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Clegg, Sue – Teaching in Higher Education, 2016
The paper argues that powerful regional knowledge is necessary and possible and that there are historical precedents supporting these claims. Regional knowledge is being used in a double sense: the first Bernsteinian, the second in relation to knowledge generated outside the academy. Both are important if the debate is not to be confined solely to…
Descriptors: Higher Education, Foreign Countries, Curriculum Development, Teaching Methods
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Clegg, Sue – Teaching in Higher Education, 2015
The paper presents an analysis of the forms of meaning making in "Teaching in Higher Education" between 2005 and 2013. Unlike other papers which have reviewed higher education journals the analysis was based on reading full papers. Previous analyses of journals have commented on the a-theoretical nature of much research into higher…
Descriptors: Higher Education, Theory Practice Relationship, Educational Research, Reflection
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Clegg, Sue; Stevenson, Jacqueline – Higher Education Research and Development, 2013
The paper makes a number of arguments about the research interview and maintains that, despite the near ubiquity of the method in higher education research, the interview remains under-theorised and mis-described. We argue that by virtue of being "insider", higher education research involves a form of tacit ethnography where multiple…
Descriptors: Higher Education, Educational Research, Interviews, Sociology
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Clegg, Sue – Higher Education Research and Development, 2012
This paper calls into question the idea that we can simply think about higher education as a research field and explores different meanings of the term field. It asks whether there are related fields: research into higher education, academic development and disciplinary teaching research, rather than one. The approach of the paper is conceptual,…
Descriptors: Postsecondary Education as a Field of Study, Classification, Cognitive Structures, Higher Education
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Stevenson, Jacqueline; Clegg, Sue – Gender and Education, 2012
Despite the assertion that higher education is becoming increasingly "feminised" and that male students are the relative losers, gendered meanings continue to permeate higher education in ways that mean that the recognition of women's experiences are frequently marginalised. Our paper reports on research designed to explore student participation…
Descriptors: Higher Education, Extracurricular Activities, Females, Student Participation
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Stevenson, Jacqueline; Clegg, Sue – British Educational Research Journal, 2011
This paper explores the under-researched area of extracurricular activity undertaken by students through the lens of the possible selves literature, which has largely been developed in the North American context. In the UK the employability agenda assumes an orientation towards the future and employers are increasingly expecting students to…
Descriptors: Foreign Countries, Extracurricular Activities, Individual Development, Employment Potential
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Clegg, Sue; Rowland, Stephen – British Journal of Sociology of Education, 2010
The paper presents the argument that kindness in teaching is both commonplace yet unremarked and that, moreover, it is subversive of neo-liberal values. In arguing for the value of attending to kindness, we reject the dichotomy between emotion and reason and the associated gendered binaries. We distinguish kindness from "due care" and acts that…
Descriptors: Higher Education, Altruism, Values, Educational Anthropology
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Stevenson, Jacqueline; Clegg, Sue; Lefever, Ruth – London Review of Education, 2010
This paper takes as its focus the contradictory discourse of widening participation (WP). We argue that given the conflicting accounts of WP it is highly unlikely that higher education staff will be able articulate a coherent definition of WP practice. We illustrate our thesis with an institutional case study which analysed policy documents and…
Descriptors: Higher Education, Values, Case Studies, Interviews
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Clegg, Sue – International Studies in Sociology of Education, 2009
Academic development has played a significant role in creating university "learning and teaching" as an object of policy scrutiny and intervention. While academic development is a new field, its practices have been productive of new learning and teaching regimes in both the global "north" and "south". This paper…
Descriptors: Academic Achievement, Organizational Change, Foreign Countries, Intervention
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Clegg, Sue – British Educational Research Journal, 2008
This article focuses on the lived experience of practising academics as part of an inquiry into the vexed question of "academic identities". Identity is understood not as a fixed property, but as part of the lived complexity of a person's project. The article reports on data from a small study in one university. The data suggest that…
Descriptors: Personal Autonomy, College Faculty, Gender Issues, Self Concept
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Smith, Karen; Clegg, Sue; Lawrence, Elizabeth; Todd, Malcolm J. – Innovations in Education and Teaching International, 2007
The importance of employability in higher education and increasing numbers of students working while studying led leaders on a social science degree to introduce work experience modules. This paper reports on an in-depth case study based on the analysis of staff and student interviews, the students' reflective assignments, and a focus group…
Descriptors: Work Experience, Social Sciences, Focus Groups, Job Placement
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Flint, Abbi; Clegg, Sue; Macdonald, Ranald – Journal of Further and Higher Education, 2006
This paper presents analysis of qualitative data from a research project looking at staff perceptions of plagiarism at a post-1992 university. Twenty-six members of staff from departments and academic schools from across the university took part in open and semi-structured interviews. Analysis shows that variable definitions of plagiarism exist;…
Descriptors: Plagiarism, College Faculty, Teacher Attitudes, Interviews
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Clegg, Sue; McManus, Mike; Smith, Karen; Todd, Malcolm J. – International Journal for Academic Development, 2006
Staff involved in pedagogic innovations are often presented with challenges that take them outside their customary spheres of expertise and disciplinary identities. This paper presents an analysis of data collected from staff involved in a "bottom up" pedagogic innovation introducing inquiry-based learning to a cohort of first year social science…
Descriptors: Inquiry, Social Sciences, Instructional Innovation, Active Learning