Vanessa Cui
Biographic Data
| ID | 219364 |
|---|---|
| NAME | Vanessa Cui |
| GIVEN NAMES | Vanessa |
| FAMILY NAME | Cui |
| SIGNATURE | CUI V |
| AFFILIATIONS | Liverpool John Moores University |
| ORCID | 0000-0003-0932-1874 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Rethinking learning and teaching cultures in higher education through radical collegiality and student-staff partnerships
This paper contributes to the growing research interest in the quality of learning and teaching in higher education (HE). The paper argues for the rethinking of learning and teaching cultures in HE regarding learning and teaching quality enhancement. Using Fielding’s (1999) ‘radical collegiality’ and Cook-Sather’s (2015) ‘pedagogical partnerships’ as theoretical anchors, the paper interrogates the theory and applied practice of authentic collabor…
The role of classroom observation in the development and assessment of schoolteachers in Vietnam
This paper focuses on the role of classroom observation in the development and assessment of schoolteachers in Vietnam through a narrative review of current policy and cognate research literature. The overall aim of this review was twofold. Firstly, to contribute to a growing bank of Vietnam-based studies to maximise the value of the insights from this scholarly work into recent policy reforms on teachers’ professional development in Vietnam. Sec…
A missed opportunity? How the UK's teaching excellence framework fails to capture the voice of university staff
Drawing on recent research involving approximately 6000 higher education staff, this paper examines the impact of the Teaching Excellence and Student Outcomes Framework (TEF) on their professional lives since its launch in 2016. Our findings raise fundamental concerns, methodologically and conceptually, about the fitness for the purpose of the TEF and its failure to take into account the views and experiences of higher education staff. With a rel…
Deconstructing the Intercultural Learning of a Doctoral Group Undertaking Qualitative Research—Or how not to do a ‘White PhD’
This article looks at the intellectual and linguistic dilemmas of an international doctoral group and juxtaposes these with some of the existential challenges the group faces. The intention is to offer a kind of ‘dialectical tacking’ between doctoral thinking and doctoral experiences more broadly. The overall aim of the piece is to think in front of each other while developing a sense of ‘equality’ in relation to group contributions. Each of the …
Stepping back to move forward? Exploring Outdoor Education students' fresher and graduate identities and their impact on employment destinations
This four-year mixed method longitudinal study utilises data collected from four cohorts of Outdoor Education (OE) students to compare ‘fresher’ and ‘graduate’ identities and to explore the impact of identity on graduate employment. Findings demonstrate that compared to other programmes, and the university as a whole, OE students had a very distinctive ‘fresher’ profile characterised by active pre-university engagement with the outdoor community …
The X-Factor
This article addresses practices of reflexivity, drawing on a number of stimuli, including Zizek's formulation of Lacan's "prisoners game," whereby different circumstances generate a typology of reflexive responses from the prisoners in their competitive efforts to win freedom. The article also draws on reflexive performances based on literature and in history, and more extensively on the art of Rene Magritte. These various reflexive performances…
The X-Factor
This article addresses practices of reflexivity, drawing on a number of stimuli, including Zizek's formulation of Lacan's "prisoners game," whereby different circumstances generate a typology of reflexive responses from the prisoners in their competitive efforts to win freedom. The article also draws on reflexive performances based on literature and in history, and more extensively on the art of Rene Magritte. These various reflexive performances…
Stepping back to move forward? Exploring Outdoor Education students' fresher and graduate identities and their impact on employment destinations
This four-year mixed method longitudinal study utilises data collected from four cohorts of Outdoor Education (OE) students to compare ‘fresher’ and ‘graduate’ identities and to explore the impact of identity on graduate employment. Findings demonstrate that compared to other programmes, and the university as a whole, OE students had a very distinctive ‘fresher’ profile characterised by active pre-university engagement with the outdoor community …
The X-Factor
This article addresses practices of reflexivity, drawing on a number of stimuli, including Zizek's formulation of Lacan's "prisoners game," whereby different circumstances generate a typology of reflexive responses from the prisoners in their competitive efforts to win freedom. The article also draws on reflexive performances based on literature and in history, and more extensively on the art of Rene Magritte. These various reflexive performances…
Deconstructing the Intercultural Learning of a Doctoral Group Undertaking Qualitative Research—Or how not to do a ‘White PhD’
This article looks at the intellectual and linguistic dilemmas of an international doctoral group and juxtaposes these with some of the existential challenges the group faces. The intention is to offer a kind of ‘dialectical tacking’ between doctoral thinking and doctoral experiences more broadly. The overall aim of the piece is to think in front of each other while developing a sense of ‘equality’ in relation to group contributions. Each of the …
Stepping back to move forward? Exploring Outdoor Education students' fresher and graduate identities and their impact on employment destinations
This four-year mixed method longitudinal study utilises data collected from four cohorts of Outdoor Education (OE) students to compare ‘fresher’ and ‘graduate’ identities and to explore the impact of identity on graduate employment. Findings demonstrate that compared to other programmes, and the university as a whole, OE students had a very distinctive ‘fresher’ profile characterised by active pre-university engagement with the outdoor community …
A missed opportunity? How the UK's teaching excellence framework fails to capture the voice of university staff
Drawing on recent research involving approximately 6000 higher education staff, this paper examines the impact of the Teaching Excellence and Student Outcomes Framework (TEF) on their professional lives since its launch in 2016. Our findings raise fundamental concerns, methodologically and conceptually, about the fitness for the purpose of the TEF and its failure to take into account the views and experiences of higher education staff. With a rel…
The role of classroom observation in the development and assessment of schoolteachers in Vietnam
This paper focuses on the role of classroom observation in the development and assessment of schoolteachers in Vietnam through a narrative review of current policy and cognate research literature. The overall aim of this review was twofold. Firstly, to contribute to a growing bank of Vietnam-based studies to maximise the value of the insights from this scholarly work into recent policy reforms on teachers’ professional development in Vietnam. Sec…
Rethinking learning and teaching cultures in higher education through radical collegiality and student-staff partnerships
This paper contributes to the growing research interest in the quality of learning and teaching in higher education (HE). The paper argues for the rethinking of learning and teaching cultures in HE regarding learning and teaching quality enhancement. Using Fielding’s (1999) ‘radical collegiality’ and Cook-Sather’s (2015) ‘pedagogical partnerships’ as theoretical anchors, the paper interrogates the theory and applied practice of authentic collabor…
Sociology (5 works) · Pedagogy (4 works) · Psychology (4 works) · Higher education (3 works) · Political science (3 works) · Public relations (3 works) · Economic growth (2 works) · Epistemology (2 works) · Evaluation of Teaching Practices (2 works) · Higher Education Practises and Engagement (2 works)