Skip to main content

Research Repository

Advanced Search

All Outputs (3206)

Mapping academic practice: a Latourian inquiry into a set of lecture slides (2023)
Journal Article
Tummons, J. (2023). Mapping academic practice: a Latourian inquiry into a set of lecture slides. Higher Education Research & Development, 42(7), 1748-1761. https://doi.org/10.1080/07294360.2023.2174086

How is academic work accomplished within a curriculum that has been established through a digital education infrastructure, and what, exactly, does an academic member of staff do within this digital context? Reflecting on the empirical findings of a... Read More about Mapping academic practice: a Latourian inquiry into a set of lecture slides.

Forms of knowledge and forms of philosophy (2023)
Journal Article
Smith, R. (2023). Forms of knowledge and forms of philosophy. Journal of Philosophy of Education, 57(1), 65-76. https://doi.org/10.1093/jopedu/qhad007

Paul Hirst’s work on the nature of knowledge and its significance for education is still important, in at least two respects. One is the defence he offers of a distinctively liberal education: this is widely acknowledged, but its importance in our ow... Read More about Forms of knowledge and forms of philosophy.

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.

We Need to be as a Group: Using and Evaluating the Listening Guide in Feminist Collaborative Autoethnography With an Affective ‘Fifth Listen’ as a Tool to (re)construct Identities (2023)
Journal Article
Yeo, E., Pilson, A., Rutter, N., & Hasan, E. (2023). We Need to be as a Group: Using and Evaluating the Listening Guide in Feminist Collaborative Autoethnography With an Affective ‘Fifth Listen’ as a Tool to (re)construct Identities. International Journal of Qualitative Methods, 22, 1-11. https://doi.org/10.1177/16094069231180166

The role of university leaders in a political crisis: Students' perspectives from Hong Kong (2023)
Journal Article
Lo, W. Y. W., & Auld, E. (2024). The role of university leaders in a political crisis: Students' perspectives from Hong Kong. Higher Education Quarterly, 78(1), 4-19. 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.

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.

Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion (2023)
Book
Boliver, V., & Siddiqui, N. (Eds.). (in press). Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion. Taylor and Francis. https://doi.org/10.4324/9781003452430

Drawing from original research and recent developments in theory, Researching Social Inequalities in Higher Education brings together insights from multiple national contexts and phases to consider a diverse range of equity issues in higher education... Read More about Researching Social Inequalities in Higher Education: Access, Diversity and Inclusion.

Knowing and learning: from Hirst to Ofsted (2023)
Journal Article
Davis, A. J. (online). 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.

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.

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.

Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India (2022)
Report
Siddiqui, N., Gorard, S., Bulsari, S., Saeed, S., Sarfaraz, H., See, B. H., …Pandya, K. (2022). Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India. Durham University Evidence Centre for Education

School is a long-term intervention in children’s lives. Children spend many hours in school where the expectation is that the activities will boost their natural growth and academic potential in the most receptive years of development. However, learn... Read More about Does school matter for early childhood education? Assessing cognitive and wider development of children in the Province of Punjab, Pakistan and State of Gujarat, India.