srhe

The Society for Research into Higher Education


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Powerful knowledge in the fishbowl

By Jim Hordern

A review of an SRHE South West Regional Network event on ‘Knowledge and power in higher education’

On 8 May 2018 an SRHE SW Regional Network event held at the International Centre for Higher Education Management (ICHEM) at the University of Bath examined ‘knowledge and power in higher education’. Two speakers, Michael Young and Melz Owusu (who also treated the audience to some rap), gave opposing views. This was followed by brief comments from David Packham and a ‘fishbowl’ discussion session, which offered audience members opportunities to voice their opinions on the topic.

Young, well known for his advocacy of ‘powerful knowledge’, outlined key tenets of his thesis: firstly, that the knowledge taught in schools and higher education should be specialised and differentiated from everyday experience, and secondly that the disciplines in higher education provide a reasonable means for organising that knowledge. Young emphasised that access to powerful knowledge should be an entitlement in a democratic society, and that this entitlement is undermined by the attack on collegiality in academia.

Owusu echoed aspects of postcolonial and critical theory to argue that the academy represents an ‘all-encompassing Eurocentric epistemology’, and that this implicitly and explicitly excludes non-European knowledges and cultural traditions. For Owusu, Continue reading


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Are two authors better than one? Or even three?

By James Hartley

There is much debate in the scientific literature about whether or not two authors are better than one – where ‘better’ usually equates to receiving a higher number of citations. Most of the contributors to this debate do indeed conclude that co-authorship leads to more citations than does single-authorship – but not always (see for example Gazni and Thelwall, 2014; Hartley 2016; Hartley and Cabanac, 2016a; Hartley and Cabanac, 2016b; Thelwall and Sud, 2016).

However, few, if any of these studies, keep one author constant and compare the citation rates for that author writing alone with the citations he/she acquires when writing with one or more co-authors. The focus is more on the number of citations awarded to papers written by single, dual and joint authors.

In this note, however Continue reading


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Why write?

By Joy Jarvis

Why do we write? The University of Hertfordshire’s in-house journal, LINK, ‘aims to support academics and professionals in contributing to the understanding and development of educational practice’. This means it supports and promotes academic writing, and my recent article for LINK on pedagogic frailty suggests a place to start when thinking about why we write. We might of course need to think about REF, but there are other sorts of writing that might be equally valuable. Is ‘REFability’ valuable beyond what it achieves in terms of university scores? Why did we write before the REF? Those of us who have been in universities for many years do remember that time!

The pedagogic frailty article was written to give information about something important for university leaders and managers to consider. It aimed to Continue reading


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Staff Academic Writing

by Amanda Roberts

I joined my current university mid-career. Having begun my teaching career as an English teacher, I ended this phase of my working life 20 years later as a headteacher of a closing school.  I used this formative experience to set up an educational consultancy company, supporting the development of schools in challenging circumstances. Consultancy provided me with the opportunity to put into practice what I had learned as an educational professional. I was secure in my professional identity and felt confident and purposeful. In 2009, on joining a School of Education at the University of Hertfordshire, I was excited by the opportunity to develop my expertise in a new sector.  However, the first year in my new role proved very challenging. I found it difficult to understand how the organisation worked or my role within it. The culture of the university, its language and structures were all alien to me. I was now an ‘academic’ and had no idea what that meant. I felt professionally disempowered and unsure of my way forward.

I was interested to discover that others felt this way too and that for many this alienation stemmed from their feelings about academic writing. Many colleagues appeared to place themselves in one of two camps – Continue reading


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Preventing Plagiarism – Professional Development Programme

By Caroline Jones and Gill Mills

Report of an SRHE Professional Development Programme Event held in January 2018

This event was relevant and current for all who work in and across HE. Plagiarism is a contentious and serious matter for students in higher education and a challenge for staff; it made the ‘Preventing Plagiarism’ professional development programme both intriguing and attractive. We all want to know how to ensure our students never fall into the trap of attempting to pass off the work of others as their own.  However many times we point students in the direction of institutional regulations and talk about ‘plagiarism’ and ‘misconduct’ there are still frequent cases. Sadly, plagiarism is becoming more accessible to students, owing to the perils of essay mills, contract cheating and now even spy kits. Institutional policies are rightly steeped in procedural routes and punishments can be severe, with misconduct panel meetings, outcomes logged on a student’s record, and even expulsion from the institution. Both staff and students report that these processes are stressful, severe and unpleasant experiences. In a bid to make changes Continue reading