Higher Education

The transition from elite to mass higher education systems is a significant global development that forms the broader context for educational research that seeks to understand the experiences of higher education students, academics, teaching teams, change agents, leaders, departments, subject disciplines, professional fields, and institutions. There is a particular need for a critical perspective that dares to question current policy frameworks and uncovers contradictions that exist within the dominant managerialist and quality assurance paradigms. The aim of the higher education special interest group is to contribute to critical perspectives on higher education policy and practice. This is a broad remit that embraces interdisciplinary research and debate regarding appropriate and critical research methodologies.  Recent research papers and symposia presented by SIG members have included the following themes:

  • Teaching and learning approaches and issues
  • Assessment in higher education
  • Being an academic
  • Being a student
  • Policy trajectories
  • Academic development and capacity building strategies

The SIG aims to create a supportive network of educational researchers through building symposia for the main conference, through smaller scale activity during the year, by supporting new and early career researchers, and by building links with other higher education research networks.

Latest SIG Content

Heutagogy: Panacea or predicament in higher education?

16 January 2019 | Blog

In recent years, teaching within higher education has undergone a shift toward increasingly student-led pedagogies, as institutions seek to improve student autonomy, motivation, and achievement (Rowley, Fook & Glazzard, 2018). As part of this... [...]

English in Education – Curriculum and Assessment

12 March 2019 | Event

This one-day event provides a forum for researchers, teacher-educators and teachers to discuss our current English curriculum and the ways in which the subject is assessed in school and FE/HE contexts. It is framed particularly by the alarming... [...]

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