Professor Antony C. Moss, London South Bank University and Jonathan Neves, Advance HE, explore in greater depth the patterns of work and study which students are now reporting.

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How individual researchers and communities of scholars situate themselves with respect to each other has a range of consequences, relating to issues from identity and norms of practices, to how one is benchmarked or positioned to apply for jobs or funding. Education, perhaps more than other disciplines, has a longstanding attention to tensions in this situating. This paper provides a reflection from an individual researcher, relating their experience to the literature, and collated and original analysis of data relating to education research in Australia, to provide an instrumental case study. It does this through framing of disciplines in relation to areas of knowledge, organisational units, and communities of researchers. The paper provides an overview of the discipline, including some key organisational features and updating of data commonly used in benchmarking exercises (while recognising the significant limitations of such data). The paper is intended to support researchers in their own reflection, and perhaps provoke (senior) researchers in considering challenges we face.

For Jo Heaton-Marriott, if the sector must transform this should be by way of tightly-knit relationships with local areas For Jo Heaton-Marriott, if the sector must transform this should be by way of...

It can take years to collect evidence that shows effective uses of new technologies in schools. Unfortunately, early guesses sometimes go seriously wrong.

Research results are not the same as research claims. This is one of those distinctions that sounds simple but can trip researchers up. But understanding the difference can be really helpful. …

Teachers often work across disciplinary boundaries—sometimes without noticing it, sometimes in a conscious, deliberate way. Learning to work with different forms of knowledge and ways of knowing, and....

Albrecht, C., Jantos, A., & Böhm, C. (2023). Hybride Lehrveranstaltungen – Spannungsfeld zwischen technischer Praktikabilität und didaktischem Anspruch. Journal for Higher Education and Academic Development, 3(1), 17–27. https://doi.org/10.55310/jfhead.31

Part 2 - Chris explores the University of Banford, a hyperreal simulation exercise designed to help understand the human impact of permacrisis

Join authors Jeff Young and Catherine Cole as they discuss their recent books in the Library Reading Room of Liverpool’s Athenaeum.

While considerable research has explored effective mentoring, limited empirical evidence supports its theoretical underpinnings. Building on our work …

The successful candidate will help shape and lead the BIS program through innovative undergraduate teaching, curriculum development, partnership-building, and program leadership. Candidates should hav...