Namrata Rao
Biographic Data
| ID | 3941692 |
|---|---|
| NAME | Namrata Rao |
| GIVEN NAMES | Namrata |
| FAMILY NAME | Rao |
| SIGNATURE | RAO N |
| AFFILIATIONS | Liverpool Hope University |
| ORCID | 0000-0002-1774-4263 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Moving beyond personal teaching theories
This paper illustrates a collaborative action research approach for teachers to create new professional knowledge represented as praxis models that are rigorous and credible using their personal teaching theories. Using an expert elicitation method through an action research approach, we illustrate the development of a praxis model for student engagement. The student engagement praxis model employs self-determination theory and Baumrind’s parenti…
Precarious academic citizens
The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, econom…
Spaces and Places for Connection in the Postdigital University
This study focuses on the spaces and places for learning and teaching connections in higher education. Using a photovoice research method, we ask: what role do spaces and places play in offering opportunities for learning and teaching connection, and what do they tell us about the evolving practices of teachers in contemporary higher education? Whilst considerable attention has been paid to the learning spaces of students, we argue that less atte…
True-belief, pragmatism or alienation
While much has been written about the impact of metrics in higher education, less is known about the variety of response orientations that individual academics may adopt in reaction to the increasing metricization of academia. Taking the English higher education sector as a case study, this research surveyed the views of academics from Education and Economics departments in England regarding the impact of teaching and research metrics on their ac…
Doctoral students navigating the borderlands of academic teaching in an era of precarity
Neoliberalisation of academia has led to an increasing recruitment of doctoral students in teaching roles. Whilst there is evidence of doctoral students being engaged in teaching roles and the reasons for doing so, there is a pressing need to understand their experiences and to develop effective support practices to help them in their roles as teachers. Using borderlands theory as a lens, the thematic analysis of case study data from doctoral stu…
Academic perspectives on metrics
The research literature emphasises the emergence – in the English context particularly – of performative accountabilities associated with metrics-based evaluation. Recent studies observe uneven effects of such evaluations at organisational level. This UK-based study examines academics’ perceptions of the fairness of organisational accountabilities, drawing on organisational studies literature to identify dimensions of organisational justice. A cl…
Academic perspectives on metrics
The research literature emphasises the emergence – in the English context particularly – of performative accountabilities associated with metrics-based evaluation. Recent studies observe uneven effects of such evaluations at organisational level. This UK-based study examines academics’ perceptions of the fairness of organisational accountabilities, drawing on organisational studies literature to identify dimensions of organisational justice. A cl…
Doctoral students navigating the borderlands of academic teaching in an era of precarity
Neoliberalisation of academia has led to an increasing recruitment of doctoral students in teaching roles. Whilst there is evidence of doctoral students being engaged in teaching roles and the reasons for doing so, there is a pressing need to understand their experiences and to develop effective support practices to help them in their roles as teachers. Using borderlands theory as a lens, the thematic analysis of case study data from doctoral stu…
Academic perspectives on metrics
The research literature emphasises the emergence – in the English context particularly – of performative accountabilities associated with metrics-based evaluation. Recent studies observe uneven effects of such evaluations at organisational level. This UK-based study examines academics’ perceptions of the fairness of organisational accountabilities, drawing on organisational studies literature to identify dimensions of organisational justice. A cl…
Spaces and Places for Connection in the Postdigital University
This study focuses on the spaces and places for learning and teaching connections in higher education. Using a photovoice research method, we ask: what role do spaces and places play in offering opportunities for learning and teaching connection, and what do they tell us about the evolving practices of teachers in contemporary higher education? Whilst considerable attention has been paid to the learning spaces of students, we argue that less atte…
True-belief, pragmatism or alienation
While much has been written about the impact of metrics in higher education, less is known about the variety of response orientations that individual academics may adopt in reaction to the increasing metricization of academia. Taking the English higher education sector as a case study, this research surveyed the views of academics from Education and Economics departments in England regarding the impact of teaching and research metrics on their ac…
Precarious academic citizens
The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, econom…
Moving beyond personal teaching theories
This paper illustrates a collaborative action research approach for teachers to create new professional knowledge represented as praxis models that are rigorous and credible using their personal teaching theories. Using an expert elicitation method through an action research approach, we illustrate the development of a praxis model for student engagement. The student engagement praxis model employs self-determination theory and Baumrind’s parenti…
Sociology (6 works) · Pedagogy (5 works) · Psychology (5 works) · Higher Education Practises and Engagement (4 works) · Political science (4 works) · Epistemology (3 works) · Higher education (3 works) · Mathematics education (3 works) · Computer Science (2 works) · Evaluation of Teaching Practices (2 works)