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The Society for Research into Higher Education


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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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How likely are BTEC students to enter higher education?

By Pallavi Amitava Banerjee

 

Business and Technology Education Council (BTEC) qualifications are seen by some as prized qualifications for the labour market which draw on work-based scenarios. Providers claim these career-based qualifications are designed Continue reading


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Boundaries, Buddies, and Benevolent Dictators within the Ecology of Doctoral Study

by Kay Guccione and Søren Bengtsen

In March we co-delivered a seminar at SRHE based on our complementary research studies into doctoral support, supervision, and relationships. In recognition that very many and varied players contribute to supporting doctoral researchers along the way, we spoke to the idea of the ‘Ecology’ of doctoral study. Through both of our research and practice areas, we raise issues of:

Boundaries, for example: Who is responsible for which aspects of doctoral development? Continue reading


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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


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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.)