Professor Julie Rattray's Outputs (18)

What is this thing called Critical Thinking? Perspectives from business school academics (2024)
Journal Article
D'Northwood, G., & Rattray, J. (online). What is this thing called Critical Thinking? Perspectives from business school academics. Innovations in Education and Teaching International, https://doi.org/10.1080/14703297.2024.2422310

In our ever-changing and complex world, we encounter difficult problems that demand sophisticated solutions. Critical thinking, a vital skill for modern survival, lies at the heart of higher education. It is what we should develop in students, arguab... Read More about What is this thing called Critical Thinking? Perspectives from business school academics.

The role of the facilitator in collective reflection on higher education teaching (2024)
Journal Article
Rattray, J., Reimann, N., Dragas, T., Rajab, T., & Murray, M. (online). The role of the facilitator in collective reflection on higher education teaching. International Journal for Academic Development, https://doi.org/10.1080/1360144X.2024.2423157

This paper arose from the authors’ experience of facilitating collective reflection on higher education teaching using the ‘intercultural teaching process recall’ (iTPR) method. Facilitators’ contributions to the iTPR sessions were analysed empirical... Read More about The role of the facilitator in collective reflection on higher education teaching.

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..

Twitter in the collaborative classroom: micro-blogging for in-class collaborative discussions (2015)
Journal Article
Mercier, E., Rattray, J., & Lavery, J. (2015). Twitter in the collaborative classroom: micro-blogging for in-class collaborative discussions. International journal of social media and interactive learning environments, 3(2), 83-99. https://doi.org/10.1504/ijsmile.2015.070764

While small group discussion during undergraduate classes is an important pedagogic strategy, there are two primary concerns for instructors how to monitor the conversation that goes on within groups, and how to ensure that ideas that emerge within t... Read More about Twitter in the collaborative classroom: micro-blogging for in-class collaborative discussions.

Learning in the Liminal Space: A Semiotic Approach to Threshold Concepts (2014)
Journal Article
Land, R., Rattray, J., & Vivian, P. (2014). Learning in the Liminal Space: A Semiotic Approach to Threshold Concepts. Higher Education, 67(2), 199-217. https://doi.org/10.1007/s10734-013-9705-x

The threshold concepts approach to student learning and curriculum design now informs an empirical research base comprising over 170 disciplinary and professional contexts. It draws extensively on the notion of troublesomeness in a ‘liminal’ space of... Read More about Learning in the Liminal Space: A Semiotic Approach to Threshold Concepts.

Is Access to University a Matter of Quality? UK and European Experiences of Widening Participation (2013)
Journal Article
Owen, C., Eggins, H., Gordon, G., Land, R., & Rattray, J. (2013). Is Access to University a Matter of Quality? UK and European Experiences of Widening Participation. Journal of the European higher education area, 4, 17-32

Widening participation and the related issue of social mobility are re-emerging as crucial, complex and pressing priorities in terms of the governance and the social and economic effectiveness of higher education in the regions of Europe. Concern abo... Read More about Is Access to University a Matter of Quality? UK and European Experiences of Widening Participation.

Early Communication in Dyads with Visual Impairment (2005)
Journal Article
Rattray, J., & Suzanne Zeedyk, M. (2005). Early Communication in Dyads with Visual Impairment. Infant and Child Development, 14(3), 287-309. https://doi.org/10.1002/icd.397

The ability of dyads with restricted access to the visual channel of communication to establish a reliable pre-linguistic communicative signalling system has traditionally been viewed as problematic. Such a conclusion is due in part to the emphasis t... Read More about Early Communication in Dyads with Visual Impairment.

Social exclusion, Sure Start and organizational social capital: evaluating inter-disciplinary multi-agency working in an education and health work programme (2004)
Journal Article
Bagley, C., Ackerley, C., & Rattray, J. (2004). Social exclusion, Sure Start and organizational social capital: evaluating inter-disciplinary multi-agency working in an education and health work programme. Journal of Education Policy, 19(5), 595-607. https://doi.org/10.1080/0268093042000269162

Social policy-making in the UK under the Labour government has galvanized around the issue of social exclusion, identifying young children (0-4 years) and their families living in areas of high social disadvantage to be particularly at risk. This pap... Read More about Social exclusion, Sure Start and organizational social capital: evaluating inter-disciplinary multi-agency working in an education and health work programme.