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Hayman, Rick; Coyles, Andy; Wharton, Karl; Borkoles, Erika; Polman, Remco – Journal of Further and Higher Education, 2023
Personal tutoring is renowned for the positive role it can play in supporting student satisfaction, engagement and attainment outcomes in higher education. Surprisingly though, few studies have specifically investigated the demands of this role from the perspective of the personal tutor. Through the theoretical lens of Role Theory, this study…
Descriptors: Foreign Countries, Tutoring, Tutors, Role
Bale, Richard; Pazio Rossiter, Monika – Journal of Further and Higher Education, 2023
The literature on internationalisation of higher education usually focuses on the student perspective, with intercultural competence often featuring as a graduate attribute. However, given the high proportion of international teaching staff in UK higher education institutions, more attention needs to be paid to intercultural competence of…
Descriptors: Cultural Influences, Feedback (Response), STEM Education, Medical Education
Mulholland, Kirstin; Nichol, David; Gillespie, Aidan – Journal of Further and Higher Education, 2023
In exploring imposter feelings in early career academics, this article examines the impacts of adopting social constructivist pedagogies. It reveals the significance of reflective practice in a Post-Graduate Certificate in Academic Practice programme (PGCAP), supporting professional development in teaching, learning and assessment for new…
Descriptors: College Faculty, Beginning Teachers, Beginning Teacher Induction, Foreign Countries
Nichol, D.; Mulholland, K.; Anderson, A.; Taylor, S.; Davies, J. – Journal of Further and Higher Education, 2023
The seemingly relentless drive across Higher Education (HE) Institutions to integrate both face-to-face and online forms of delivery to create blended approaches to teaching and learning shows little sign of abating. Yet, as blended forms of delivery become increasingly prevalent, existing literature suggests that the perspectives and experiences…
Descriptors: Higher Education, Teaching Methods, Undergraduate Students, College Faculty
Baker, Lewis; Heron, Marion – Journal of Further and Higher Education, 2023
A key purpose of the Foundation Year provision is to prepare students, often from a widening participation background, for their undergraduate study. Research has established that access to academic discourse and disciplinary knowledge is, to a large extent, dependent on students' academic language and literacy skills, including oracy skills.…
Descriptors: Foreign Countries, Higher Education, Transitional Programs, College Preparation
Sandland, Barbara; MacLeod, Andrea; Hall, Neil; Chown, Nick – Journal of Further and Higher Education, 2023
Despite the viva being an essential component of all PhD and other doctoral qualifications in UK universities, there is little research into their accessibility for autistic students, or the process of adjusting them to individual students' needs. Autistic student voices about the viva are almost completely absent from the literature. This paper…
Descriptors: Doctoral Students, Autism Spectrum Disorders, Doctoral Programs, Degree Requirements
Smith, Sally; Plum, Kris; Taylor-Smith, Ella; Fabian, Khristin – Journal of Further and Higher Education, 2022
The COVID-19 global pandemic precipitated migration to online learning and teaching for students and universities. This study explored the change in self-identification in an academic role through the significant disruption caused by the urgent migration from on-campus teaching to online teaching in the face of lockdowns designed to limit the…
Descriptors: Foreign Countries, Professional Identity, College Faculty, COVID-19
Eardley, Alison F.; Banister, Emma; Fletcher, Marie – Journal of Further and Higher Education, 2021
Research and academic writing are increasingly difficult to prioritise in Higher Education. Academic writing retreats are growing in popularity as means to help academics to write. However, while they have been shown to enhance productivity their potential as wellbeing interventions has received less attention. We explore the experiences of…
Descriptors: Writing Workshops, Well Being, Intervention, Foreign Countries
Ashencaen Crabtree, Sara; Esteves, Luciana; Hemingway, Ann – Journal of Further and Higher Education, 2021
In March 2020 virtually all UK universities were suddenly thrown into an unprecedented and sudden closure of campus and facilities owing to the British Government's COVID-19 pandemic lockdown policies. Further evidence suggests that this exacerbated existing gendered differences. This paper reports on UK academic responses from an international…
Descriptors: Family Work Relationship, College Faculty, Teacher Attitudes, COVID-19
Barnard, Sarah; Rose, Anthea; Dainty, Andrew; Hassan, Tarek – Journal of Further and Higher Education, 2021
The transition of early career researchers into academic posts is understood to be a crucial career step and marks a point at which representation of women declines significantly. The research adopts a participatory qualitative research methodology through career narrative interviews and group discussions with women engineers recently appointed…
Descriptors: College Faculty, Women Faculty, Teacher Attitudes, Career Choice
Bailey, Wayne; Bordogna, Claudia M.; Harvey, Halina; Jones, Glynn; Walton, Sean – Journal of Further and Higher Education, 2021
Using a bi-dimensional, fourfold model as a thinking tool to contemplate acculturation strategies we analyse the intercultural experience of international academic staff (IAS) in the United Kingdom higher education. The literature suggests that IAS feel undervalued as a professional group and that institutions do not capitalise on their diverse…
Descriptors: Acculturation, College Faculty, Foreign Nationals, Higher Education
Jabbar, Abdul; Teviotdale, Wilma; Mirza, Mohammed; Mswaka, Walter – Journal of Further and Higher Education, 2020
UK Higher Education (HE) is going through a process of unprecedented change, where large numbers of its student body now come from internationally diverse contexts. These students come from different cultures, backgrounds and educational systems which influence the way they interact, learn and engage with UK HE. Key participants in this engagement…
Descriptors: Foreign Countries, College Faculty, Teacher Attitudes, Foreign Students
Raiden, Ani; Räisänen, Christine; Kinman, Gail – Journal of Further and Higher Education, 2020
Academic work demands behavioural ambidexterity: the ability to simultaneously demonstrate exploration (creativity in research and/or in innovative teaching and learning practice) and exploitation (compliance with quality assurance). However, little is known about the effects of behavioural ambidexterity on the well-being of individual employees.…
Descriptors: Well Being, College Faculty, Teacher Behavior, Males
Fullwood, Roger; Rowley, Jennifer; McLean, Jacqueline – Journal of Further and Higher Education, 2019
The purpose of this paper is to investigate the impact of organisational and individual factors on the knowledge sharing behaviour of UK academics. Although there a few articles that explore knowledge sharing between academics in an Asian context, there is currently only one article that explores this topic in a UK context. Semi-structured…
Descriptors: College Faculty, Sharing Behavior, Knowledge Management, Foreign Countries
McKinnon, Sabine; Hammond, Angela; Foster, Monika – Journal of Further and Higher Education, 2019
Increased interest in internationalisation of the curriculum (IoC) has led to the development of a range of resources designed to support staff in translating theory into practice. Studies on how such resources are actually used and impact on academic practice are scarce. This article aims to fill the gap by reporting on a cross-institutional…
Descriptors: International Education, Curriculum Development, Teaching Methods, College Faculty