Changing Landscapes, Shifting Identities in Higher Education: Narratives of Academics in the UK

Trahar, Sheila

doi:10.7227/rie.86.5

Cited by 18 publications

(13 citation statements)

References 24 publications

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“…It explains why specifi c inquiry methodologies are used by researchers, such as auto-ethnography or narratives, to bring them to light (Watson 2006(Watson , 2007(Watson , 2009Trahar 2011 ). It explains why specifi c inquiry methodologies are used by researchers, such as auto-ethnography or narratives, to bring them to light (Watson 2006(Watson , 2007(Watson , 2009Trahar 2011 ).…”

Section: Trials and Criticism Of Managerialismmentioning

confidence: 99%

The Changing Epistemic Governance of European Education

Normand¹

2016

Educational Governance Research

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Aims and ScopeThis series presents recent insights in educational governance gained from research that focuses on the interplay between educational institutions and societies and markets. Education is not an isolated sector. Educational institutions at all levels are embedded in and connected to international, national and local societies and markets. One needs to understand governance relations and the changes that occur if one is to understand the frameworks, expectations, practice, room for manoeuvre, and the relations between professionals, public, policy makers and market place actors.The aim of this series is to address issues related to structures and discourses by which authority is exercised in an accessible manner. It will present fi ndings on a variety of types of educational governance: public, political and administrative, as well as private, market place and self-governance. International and multidisciplinary in scope, the series will cover the subject area from both a worldwide and local perspective and will describe educational governance as it is practised in all parts of the world and in all sectors: state, market, and NGOs.The series: -Covers a broad range of topics and power domains -Positions itself in a fi eld between politics and management/leadership -Provides a platform for the vivid fi eld of educational governance research -Looks into ways in which authority is transformed within chains of educational governance -Uncovers relations between state, private sector and market place infl uences on education, professionals and students.More information about this series at

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Section: Trials and Criticism Of Managerialismmentioning

confidence: 99%

The Changing Epistemic Governance of European Education

Normand¹

2016

Educational Governance Research

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“…Widening participation schemes and the notion of HE becoming more accessible has increased the diversity within the student body [52]. This brings with it a responsibility to ensure all students are supported in the best way to ensure they can succeed.…”

Section: Retention As Drivermentioning

confidence: 99%

Exploring the Impact of the Increased Tuition Fees on Academic Staffs’ Experiences in Post-92 Universities: A Small-Scale Qualitative Study

Bates

Kaye

2014

Education Sciences

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The introduction of the new tuition fee regime in the UK academic session 2012-2013 has resulted in concerns in the Higher Education (HE) community that students' expectations may become unmanageable. Previous research has explored the expectations and experiences of undergraduate psychology students; the current study extended this by considering whether the increased tuition fees have changed the experiences of academic staff in HE. To achieve this, five semi-structured interviews with psychology staff in two post-92 Higher Education Institutions (HEIs) were undertaken. Results suggested staff perceptions have undergone minimal change in their day-to-day experiences. However, perceptions of the wider HE issues, such as meeting targets and fulfilling requirements of the role, appear to be enhanced following the contextual changes of HE. Finally, the results reported here suggest generally good staff satisfaction, regardless of these changing times within the sector. Future research and the need for more widespread, large scale studies are discussed. . Sci. 2014, 4 230 OPEN ACCESS Educ

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“…It aimed to address the lack of understanding identified above, and to suggest ways forward. The study therefore investigated the multiple realities of international staff and students in Thai HE, employing an ethnographic approach, focussing on narrative enquiry (Trahar, 2011) and informed by an empirically-derived model of academic, sociocultural and psychological adaptation and adjustment (Schartner and Young, 2016). The main objective was to achieve better understandings of the current phenomenon regarding the challenges of and potential for increased international recruitment and enhancement of teaching and learning in Thai HE.…”

Section: Introductionmentioning

confidence: 99%

“…Narrative inquiry was chosen as the principle methodological approach for the project as it is eminently suitable for undertaking inquiries with people from many different cultures whose worldviews may differ significantly from those of the researchers (Trahar, 2011). This approach focuses on 'the meanings that people ascribe to their experiences, seeking to provide insight into the complexity of human lives' (Trahar, 2014: 220).…”

Section: Introductionmentioning

confidence: 99%

The Global Conference on Education and Research: Volume 2

James

Çobanoğlu

2018

The Global Conference on Education and Research

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International (ANAHEI) is very honored and excited to host GLOCER 2018. This is the 12 th conference that ANAHEI is organizing. GLOCER received more than 200 abstracts/papers for the conference from 270+ authors. One hundred twenty-nine of these presentations are accepted to be presented at GLOCER 2018. GLOCER is a truly an interdisciplinary and global conference as we will host 200+ participants from 29 countries and from different fields of studies. We would like to thank each author for submitting their research papers to GLOCER 2018. As GLOCER 2018 was a peer-reviewed, double blind conference, we would like to thank each and every reviewer who ensured that the paper review process was a high quality and smooth. We also would like to thank the awards committee for their hard work in selecting the recipients of this year's award winners. We would like to thank University of South Florida Sarasota-Manatee for sponsoring GLOCER 2018. Without their support, this conference would have not been possible.

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Changing Landscapes, Shifting Identities in Higher Education: Narratives of Academics in the UK

Cited by 18 publications

References 24 publications

The Changing Epistemic Governance of European Education

The Changing Epistemic Governance of European Education

Exploring the Impact of the Increased Tuition Fees on Academic Staffs’ Experiences in Post-92 Universities: A Small-Scale Qualitative Study

The Global Conference on Education and Research: Volume 2

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