All Outputs (133)

The Epistemology and Ethics of Analysing Lived Experience Data: A Pragmatic Foucauldian-Informed Approach to Coproducing Student Mental Health Initiatives in the Neoliberal University (2023)
Journal Article
Priestley, M., & Mazzoli-Smith, L. (2023). The Epistemology and Ethics of Analysing Lived Experience Data: A Pragmatic Foucauldian-Informed Approach to Coproducing Student Mental Health Initiatives in the Neoliberal University. International Journal of Qualitative Methods, 22(January-December 2023), https://doi.org/10.1177/16094069231215234

Analysis of lived experience data is increasingly advocated as an enabling strategy to inform ethical and effective policy and practice, particularly in the university mental health field. However, where Michel Foucault’s work is often drawn on to fr... Read More about The Epistemology and Ethics of Analysing Lived Experience Data: A Pragmatic Foucauldian-Informed Approach to Coproducing Student Mental Health Initiatives in the Neoliberal University.

It’s What I Think You Do That Matters: Comparing Self, Partner, and Shared Perspectives of What a Romantic Partner Does to Regulate Your Emotions (2023)
Other
Walker, S. A., Pinkus, R., Double, K. S., Xiao, H., & MacCann, C. It’s What I Think You Do That Matters: Comparing Self, Partner, and Shared Perspectives of What a Romantic Partner Does to Regulate Your Emotions. [Preprint]

The role of university leaders in a political crisis: Students' perspectives from Hong Kong (2023)
Journal Article
Lo, W. Y. W., & Auld, E. (2023). The role of university leaders in a political crisis: Students' perspectives from Hong Kong. Higher Education Quarterly, https://doi.org/10.1111/hequ.12418

University students actively participated in the 2019 Hong Kong protests. In this context, the students expected that their universities would support their political stance. Drawing on data from interviews with student leaders, this article document... Read More about The role of university leaders in a political crisis: Students' perspectives from Hong Kong.

The economic benefits of effective reception classes (2023)
Report
Little, A., Hodge, L., & Tymms, P. (2023). The economic benefits of effective reception classes. Department for Education

Report looking at the association between progress in maths and English during the reception year, and earnings in later life.

The Ranking Game (2023)
Book Chapter
Lo, W. Y. W., & Allen, R. M. (2023). The Ranking Game. In D. Kapur, D. M. Malone, & L. Kong (Eds.), The Oxford Handbook of Higher Education in the Asia-Pacific Region (210-227). Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780192845986.013.10

This chapter analyses the prevalence of global university rankings within the context of intensified global competition in higher education and the associated call for developing world-class universities in Asia. It argues that higher education inter... Read More about The Ranking Game.

Discovering your philosophy of education through digital storytelling (2023)
Book Chapter
Ward, S., Mazzoli Smith, L., & Dragas, A. (2023). Discovering your philosophy of education through digital storytelling. In M. Pulsford, R. Morris, & R. Purves (Eds.), Understanding Education Studies: Critical Issues and New Directions. Routledge

Shifting Punishment on Minorities: Experimental Evidence of Scapegoating (2023)
Journal Article
Bauer, M., Cahlíková, J., Chytilová, J., Roland, G., & Želinský, T. (2023). Shifting Punishment on Minorities: Experimental Evidence of Scapegoating. The Economic Journal, 133(652), 1626-1640. https://doi.org/10.1093/ej/uead005

Do members of a majority group systematically shift punishment on innocent members of an ethnic minority? We introduce an experimental paradigm, the Punishing the Scapegoat Game, to measure how injustice affecting a member of one's own group shapes p... Read More about Shifting Punishment on Minorities: Experimental Evidence of Scapegoating.

Taking back the university from marketisation, exploitation and hardship (2023)
Newspaper / Magazine
Gamsu, S., & Morrin, K. (2023). Taking back the university from marketisation, exploitation and hardship. [Red Pepper]

Knowing and learning: from Hirst to Ofsted (2023)
Journal Article
Davis, A. J. (2023). Knowing and learning: from Hirst to Ofsted. Journal of Philosophy of Education, Article qhad002. https://doi.org/10.1093/jopedu/qhad002

Hirst always highlighted knowledge when reflecting on the school curriculum. He replaced his early focus on liberal education, the development of mind and theoretical knowledge by emphasizing the practical and practices as a curriculum starting point... Read More about Knowing and learning: from Hirst to Ofsted.

Exploring reading profiles of rural school students (2023)
Journal Article
Daniel, J., & Barth, A. (2023). Exploring reading profiles of rural school students. Annals of Dyslexia, 73, 235–259. https://doi.org/10.1007/s11881-022-00276-y

This study investigates the reading profiles of rural Grade 5 and 6 students (N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students’ reading profile... Read More about Exploring reading profiles of rural school students.

Geography-mediated institutionalised cultural capital: Regional inequalities in graduate employment (2023)
Journal Article
Xu, C. L., & Ma, Y. (2023). Geography-mediated institutionalised cultural capital: Regional inequalities in graduate employment. Journal of Education and Work, 36(1), 22-36. https://doi.org/10.1080/13639080.2022.2162018

This article investigates how regional inequalities shape the employment seeking experiences and behaviour of graduates by drawing on the case of Chinese Master’s graduates under COVID19. Based on interviews with graduates who chose to work as the ‘t... Read More about Geography-mediated institutionalised cultural capital: Regional inequalities in graduate employment.

Evaluation of Supported Progression (SP) schemes offered by Durham University (2023)
Preprint / Working Paper
Siddiqui, N., Gorard, S., & Boliver, V. (2023). Evaluation of Supported Progression (SP) schemes offered by Durham University

Durham University’s Supported Progression (SP) programme aims to help increase the socioeconomic diversity of Durham’s undergraduate population. SP is a combination of interventions for widening access initiatives providing young people from disadvan... Read More about Evaluation of Supported Progression (SP) schemes offered by Durham University.

Exploring higher education students’ perspectives on factors affecting use, attitudes and confidence with learning technologies (2023)
Journal Article
Staddon, R. V. (2023). Exploring higher education students’ perspectives on factors affecting use, attitudes and confidence with learning technologies. International Journal of Instruction, 16(2), 31-52

The use of technology in higher education has become unavoidable. Between the “pivot” to online teaching during the COVID-19 pandemic and pressure from universities to integrate technology innovatively within courses, educators are increasingly turni... Read More about Exploring higher education students’ perspectives on factors affecting use, attitudes and confidence with learning technologies.