Outputs (7)

Target-setting, early-career academic identities and the measurement culture of UK Higher Education (2017)
Journal Article
Smith, J. (2017). Target-setting, early-career academic identities and the measurement culture of UK Higher Education. Higher Education Research & Development, 36(3), 597-611. https://doi.org/10.1080/07294360.2017.1288708

Early-career academics are subject to a barrage of formal measurements when they secure a first academic post in a UK university. To support this process, guidance is provided by universities on what is measured, though this can lack disciplinary nua... Read More about Target-setting, early-career academic identities and the measurement culture of UK Higher Education.

Reflections on teaching research ethics in education for international postgraduate students in the UK (2015)
Journal Article
Smith, J. (2016). Reflections on teaching research ethics in education for international postgraduate students in the UK. Teaching in Higher Education, 21(1), 94-105. https://doi.org/10.1080/13562517.2015.1115968

Research ethics in education is a challenging topic to teach and to learn. As the staff and student body in UK higher education and elsewhere diversifies, the challenges increase as shared reference points diminish. My teaching reflections focus on a... Read More about Reflections on teaching research ethics in education for international postgraduate students in the UK.

Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK (2011)
Journal Article
Smith, J. (2011). Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK. International Journal for Academic Development, 16(1), 71-81. https://doi.org/10.1080/1360144x.2011.546236

Probation is little used as a frame of reference in academic development literature. Frequently, the focus is on evaluating teaching qualifications for new lecturers. Less often investigated is the issue of situating such a course within the overall... Read More about Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK.

Academic Identities for the 21st Century (2010)
Journal Article
Smith, J. (2010). Academic Identities for the 21st Century. Teaching in Higher Education, 15(6), 721-727. https://doi.org/10.1080/13562517.2010.522341

The academic identities for the twenty-first century conference sought time and space to explore ways of being in a contemporary university sector beset by challenges. As visions for ‘the university’ become increasingly diversified, technologies impa... Read More about Academic Identities for the 21st Century.

Forging identities: the experiences of probationary lecturers in the UK (2010)
Journal Article
Smith, J. (2010). Forging identities: the experiences of probationary lecturers in the UK. Studies in Higher Education, 35(5), 577-591. https://doi.org/10.1080/03075070903216650

This article concerns itself with how academic identities may come to be formed. Taking a longitudinal approach, stories of the experiences of probationary lecturers have been gathered and analysed, to outline an emergent typology of academic sociali... Read More about Forging identities: the experiences of probationary lecturers in the UK.

Problem-based learning in Communications Systems: student perceptions and achievement (2010)
Journal Article
Mitchell, J., Canavan, B., & Smith, J. (2010). Problem-based learning in Communications Systems: student perceptions and achievement. IEEE Transactions on Education, 53(4), 587-594. https://doi.org/10.1109/te.2009.2036158

The paper presents a curriculum design for, and subsequent evaluation of, a communications systems course using problem-based learning (PBL) as the instructional methodology. It details the rationale for implementing PBL as well as reporting intended... Read More about Problem-based learning in Communications Systems: student perceptions and achievement.

‘It's Not for Lazy Students like Me …' (2005)
Journal Article
Mitchell, J., Smith, J., & Kenyon, A. (2005). ‘It's Not for Lazy Students like Me …'. International Journal of Electrical Engineering Education, 42(1), 41-51. https://doi.org/10.7227/ijeee.42.1.6

This paper details development of problem-based learning in the Department of Electronic and Electrical Engineering at UCL, including opportunities and challenges in implementation experienced as the ‘pitfalls of the pilot’ with regard to issues in s... Read More about ‘It's Not for Lazy Students like Me …'.