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The Society for Research into Higher Education


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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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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.)