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The Society for Research into Higher Education


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Challenges of multilingual studies

The SRHE Blog is now read in more than 100 countries worldwide, and we have therefore decided to introduce publications in more than one language. Click on ‘Versão em Português below to jump to the Portuguese language version of this post. In the next few months we hope to post blogs in French, Russian, Chinese and more. SRHE members worldwide are encouraged to forward this notification, especially to non-English-speaking colleagues.

New contributions are welcome, especially if they address topical issues of policy or practice in countries other than England and the USA. Submissions may be written either in English or in the author’s native language. Please send all contributions to the Editor, rob.cuthbert@uwe.ac.uk

Desafios de realizar pesquisas multilíngues Versão em Português

by Aliandra Barlete

I have been intrigued – and somehow fascinated, too – by the ethical implications of conducting international research. As an international student in the UK, ethical dilemmas have surfaced many times, in spite of preparation during the course of studies. Continue reading

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The Toby Young saga and what it tells us about the blunders of our governments

By Rob Cuthbert

Once upon a time some politicians used to take the blame for their departments, even when civil servants were perhaps more at fault (famously, in the Crichel Down affair). And once upon a time the integrity of the civil service could be relied on, even or especially amid government mistakes. Continue reading

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Freedom, equality, choice and China

By Rob Cuthbert

The Annual Conference of the Centre for Global Higher Education on 11 April was enough to reassure anyone that research into HE is in rude health. With a globally diverse audience of 250 or more at the UCL Institute of Education to talk about The new geopolitics of higher education, it was time well spent. Continue reading

Ian Mc Nay


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Professional and Professionalism

By Ian McNay

My views on ‘professional’ and ‘professionalism’ in HE have been tested in several ways recently. One of my doctoral students has just got his award for a study on the topic. A major part of his work was a case study in a modern university, with a survey of teaching professionals with fellowship status in HEA either by a PGCE or a reflective portfolio of experience route. The survey group presented a homogeneous monochrome picture of what Hoyle, many years ago, labelled ‘restricted’ professionals – classroom bound with little engagement in the wider professional context, focused on subject and students, with punctuality and smart dress as professional characteristics. That reflected the response I got from some academics when I was appointed as a head of school: I met each one of my staff and, as part of the conversation, asked their view on development issues and future possibilities for the school. The response of several can be summarised by two: ‘I don’t have a view; not my role and above my pay grade’, and ‘You’re the boss. Tell me what to do and I’ll do it’. Continue reading


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In the duck house

By Paul Temple

Last autumn, David Palfreyman and I completed our book Universities and Colleges in the OUP “Very Short Introduction” series by compiling the index. It’s a sign of how fast things have changed that if we were preparing the index now, just a few months later, I think that one entry would have to be on the lines of “Greed, vice-chancellors, accusations of.” How on earth have we got to this?

Our late and much-missed friend and colleague, David Watson, would, I am certain, be incandescent with fury at how some of his fellow vice-chancellors have allowed Robert Halfon MP, Chair of the Commons Education Select Committee, plausibly to compare some vice-chancellors’ expenses claims with episodes from the 2009 Parliamentary expenses scandal. Halfon picked out the £1600 that Surrey University had paid to relocate its new VC’s dog from Australia, comparing it to the notorious “floating duck island” which, as it happens, cost the same. As with the duck-house, it’s the pettiness, the bathos – not to mention the comedic potential – that catch the attention. Was there nobody at Surrey able to say, “Vice-Chancellor, this really won’t be a good look if (when) it comes out”? And if not, shouldn’t there have been? Continue reading


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Where have all the questions gone?

By James Hartley

In an earlier blog (SRHE News, April 2017) I reported that the titles of articles in the field of higher education fell into three categories – ones with colons (60%), ones with statements (30%) and ones with questions (10%).  In this blog I note that the dearth of titles written in the form of questions is much more common than I thought.

Table 1 below shows the numbers (and percentages) of titles written in the form of questions in an assortment of publications and disciplines.  (Further details are provided in Hartley 2018a, b, and Hartley and Morgan, 2018.)

It can be seen, with this sample of 950 titles, that only 77 (8%) of them were written in the form of questions.  Even this figure, however, is much higher than the 2.3% reported by Cook and Plourde (2016), who studied 7,845 such titles in sixty academic journals.

Table 1.  The numbers (and percentages) of recent article or book titles with question marks.

  

Source    No of titles No of titles with ?s %
New Scientist 48 8 17
London Review of Books 57 0 0
Times Literary Supplement 48 8 17
Psychology PhD Theses 100 6 6
Psychology Journals 380 23 6
History Journals 187 31 17
Postscript (a book catalogue) 130 1 0.76
Overall 950 77 8

Titles with questions can frequently be answered ‘Yes’ or ‘No’ or (more typically in Education and Psychology) ‘it all depends’. In the field of journalism Betteridge (2009) postulated a witty law that stated that “Any headline that ends in a question mark can be answered by the word ‘No’” (Betteridge, 2009).  This, however, is not the case here.  Indeed, Cook & Plourde (2016) reported in their study of such titles in academic articles that most of them were more often answered with a “Yes” rather than a “No”.

Posing a question in the title is often seen as a way of drawing the readers’ attention to the issue in hand.  I find it surprising that it is not done more often. Any comments?

SRHE member James Hartley is emeritus professor, School of Psychology, Keele University.

 

References

Betteridge, I (2009)  ‘TechCrunch: Irresponsible journalism’ Technovia.com

http://www.technovia.co.uk/2009/02/techcrunch-irresponsible-journalism.hml.

Cook, JM and Plourde, D (2016) ‘Do scholars follow Betteridge’s Law? The use of questions in journal article titles’ Scientometrics 108: 1119-1128

Hartley, J (2017) ‘What works for you?  The choice of titles for academic articles in higher education’  SRHE News, April 2017: 19-22

Hartley, J (2018a) ‘Are psychologists afraid of asking questions?’ (Paper available from the author.)

Hartley, J (2018b) ‘Choosing a title for your thesis. What are the most frequent formats?’  (Paper available from the author.)

Hartley, J and Morgan P (2018) ‘Are historians afraid of posing questions? The titles of articles in history journals’  (Paper available from the authors.)


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The Digital University, Social Justice and the ‘public good’

By Helen Crump

The event organised by the SRHE Digital University Network in Belfast on 16 February focused on the theme of social justice and the ‘public good’ and how the ‘digital’ plays out when these concepts are (re)framed within the context of digital citizenship, digital literacy and open learning. The three speakers reflected critically on the concrete challenges and material struggles that digitisation entails and provided a space for developing dialogue.

In relation to digital literacy, Professor Mark Brown of Dublin City University highlighted the proliferation of models and frameworks that exist across Europe, the UK and the USA that aim to capture the nature of digital literacy and offer suitable ways to intervene and thereby produce the skills and competencies deemed necessary to live, learn and work successfully in the knowledge economy. He problematised these in relation to the tension between public and private good. Furthermore, he also noted that Continue reading