Pub Date : 2023-08-02DOI: 10.1080/0309877x.2023.2241391
Johanne Grøndahl Glavind, Lis Montes De Oca, Philipp Pechmann, Dorthe Brauner Sejersen, Thomas Iskov
ABSTRACTStudent-centred learning and teaching (SCLT) has become a widespread approach in higher education and is praised by students, educational researchers and policy makers alike. SCLT is believed to help students become self-directed learners by placing them at the centre of the learning process. Despite the central role currently ascribed to SCLT in higher education, systematic knowledge about how it is practiced in higher education is limited. Informed by the findings of a systematic mapping review of empirical research, this article discloses how SCLT is practised inclass, outof-class and institutionally in higher educational institutions. Overall, we find that empirical research on SCLT is diverse and covers a wide range of pedagogical approaches and methods. Even so, the main focus of the research mapped is on in-class learning activities, whereas less focus is placed on student support systems and on how to develop a SCLT culture in institutional practices. Furthermore, the review finds an extensive focus on student activation and engagement in the empirical research on SCLT. This runs contrary to the theoretical literature arguing that SCLT should promote student agency and autonomy. We therefore encourage more empirical research on the relationship between SCLT and student agency in higher education.KEYWORDS: Student-centred learning and teachinghigher educationpedagogical approaches and methodssystematic mapping review Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/0309877X.2023.2241391Correction StatementThis article has been corrected with minor changes. These changes do not impact the academic content of the article.Notes1. Four items could not be retrieved in full text and were therefore discarded. Another four items were identified as duplicates and were also discarded.
{"title":"Student-centred learning and teaching: a systematic mapping review of empirical research","authors":"Johanne Grøndahl Glavind, Lis Montes De Oca, Philipp Pechmann, Dorthe Brauner Sejersen, Thomas Iskov","doi":"10.1080/0309877x.2023.2241391","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2241391","url":null,"abstract":"ABSTRACTStudent-centred learning and teaching (SCLT) has become a widespread approach in higher education and is praised by students, educational researchers and policy makers alike. SCLT is believed to help students become self-directed learners by placing them at the centre of the learning process. Despite the central role currently ascribed to SCLT in higher education, systematic knowledge about how it is practiced in higher education is limited. Informed by the findings of a systematic mapping review of empirical research, this article discloses how SCLT is practised inclass, outof-class and institutionally in higher educational institutions. Overall, we find that empirical research on SCLT is diverse and covers a wide range of pedagogical approaches and methods. Even so, the main focus of the research mapped is on in-class learning activities, whereas less focus is placed on student support systems and on how to develop a SCLT culture in institutional practices. Furthermore, the review finds an extensive focus on student activation and engagement in the empirical research on SCLT. This runs contrary to the theoretical literature arguing that SCLT should promote student agency and autonomy. We therefore encourage more empirical research on the relationship between SCLT and student agency in higher education.KEYWORDS: Student-centred learning and teachinghigher educationpedagogical approaches and methodssystematic mapping review Disclosure statementNo potential conflict of interest was reported by the author(s).Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/0309877X.2023.2241391Correction StatementThis article has been corrected with minor changes. These changes do not impact the academic content of the article.Notes1. Four items could not be retrieved in full text and were therefore discarded. Another four items were identified as duplicates and were also discarded.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135015530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1080/0309877x.2023.2241389
Mark P. Duslak, Craig M. McGill, Jesse Seiden
{"title":"Administrator perceptions of the purpose and function of academic advising in the United States","authors":"Mark P. Duslak, Craig M. McGill, Jesse Seiden","doi":"10.1080/0309877x.2023.2241389","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2241389","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43312879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-29DOI: 10.1080/0309877x.2023.2241393
D. Nichol, K. Mulholland, A. Anderson, S. Taylor, J. Davies
{"title":"‘How was it for you?’ The impacts of student-staff partnerships in developing online teaching and learning","authors":"D. Nichol, K. Mulholland, A. Anderson, S. Taylor, J. Davies","doi":"10.1080/0309877x.2023.2241393","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2241393","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48294460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.1080/0309877x.2023.2241386
Małgorzata Rataj, I. Berezovska
{"title":"Addressing challenges with Ukrainian refugees through sustainable integration: response of the educational community in Poland","authors":"Małgorzata Rataj, I. Berezovska","doi":"10.1080/0309877x.2023.2241386","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2241386","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48883680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1080/0309877x.2023.2231380
F. Wragg, C. Harris, A. Noyes, K. Vere
{"title":"Technicians as teachers: the emerging role of technical staff within higher education teaching and learning environments","authors":"F. Wragg, C. Harris, A. Noyes, K. Vere","doi":"10.1080/0309877x.2023.2231380","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2231380","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42618665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1080/0309877X.2023.2220286
D. Bennett, E. Knight, I. Li
ABSTRACT Much research on the employability development of university students and the employability experience of graduates treats learners as experientially homogenous and ignores the potential impact of pre-entry work experience on either students’ confidence or their employability-related behaviours. This study explored the confidence of commencing students aged 17 to 21. The objective was to understand whether and how study and career confidence differs among commencing students according to whether they have never worked, are working whilst studying, or have worked previously and have stopped work. The impact of work experience including that gained prior to university entry is often overlooked when discussing students’ perceived employability. This largely quantitative study explores the perceived employability of commencing university students who began their studies soon after finishing high school and compares these self-perceptions relative to work experience. The study employed a self-measure of study and career confidence (Bennett, 2021) grounded in social cognitive career theory with 2,374 full-time students. Differences across the categories were explored using t-tests and multivariate analysis. The analysis concluded that 1,272 students (53.6%) were working at the time of the study, 1,025 students (46.4%) had previously worked but were not working at the time of the study and 77 students (3.2%) had never worked. The findings, illustrated by students’ text-based descriptions of their employability development activities, suggest a hierarchical relationship between pre-entry work-experience and more confident self-perceptions of employability. Implications for higher education employability development are discussed.
{"title":"The impact of pre-entry work experience on university students’ perceived employability","authors":"D. Bennett, E. Knight, I. Li","doi":"10.1080/0309877X.2023.2220286","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2220286","url":null,"abstract":"ABSTRACT Much research on the employability development of university students and the employability experience of graduates treats learners as experientially homogenous and ignores the potential impact of pre-entry work experience on either students’ confidence or their employability-related behaviours. This study explored the confidence of commencing students aged 17 to 21. The objective was to understand whether and how study and career confidence differs among commencing students according to whether they have never worked, are working whilst studying, or have worked previously and have stopped work. The impact of work experience including that gained prior to university entry is often overlooked when discussing students’ perceived employability. This largely quantitative study explores the perceived employability of commencing university students who began their studies soon after finishing high school and compares these self-perceptions relative to work experience. The study employed a self-measure of study and career confidence (Bennett, 2021) grounded in social cognitive career theory with 2,374 full-time students. Differences across the categories were explored using t-tests and multivariate analysis. The analysis concluded that 1,272 students (53.6%) were working at the time of the study, 1,025 students (46.4%) had previously worked but were not working at the time of the study and 77 students (3.2%) had never worked. The findings, illustrated by students’ text-based descriptions of their employability development activities, suggest a hierarchical relationship between pre-entry work-experience and more confident self-perceptions of employability. Implications for higher education employability development are discussed.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"1140 - 1154"},"PeriodicalIF":2.3,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41648880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1080/0309877X.2023.2217411
Chloe Cannell, Arnis Silvia, Katherine McLachlan, S. Othman, Annette Morphett, Vihara Maheepala, Carolyn McCosh, N. Simić, Monica B. Behrend
ABSTRACT Various models of writing groups for doctoral candidates are effective in developing research writing skills. While most groups focus on writing and providing feedback, less is written about groups that focus on empowering the research-writer through social interaction. This paper explores the impact of an ongoing fortnightly writing group as a regulated writing space for promoting wellbeing and fostering research-writer identity among doctoral candidates, whilst developing cognitive and social skills. Eight participants and the facilitator reflect on the effectiveness of this group using collaborative autoethnography. What began as a group of higher degree research students who wanted to develop their research writing skills, became a supportive community of practice which enhanced individuals’ confidence to write, their research writing identities and wellbeing. Of significance was the writing expert as a facilitator. The study recommends that institutions value and create regular writing spaces for doctoral candidates to write, discuss their experiences as research-writers and in so doing, address their research writing identity and wellbeing, particularly given current concerns about mental health.
{"title":"Developing research-writer identity and wellbeing in a doctoral writing group","authors":"Chloe Cannell, Arnis Silvia, Katherine McLachlan, S. Othman, Annette Morphett, Vihara Maheepala, Carolyn McCosh, N. Simić, Monica B. Behrend","doi":"10.1080/0309877X.2023.2217411","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2217411","url":null,"abstract":"ABSTRACT Various models of writing groups for doctoral candidates are effective in developing research writing skills. While most groups focus on writing and providing feedback, less is written about groups that focus on empowering the research-writer through social interaction. This paper explores the impact of an ongoing fortnightly writing group as a regulated writing space for promoting wellbeing and fostering research-writer identity among doctoral candidates, whilst developing cognitive and social skills. Eight participants and the facilitator reflect on the effectiveness of this group using collaborative autoethnography. What began as a group of higher degree research students who wanted to develop their research writing skills, became a supportive community of practice which enhanced individuals’ confidence to write, their research writing identities and wellbeing. Of significance was the writing expert as a facilitator. The study recommends that institutions value and create regular writing spaces for doctoral candidates to write, discuss their experiences as research-writers and in so doing, address their research writing identity and wellbeing, particularly given current concerns about mental health.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"1106 - 1123"},"PeriodicalIF":2.3,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42052054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/0309877x.2023.2231352
Erika Hansson, Manuel Schmidt
{"title":"“A small pawn in a big game”: an exploration of doctoral students’ experience of co-supervisory relationships","authors":"Erika Hansson, Manuel Schmidt","doi":"10.1080/0309877x.2023.2231352","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2231352","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45349224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-02DOI: 10.1080/0309877x.2023.2231358
Uriel Eduardo Torres Castro, C. Pineda-Báez
{"title":"How has the conceptualisation of student agency in higher education evolved? Mapping the literature from 2000-2022","authors":"Uriel Eduardo Torres Castro, C. Pineda-Báez","doi":"10.1080/0309877x.2023.2231358","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2231358","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44857044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1080/0309877X.2023.2226612
A. Bull, Alexander Bradley, A. Kanyeredzi, Tiffany Page, Chi-Chi Shi, Joanne Wilson
ABSTRACT The concept of ‘professional boundaries’ – widely used in sectors where professional relationships between adults are regulated – has not commonly been drawn on in higher education (HE) to understand and denote appropriate relationships between faculty or staff and students. Nevertheless, in recent years the question of how to regulate sexual and romantic relationships between faculty/staff and students has been a developing policy concern within HE institutions internationally. In order to contribute to empirically-informed policy development in this area, this article explores students’ levels of comfort with different sexualised and non-sexualised behaviours from staff/faculty, drawing on data from 1492 students from a national survey carried out in the United Kingdom, initially published in the National Union of Students’ report Power in the Academy (2018). New analysis on this data is introduced, outlining scales of ‘personal’ and ‘sexualised’ interactions, which reveal the patterns of comfort and discomfort across different demographic groups of students, most notably women, LGBTQ+ students, and Black and Asian students. The analysis identifies areas of interaction with staff/faculty that are of concern to different groups of students, calling into question existing policy frameworks such as conflict of interest policies and varying levels of regulation for undergraduate and postgraduate students. In the light of these findings, the article makes two recommendations: first, that training on professional boundaries should be included in higher education teaching qualifications, and second, for the development of shared norms around professional boundaries within academic departments and professional societies.
{"title":"Professional boundaries between faculty/staff and students in UK higher education: students’ levels of comfort with personal and sexualised interactions","authors":"A. Bull, Alexander Bradley, A. Kanyeredzi, Tiffany Page, Chi-Chi Shi, Joanne Wilson","doi":"10.1080/0309877X.2023.2226612","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2226612","url":null,"abstract":"ABSTRACT The concept of ‘professional boundaries’ – widely used in sectors where professional relationships between adults are regulated – has not commonly been drawn on in higher education (HE) to understand and denote appropriate relationships between faculty or staff and students. Nevertheless, in recent years the question of how to regulate sexual and romantic relationships between faculty/staff and students has been a developing policy concern within HE institutions internationally. In order to contribute to empirically-informed policy development in this area, this article explores students’ levels of comfort with different sexualised and non-sexualised behaviours from staff/faculty, drawing on data from 1492 students from a national survey carried out in the United Kingdom, initially published in the National Union of Students’ report Power in the Academy (2018). New analysis on this data is introduced, outlining scales of ‘personal’ and ‘sexualised’ interactions, which reveal the patterns of comfort and discomfort across different demographic groups of students, most notably women, LGBTQ+ students, and Black and Asian students. The analysis identifies areas of interaction with staff/faculty that are of concern to different groups of students, calling into question existing policy frameworks such as conflict of interest policies and varying levels of regulation for undergraduate and postgraduate students. In the light of these findings, the article makes two recommendations: first, that training on professional boundaries should be included in higher education teaching qualifications, and second, for the development of shared norms around professional boundaries within academic departments and professional societies.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"711 - 726"},"PeriodicalIF":2.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42441731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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