Joelle Fanghanel
Biographic Data
| ID | 1499708 |
|---|---|
| NAME | Joelle Fanghanel |
| GIVEN NAMES | Joelle |
| FAMILY NAME | Fanghanel |
| SIGNATURE | FANGHANEL J |
| AFFILIATIONS | City, University of London |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 1 |
Local responses to institutional policy: A discursive approach to positioning
This article examines how academics position themselves towards an ideologically complex policy text, which outlines an institutional strategy for teaching and learning. It focuses on two main issues: the way their position is established through discourse, and the range of factors that come into play in determining that position. A sample of six respondents was chosen to conduct this close‐up, small‐scale piece of research. Discourse analysis wa…
Freeing the chi of change: The Higher Education Academy and enhancing teaching and learning in higher education
This article examines recent UK policy initiatives to enhance teaching and learning in higher education in the UK, and the quality of the student experience there. The Higher Education Academy has recently begun to work in this area and the Higher Education Bill (2004) has passed into law. A reflective review of previous initiatives is therefore very timely. The article shows that, while these different initiatives have been explicitly addressed …
Capturing dissonance in university teacher education environments
In response to policy developments in higher education in the UK, the Institute for Learning and Teaching in Higher Education (ILTHE—now merged in the Higher Education Academy) was established in 1999 to provide a national framework for teaching and learning at tertiary level. This article considers the training environment of novice lecturers within the ILTHE framework and identifies areas of tensions within it. Activity systems theory is used a…
Freeing the chi of change: The Higher Education Academy and enhancing teaching and learning in higher education
This article examines recent UK policy initiatives to enhance teaching and learning in higher education in the UK, and the quality of the student experience there. The Higher Education Academy has recently begun to work in this area and the Higher Education Bill (2004) has passed into law. A reflective review of previous initiatives is therefore very timely. The article shows that, while these different initiatives have been explicitly addressed …
Capturing dissonance in university teacher education environments
In response to policy developments in higher education in the UK, the Institute for Learning and Teaching in Higher Education (ILTHE—now merged in the Higher Education Academy) was established in 1999 to provide a national framework for teaching and learning at tertiary level. This article considers the training environment of novice lecturers within the ILTHE framework and identifies areas of tensions within it. Activity systems theory is used a…
Capturing dissonance in university teacher education environments
In response to policy developments in higher education in the UK, the Institute for Learning and Teaching in Higher Education (ILTHE—now merged in the Higher Education Academy) was established in 1999 to provide a national framework for teaching and learning at tertiary level. This article considers the training environment of novice lecturers within the ILTHE framework and identifies areas of tensions within it. Activity systems theory is used a…
Freeing the chi of change: The Higher Education Academy and enhancing teaching and learning in higher education
This article examines recent UK policy initiatives to enhance teaching and learning in higher education in the UK, and the quality of the student experience there. The Higher Education Academy has recently begun to work in this area and the Higher Education Bill (2004) has passed into law. A reflective review of previous initiatives is therefore very timely. The article shows that, while these different initiatives have been explicitly addressed …
Local responses to institutional policy: A discursive approach to positioning
This article examines how academics position themselves towards an ideologically complex policy text, which outlines an institutional strategy for teaching and learning. It focuses on two main issues: the way their position is established through discourse, and the range of factors that come into play in determining that position. A sample of six respondents was chosen to conduct this close‐up, small‐scale piece of research. Discourse analysis wa…
Political science (3 works) · Sociology (3 works) · Epistemology (2 works) · Higher education (2 works) · Ideology (2 works) · Innovative Education and Learning Practices (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Politics (2 works) · Psychology (2 works)