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What Makes a High-quality Medical Education and Graduate? The Saudi Arabia Labor Market's Perspective (2023)
Book Chapter
AlThukair, D., & Rattray, J. (2023). What Makes a High-quality Medical Education and Graduate? The Saudi Arabia Labor Market's Perspective. In S. T. Saeed, & K. H. Sherwani (Eds.), Quality Assurance in Higher Education in the Middle East: Practices and Perspectives (67-83). Emerald. https://doi.org/10.1108/s2055-364120230000054004

In Saudi Arabia, quality management receives a significant amount of attention in higher education. In medical education, specifically, Saudi colleges have been fully engaged with quality assurance and accreditation since 1992, under the supervision... Read More about What Makes a High-quality Medical Education and Graduate? The Saudi Arabia Labor Market's Perspective.

On the affective threshold of power and privilege (2023)
Journal Article
Rattray, J. (2024). On the affective threshold of power and privilege. Higher Education, 87(6), 1829-1843. https://doi.org/10.1007/s10734-023-01093-x

Higher education is facing increasing calls to engage in a process of intellectual decolonisation. This process necessitates that we take time to consider both the content of our curriculum and the pedagogic practices used to facilitate its understan... Read More about On the affective threshold of power and privilege.

An exploratory study of university teachers’ conceptions and articulation of care amidst online teaching (2022)
Journal Article
Tang, A. L., Walker-Gleaves, C., & Rattray, J. (2023). An exploratory study of university teachers’ conceptions and articulation of care amidst online teaching. Pastoral Care in Education, 41(4), 388-408. https://doi.org/10.1080/02643944.2022.2109192

This exploratory study aimed to examine university teachers’ conceptions and articulation of care amidst online teaching. The pandemic-initiated sudden changes to online platform-based teaching and consequently caused many teachers to critically refl... Read More about An exploratory study of university teachers’ conceptions and articulation of care amidst online teaching.

Assessing university students’ perceptions of teacher care (2022)
Journal Article
Tang, A. L., Tung, V. W. S., Walker-Gleaves, C., & Rattray, J. (2023). Assessing university students’ perceptions of teacher care. Quality in Higher Education, 29(3), https://doi.org/10.1080/13538322.2022.2042894

This study aimed to examine university students’ perceptions of teacher care overall and in the three constructs of pedagogical care, holistic care and relational care, to consider their inclusion in quality enhancement models. Quantitative research... Read More about Assessing university students’ perceptions of teacher care.

Beyond medical degrees: employers’ views of the quality indicators of medical graduates in Saudi Arabia (2022)
Journal Article
Althukair, D., & Rattray, J. (2022). Beyond medical degrees: employers’ views of the quality indicators of medical graduates in Saudi Arabia. Journal of Further and Higher Education, 46(6), 793-806. https://doi.org/10.1080/0309877x.2021.2008330

In recent years, there has been a shift towards seeing employability as a key outcome of higher education (HE). Despite this, there is still a concern that graduates are not well prepared for the labour market. One way to bridge the gap between educa... Read More about Beyond medical degrees: employers’ views of the quality indicators of medical graduates in Saudi Arabia.

University Students’ Conceptions and Experiences of Teacher Care amidst Online Learning (2021)
Journal Article
Tanga, A., Walker-Gleaves, C., & Rattray, J. (2024). University Students’ Conceptions and Experiences of Teacher Care amidst Online Learning. Teaching in Higher Education, 29(2), 366-387. https://doi.org/10.1080/13562517.2021.1989579

This qualitative research aims to examine university students’ conceptions and experiences of teacher care and its pedagogical implications, premised on ethics of care framed within Vygotskian social constructivism. The COVID-initiated rapid introduc... Read More about University Students’ Conceptions and Experiences of Teacher Care amidst Online Learning.

Revisiting postliminal variation in threshold concepts: issues of unexpected transformation and legitimisation (2021)
Journal Article
Calduch, I., & Rattray, J. (2022). Revisiting postliminal variation in threshold concepts: issues of unexpected transformation and legitimisation. Studies in Higher Education, 47(7), 1453-1463. https://doi.org/10.1080/03075079.2021.1910651

Within the Threshold Concepts Framework, ‘postliminal variation’ has been defined as the variation in the point and state of exit into a new conceptual space, and the epistemological and ontological terrain encountered from that point onwards. Howeve... Read More about Revisiting postliminal variation in threshold concepts: issues of unexpected transformation and legitimisation.

Hong Kong Chinese University Students’ Conceptions of Teacher Care: A Dialectical Framework of Care (2020)
Journal Article
Tanga, A., Walker-Gleaves, C., & Rattray, J. (2021). Hong Kong Chinese University Students’ Conceptions of Teacher Care: A Dialectical Framework of Care. Journal of Further and Higher Education, 45(5), 573-587. https://doi.org/10.1080/0309877x.2020.1804534

This paper addresses Hong Kong Chinese undergraduate students’ conceptions of teacher care informed by their experiences of teacher-student relationships within university context. Utilising the concept of teacher care from Nodding’s (1984) ethics of... Read More about Hong Kong Chinese University Students’ Conceptions of Teacher Care: A Dialectical Framework of Care.

Affect and ipsative approaches as a counter to Pedagogic Frailty: The guardian of traditional models of student success (2018)
Journal Article
Rattray, J. (2018). Affect and ipsative approaches as a counter to Pedagogic Frailty: The guardian of traditional models of student success. Higher Education Research & Development, 37(7), 1489-1500. https://doi.org/10.1080/07294360.2018.1494141

In this article, I consider how the neoliberal discourses surrounding higher education have resulted in an increasingly risk-averse culture of learning and teaching. Students are frequently reluctant to engage with troublesome or challenging knowledg... Read More about Affect and ipsative approaches as a counter to Pedagogic Frailty: The guardian of traditional models of student success.

Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school (2017)
Journal Article
Lin, S., Rattray, J., & Walker-Gleaves, C. (2018). Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school. Thinking Skills and Creativity, 27, 120-130. https://doi.org/10.1016/j.tsc.2017.12.001

This paper reports my personal reflection on the development and application of a metalearning program for a class of 10th grade (age: 15–16 years) students. Despite new government curriculum guidelines for senior high schools emphasizing critical th... Read More about Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school.

Transforming Thinking through Problem-based Learning in the News Media Literacy Class: Critical thinking as a threshold concept towards threshold capabilities (2017)
Journal Article
Rattray, J., & Chen, D. (2017). Transforming Thinking through Problem-based Learning in the News Media Literacy Class: Critical thinking as a threshold concept towards threshold capabilities. Practice and evidence of scholarship of teaching and learning in higher education, 12(2), 272-293

This paper considers the extent to which critical thinking might be conceived of as a threshold concept which unlocks threshold capabilities in learners. Utilising a problem-based learning approach to pedagogy the paper reports a small scale study wh... Read More about Transforming Thinking through Problem-based Learning in the News Media Literacy Class: Critical thinking as a threshold concept towards threshold capabilities.

Challenges affecting the development of metalearning capacity in Taiwanese secondary school students. (2017)
Journal Article
Lin, S., Rattray, J., & Walker-Gleaves, C. (2017). Challenges affecting the development of metalearning capacity in Taiwanese secondary school students. Reflective Practice, 18(3), 381-396. https://doi.org/10.1080/14623943.2017.1294533

This paper examines the challenges faced in the Taiwanese secondary school context during the development of the students’ metalearning capacity. During two rounds of action research over the 2011–2012 and 2012–2013 school years, 12 and 15 10th grade... Read More about Challenges affecting the development of metalearning capacity in Taiwanese secondary school students..

Assessing Liminality: The Use of Ipsative Formative Assessment During a Postgraduate Taught Induction Programme to Support the Development of Criticality (2017)
Book Chapter
Rattray, J. (2017). Assessing Liminality: The Use of Ipsative Formative Assessment During a Postgraduate Taught Induction Programme to Support the Development of Criticality. In G. Hughes (Ed.), Ipsative Assessment and Learning Gain: International Case Studies (149-171). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-56502-0_8

Threshold concepts represent the most troublesome and transformative knowledge within a discipline and they have been afforded increasing amounts of attention over the past decade. The chapter argues that critical thinking represents a threshold conc... Read More about Assessing Liminality: The Use of Ipsative Formative Assessment During a Postgraduate Taught Induction Programme to Support the Development of Criticality.

Preface: Mapping the Terrain of Identity-Work Research (2016)
Book Chapter
Smith, J., & Rattray, J. (2016). Preface: Mapping the Terrain of Identity-Work Research. In J. Smith, J. Rattray, T. Peseta, & D. Loads (Eds.), Identity Work in the Contemporary University. Sense Publishers