projects. The attractions of poststructuralist theorizing for many feminists has been its decisive …
Qualitative Data from a Postal Questionnaire
There is a common assumption that a postal questionnaire is an inappropriate research instrument for collecting rich qualitative data. In this article we challenge this and argue that in some circumstances such instruments can be used to yield rich thick descriptions of the kind normally associated with interviewing. We give the example of research into lesbian identities. Our experience led us to question what we call the epistemology of presenc…
Acknowledging the affective in higher education
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These …
Femininities/masculinities and a sense self
This paper draws on the theoretical resources offered by feminist scholarship to enquire into the discourse of the intellectual and how women do being an academic. My starting points are threefold: Val Hey’s interrogation of Butler’s work and her emphasis on the importance of sociality; Carrie Paechter’s exploration of the available personal sets of masculinities and femininities that modify the ‘person who is me’; and my own attempts to draw on …
Student support through personal development planning
This article presents an analysis of higher education students’ retrospective meaning making of their experiences of personal development planning (PDP). An earlier study of first year students had indicated that students rarely reflected on their own meta‐cognitive processes and were preoccupied with practical study skill matters, particularly time management. The authors were interested, therefore, in looking at whether students in their final …
Academic identities under threat
This article focuses on the lived experience of practising academics as part of an inquiry into the vexed question of ‘academic identities’. Identity is understood not as a fixed property, but as part of the lived complexity of a person's project. The article reports on data from a small study in one university. The data suggest that academic identity is complex and that, moreover, it cannot be read off from descriptions of teaching, research, or…
Power, pedagogy and personalization in global higher education
In this paper, in keeping with developing feminist methodologies, we reflect on how we became second-wave feminists in the 1970s. We consider how the theories and practices that we were involved in have been changed as the global socio-political context has transformed higher education practices. Second-wave feminism originated as a political project around ‘the personal’. As it entered the academy, feminism developed and drew on emerging concept…
Histories and institutional change
Academic development has played a significant role in creating university ‘learning and teaching’ as an object of policy scrutiny and intervention. While academic development is a new field, its practices have been productive of new learning and teaching regimes in both the global ‘north’ and ‘south’. This paper explores the emergence of academic development as a practice and the agentic understandings of its actors in creating the academic devel…
Forms of knowing and academic development practice
Academic development has emerged as an important new site of practice in higher education internationally over the past 40 years, and has been influential in shaping the terms of debate about teaching and learning in higher education. Academic development has shifted its focus from the individual teacher to strategic interventions at institutional and national levels. This article argues that much of the writing by academic developers has a rheto…
Learning, teaching and assessment strategies in higher education
This paper presents an analysis of ethnographic data collected by researchers as part of the process of rewriting an institutional learning and teaching strategy in an English university. The research was driven by a desire to understand what work a learning and teaching strategy might accomplish, and the form/s of address in strategy documents. The data for the study comprised in‐depth interviews with staff, focus groups with staff and students,…
Sociology (31 obras) · Political science (23 obras) · Social science (23 obras) · Epistemology (17 obras) · Pedagogy (17 obras) · Law (13 obras) · Psychology (12 obras) · Law (11 obras) · Computer Science (10 obras) · Gender Studies (10 obras)