Academic staff working within Western higher education institutions (HEIs), have a responsibility to encourage the continuous critique of knowledge and values, expressed both within the curriculum that they deliver and within society more widely. Critical thinking is often regarded as the hallmark of a good education. Atkinson however raised concerns, that such practices may possess an exclusive (and reductive) character, fraught with cultural issues. Consequently, international students may be at a disadvantage in understanding the underpinning principles of critical thinking. This article draws upon data from a small case-study sample of international Masters level students, as a means to examine and refine notions of critical thinking in relation to practices within one United Kingdom university. We suggest that these data indicate that it is time to re-evaluate and reconsider the ways in which we understand and promote critical thinking within academic work.

Background The EUREST-PLUS ITC Europe surveys aim to evaluate the impact of the European Union’s Tobacco Products Directive (EU TPD) implementation within the context of the WHO FCTC. This article describes the methodology of the 2016 (Wave 1) and 2018 (Wave 2) International Tobacco Control 6 European (6E) Country Survey in Germany, Greece, Hungary, Poland, Romania and Spain; the England arm of the 2016 (Wave 1) and 2018 (Wave 2) ITC 4 Country Smoking and Vaping (4CV) Survey; and the 2016 (Wave 10) and 2017 (Wave 11) ITC Netherlands (NL) Survey. All three ITC surveys covering a total of eight countries are prospective cohort studies with nationally representative samples of smokers. Methods In the three surveys across the eight countries, the recruited respondents were cigarette smokers who smoked at least monthly, and were aged 18 and older. At each survey wave, eligible cohort members from the previous waves were retained, regardless of smoking status, and dropouts were replaced by a replenishment sample. Results Retention rates between the two waves of the ITC 6E Survey by country were 70.5% for Germany, 41.3% for Greece, 35.7% for Hungary, 45.6% for Poland, 54.4% for Romania and 71.3% for Spain. The retention rate for England between ITC 4CV1 and ITC 4CV2 was 39.1%; the retention rates for the ITC Netherlands Survey were 76.6% at Wave 10 (2016) and 80.9% at Wave 11 (2017). Conclusion The ITC sampling design and data collection methods in these three ITC surveys allow analyses to examine prospectively the impact of policy environment changes on the use of cigarettes and other tobacco products in each country, to make comparisons across the eight countries.

We need to keep experimenting with writing to meet the challenges of Deleuze and Guattari's flattened ontology in the humanities. The paper reports on a small, experimental research project at a university in the northwest of England. The findings are written in an experimental mode, inspired by the Deleuze and Guattarian concept, 'assemblage'. The experiment is theorised and assessed in a non-reductive way that offers future creative possibilities to other researchers. First, the paper presents a context for the subsequent experimental writing. Some current innovative writerly practice and some theoretical and methodological standpoints are reviewed. Next, this paper presents its theorisation of 'assemblage' with particular reference to Deleuze and Guattari's use of the idea, 'double articulation'. This approach supports and justifies the author's schematisation of the textual assemblage into four areas: identity, work, territory and dissolving territory. The author explains how these ideas function within an experimental discursive text and illustrates their possible usage in the experimental text itself. Thus, this paper offers a theoretical justification, an explanation of and an assessment of experimental writing, in addition to the experimental text itself, all of which are of potential interest to researchers in the fields of education and philosophy.

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This paper examines some critical accounts of emotional life shaped by neoliberalism. A range of literature concerned with neoliberalism and emotional experience in educational contexts is reviewed. I argue that neoliberal 'reforms' in public institutions create an ever-increasing demand for emotional performance. Neoliberals often refer to Adam Smith's The wealth of nations (WN) but this paper focuses on Smith's equally significant The theory of moral sentiments. In this work Smith connects competitive social relationships with varieties of challenging emotional experience. I argue that theorists in the present, seeking to understand neoliberal 'reforms' in public institutions, should focus on not just WN but both of Smith's major works together. This paper offers new insights into the nature of neoliberalism, extending and developing the field of historically informed critical work highlighted in this paper.