Luciane Lucas
Biographic Data
| ID | 1377209 |
|---|---|
| NAME | Luciane Lucas |
| GIVEN NAMES | Luciane |
| FAMILY NAME | Lucas |
| SIGNATURE | LUCAS L |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0001-7264-4276 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 100 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Students as co-researchers
This paper focuses on the potential, challenges, and limits of participatory, narrative and multimodal research methods as contributions to decolonising research on understanding student experiences of teaching and learning in higher education. Drawing on Fraser’s social justice concepts of participatory parity, redistribution, recognition, and representation, we argue that methodologies and methods for researching students’ experiences need to r…
Hampering teaching excellence? Academics making decisions in the face of contradictions
Universities might aspire to teaching excellence, but do they enable academic teachers to make good teaching decisions? Using a critical realist perspective, a qualitative interview study in England and Australia explored academics’ experiences of teaching decisions and their responses to strategic, institutional and departmental teaching policy and planning. Complex and contradictory conditions that challenged academics’ experiences of teaching …
Rurality and access to higher education
‘Global inequality is increasingly manifested within territorial proximity’ (Horner et al. 2018, 29) and ‘intra-national inequalities’ are predicted to continue to grow ‘as a share of global inequality’ (ibid, 27). Further, ‘evidence suggests that wide disparities between urban and rural populations exist’ (Graetz et al. 2018, 48). The articles in this Special Issue of Compare interrogate these disparities by focusing on how rurality mediates acc…
You have to change, the curriculum stays the same’
This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience i…
Encounters with coloniality
This paper makes visible the experiences of students transitioning to higher education from rural communities and backgrounds in South Africa. In line with decolonial perspectives, the research adopted a participatory methodology that involved students as co-researchers. We argue that there is a lack of recognition of students from rural contexts, and their potential to re-shape higher education. We highlight their challenges of applying, enterin…
Navigating the demands of academic work to shape an academic job
Findings from interviews with mid-career academics in English and Australian universities elucidate how academics interpret and navigate complex institutional contexts in shaping academic jobs. The paper argues that how they do this is a function of what they notice and respond to as well as the mode of reflexivity they employ. Three core areas are seen to affect academics sense of agency as they shape their own jobs: how they orient themselves t…
Academic artisans in the research university
Responding to university policies and initiatives
How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university po…
Academic resistance to quality assurance processes in higher education in the UK
The focus of this article is on academic resistance to quality assurance processes that have developed within UK higher education in relation to both research and teaching. These quality processes are often seen as forms of disciplining technologies (Blackmore, 2009) and are arguably an important part of the means by which new public management has been introduced to the sector. They have been perceived to monitor and control academic work in rel…
The fourth way
Different places, different specialisms
We share a common interest in researching the experiences of doctoral students. Over time, as we conducted our independent studies, we became increasingly interested in the varied ways in which doctoral students constructed their identities in relation to their past experiences, present and shifting intentions and affect, personal and social resources and more general life contexts. In this paper we analyze a subset of data from two studies of do…
A face oculta da caridade
Discutindo mais profundamente o conceito de cidadania e sua apropriação pela mídia como algo a ser 'oferecido' às minorias, este artigo analisa as condições materiais e simbólicas que estão por trás de uma comunicação baseada na discursificação do bem. Buscamos mostrar como linhas de força se perpetuam à medida que a autonomia das minorias vai sendo progressivamente minada por um discurso de docilização, que congela a alteridade na posição perman…
Transforming Higher Education in Whose Image? Exploring the Concept of the ‘World-Class’ University in Europe and Asia
Da ortopedia ao controle do corpo
Este artigo aborda as transformações da concepção de corpo da sociedade disciplinar - Foucault - para a de controle - Deleuze -, com base na análise das representações de corpo presentes em anúncios3 de medicamentos e cosméticos em dois momentos da publicidade brasileira: a década de 1920 e a atualidade - segunda metade da década de 1990 até o presente momento. Embora os cuidados com o corpo tenham se transformado significativamente ao longo do s…
Class size, coursework assessment and student performance in geography
Despite increases in student numbers, a decline in resources and an accompanying increase in class sizes, the overall performance of students in geography in the UK has improved over the past decade. This paradox is explored by examining the relationship between module enrolment and student performance in geography modules at Oxford Brookes University over a period of 10 years alongside changes in the pattern of teaching and assessment. No relati…
Class size and student performance
The literature on class size and student performance is reviewed. Student performance and class size in a large modular course was studied over a period of 10 years, involving over 5,000 modules and 250,000 student grades. The hypothesis that students would perform less well in larger classes was confirmed. A small but highly significant negative relationship between module enrolment and grades was found and students in larger classes stood signi…
Transforming Higher Education in Whose Image? Exploring the Concept of the ‘World-Class’ University in Europe and Asia
Academic resistance to quality assurance processes in higher education in the UK
The focus of this article is on academic resistance to quality assurance processes that have developed within UK higher education in relation to both research and teaching. These quality processes are often seen as forms of disciplining technologies (Blackmore, 2009) and are arguably an important part of the means by which new public management has been introduced to the sector. They have been perceived to monitor and control academic work in rel…
Different places, different specialisms
We share a common interest in researching the experiences of doctoral students. Over time, as we conducted our independent studies, we became increasingly interested in the varied ways in which doctoral students constructed their identities in relation to their past experiences, present and shifting intentions and affect, personal and social resources and more general life contexts. In this paper we analyze a subset of data from two studies of do…
Rurality and access to higher education
‘Global inequality is increasingly manifested within territorial proximity’ (Horner et al. 2018, 29) and ‘intra-national inequalities’ are predicted to continue to grow ‘as a share of global inequality’ (ibid, 27). Further, ‘evidence suggests that wide disparities between urban and rural populations exist’ (Graetz et al. 2018, 48). The articles in this Special Issue of Compare interrogate these disparities by focusing on how rurality mediates acc…
You have to change, the curriculum stays the same’
This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience i…
Responding to university policies and initiatives
How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university po…
Academic artisans in the research university
Class size and student performance
The literature on class size and student performance is reviewed. Student performance and class size in a large modular course was studied over a period of 10 years, involving over 5,000 modules and 250,000 student grades. The hypothesis that students would perform less well in larger classes was confirmed. A small but highly significant negative relationship between module enrolment and grades was found and students in larger classes stood signi…
Hampering teaching excellence? Academics making decisions in the face of contradictions
Universities might aspire to teaching excellence, but do they enable academic teachers to make good teaching decisions? Using a critical realist perspective, a qualitative interview study in England and Australia explored academics’ experiences of teaching decisions and their responses to strategic, institutional and departmental teaching policy and planning. Complex and contradictory conditions that challenged academics’ experiences of teaching …
Encounters with coloniality
This paper makes visible the experiences of students transitioning to higher education from rural communities and backgrounds in South Africa. In line with decolonial perspectives, the research adopted a participatory methodology that involved students as co-researchers. We argue that there is a lack of recognition of students from rural contexts, and their potential to re-shape higher education. We highlight their challenges of applying, enterin…
The fourth way
Class size, coursework assessment and student performance in geography
Despite increases in student numbers, a decline in resources and an accompanying increase in class sizes, the overall performance of students in geography in the UK has improved over the past decade. This paradox is explored by examining the relationship between module enrolment and student performance in geography modules at Oxford Brookes University over a period of 10 years alongside changes in the pattern of teaching and assessment. No relati…
Class size, coursework assessment and student performance in geography
Despite increases in student numbers, a decline in resources and an accompanying increase in class sizes, the overall performance of students in geography in the UK has improved over the past decade. This paradox is explored by examining the relationship between module enrolment and student performance in geography modules at Oxford Brookes University over a period of 10 years alongside changes in the pattern of teaching and assessment. No relati…
Class size and student performance
The literature on class size and student performance is reviewed. Student performance and class size in a large modular course was studied over a period of 10 years, involving over 5,000 modules and 250,000 student grades. The hypothesis that students would perform less well in larger classes was confirmed. A small but highly significant negative relationship between module enrolment and grades was found and students in larger classes stood signi…
Transforming Higher Education in Whose Image? Exploring the Concept of the ‘World-Class’ University in Europe and Asia
Da ortopedia ao controle do corpo
Este artigo aborda as transformações da concepção de corpo da sociedade disciplinar - Foucault - para a de controle - Deleuze -, com base na análise das representações de corpo presentes em anúncios3 de medicamentos e cosméticos em dois momentos da publicidade brasileira: a década de 1920 e a atualidade - segunda metade da década de 1990 até o presente momento. Embora os cuidados com o corpo tenham se transformado significativamente ao longo do s…
A face oculta da caridade
Discutindo mais profundamente o conceito de cidadania e sua apropriação pela mídia como algo a ser 'oferecido' às minorias, este artigo analisa as condições materiais e simbólicas que estão por trás de uma comunicação baseada na discursificação do bem. Buscamos mostrar como linhas de força se perpetuam à medida que a autonomia das minorias vai sendo progressivamente minada por um discurso de docilização, que congela a alteridade na posição perman…
The fourth way
Different places, different specialisms
We share a common interest in researching the experiences of doctoral students. Over time, as we conducted our independent studies, we became increasingly interested in the varied ways in which doctoral students constructed their identities in relation to their past experiences, present and shifting intentions and affect, personal and social resources and more general life contexts. In this paper we analyze a subset of data from two studies of do…
Academic resistance to quality assurance processes in higher education in the UK
The focus of this article is on academic resistance to quality assurance processes that have developed within UK higher education in relation to both research and teaching. These quality processes are often seen as forms of disciplining technologies (Blackmore, 2009) and are arguably an important part of the means by which new public management has been introduced to the sector. They have been perceived to monitor and control academic work in rel…
Academic artisans in the research university
Responding to university policies and initiatives
How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university po…
Navigating the demands of academic work to shape an academic job
Findings from interviews with mid-career academics in English and Australian universities elucidate how academics interpret and navigate complex institutional contexts in shaping academic jobs. The paper argues that how they do this is a function of what they notice and respond to as well as the mode of reflexivity they employ. Three core areas are seen to affect academics sense of agency as they shape their own jobs: how they orient themselves t…
Encounters with coloniality
This paper makes visible the experiences of students transitioning to higher education from rural communities and backgrounds in South Africa. In line with decolonial perspectives, the research adopted a participatory methodology that involved students as co-researchers. We argue that there is a lack of recognition of students from rural contexts, and their potential to re-shape higher education. We highlight their challenges of applying, enterin…
Rurality and access to higher education
‘Global inequality is increasingly manifested within territorial proximity’ (Horner et al. 2018, 29) and ‘intra-national inequalities’ are predicted to continue to grow ‘as a share of global inequality’ (ibid, 27). Further, ‘evidence suggests that wide disparities between urban and rural populations exist’ (Graetz et al. 2018, 48). The articles in this Special Issue of Compare interrogate these disparities by focusing on how rurality mediates acc…
You have to change, the curriculum stays the same’
This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience i…
Hampering teaching excellence? Academics making decisions in the face of contradictions
Universities might aspire to teaching excellence, but do they enable academic teachers to make good teaching decisions? Using a critical realist perspective, a qualitative interview study in England and Australia explored academics’ experiences of teaching decisions and their responses to strategic, institutional and departmental teaching policy and planning. Complex and contradictory conditions that challenged academics’ experiences of teaching …
Students as co-researchers
This paper focuses on the potential, challenges, and limits of participatory, narrative and multimodal research methods as contributions to decolonising research on understanding student experiences of teaching and learning in higher education. Drawing on Fraser’s social justice concepts of participatory parity, redistribution, recognition, and representation, we argue that methodologies and methods for researching students’ experiences need to r…
Political science (14 works) · Higher education (11 works) · Sociology (10 works) · Higher Education Governance and Development (7 works) · Pedagogy (7 works) · Psychology (6 works) · Computer Science (5 works) · Critical Realism in Sociology (5 works) · Higher Education Practises and Engagement (5 works) · Public relations (5 works)