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New for Studies in Higher Education and online now on Taylor & Francis Online:

The study, evaluation, and improvement of university student self-efficacy
Kathryn Bartimote-Aufflick, Adam Bridgeman, Richard Walker, Manjula Sharma & Lorraine Smith
DOI: 10.1080/03075079.2014.999319

Identifying and formulating teachers' beliefs and motivational orientations for computer science teacher education
Elena Bender, Niclas Schaper, Michael E. Caspersen, Melanie Margaritis & Peter Hubwieser
DOI: 10.1080/03075079.2015.1004233

Excellence in university academic staff evaluation: a problematic reality?
Pat O'Connor & Clare O'Hagan
DOI: 10.1080/03075079.2014.1000292

Has the Bologna process been worthwhile? An analysis of the Learning Society-Adapted Outcome Index through quantile regression
A. Fernandez-Sainz, J. D. García-Merino & S. Urionabarrenetxea
DOI: 10.1080/03075079.2014.988703

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New Issue Alert

10.02.2015

Dear Valued Customer,

We are pleased to deliver your requested table of contents alert for Cultural Studies of Science Education. Volume 10 Number 1 is now available on SpringerLink.

In this issue

Editorial

Ecological mindfulness and cross-hybrid learning: a special issue

Michael P. Mueller & David A. Greenwood

Place, mobility, and faculty life: mindfulness and learning through change

David A. Greenwood

From where we came

Arthur J. Stewart

KEY CONTRIBUTORS

Ecological mindfulness, spirituality, and life-long (hybrid, dialogical) learning: a tribute to Michiel van Eijck

Wolff-Michael Roth

Sciences for the red zones of neoliberalism

Matthew Weinstein

Thinking and meddling with boundaries: Critical reflections on Matthew Weinstein's narrative of street medics, red-zones and glop

Steve Alsop

Facing the grand challenges through heuristics and mindfulness

Malgorzata Powietrzynska, Kenneth Tobin & Konstantinos Alexakos

Learning about a fish from an ANT: actor network theory and science education in the postgenomic era

Clayton Pierce

Alaskan Salmon and Gen R: hunting, fishing to cultivate ecological mindfulness

Michael P. Mueller

Place and culture-based professional development: cross-hybrid learning and the construction of ecological mindfulness

Pauline W. U. Chinn

Peace with the earth: animism and contemplative ways

Heesoon Bai

Self-willed learning: experiments in wild pedagogy

Bob Jickling

Visioning the Centre for Place and Sustainability Studies through an embodied aesthetic wholeness

Pauline Sameshima & David A. Greenwood

Our friendship gardens: healing our mother, ourselves

Madhu Suri Prakash

Walking with Madhu: healing ped/agogy

T. Francene Watson

Strengthening ecological mindfulness through hybrid learning in vital coalitions

Jifke Sol & Arjen E. J. Wals

Synesthesia and the phenomenological experience: implications for ecological mindfulness and beginning scholars in science education

Rachel A. Luther

Book Review

Practicing finding the spaces available within the educational situation—an essay review of John Dewey and education outdoors: making sense of the 'educational situation' through more than a century of progressive reform

Molly Noelle Ware

The educational situation in Utopia: why what is, is

Jayson Seaman & John Quay

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www.ephemerajournal.org

 

Call for papers for an ephemera special issue on:

 

The labour of academia

 

Issue Editors: Nick Butler, Helen Delaney and Martyna Śliwa

 

It is well known that the purpose of the contemporary university is being radically transformed by the encroachment of corporate imperatives into higher education (Beverungen, et al., 2008; Svensson, et al., 2010). This has inevitable consequences for managerial interventions, research audits and funding structures. But it also impacts on the working conditions of academic staff in university institutions in terms of teaching, research, administration and public engagement. Focusing on this level of analysis, the special issue seeks to explore questions about how the work of scholars is being shaped, managed and controlled under the burgeoning regime of 'academic capitalism' (Rhoades and Slaughter, 2004) and in turn to ask what might be done about it.

 

There is a case to be made that the modern university is founded on principles of rationalization and bureaucratization; there has always been a close link between money, markets and higher education (Collini, 2013). But the massification of higher education in recent years, combined with efforts to reduce the reliance on state funding, has led to the university being managed in much the same way as any other large industrial organization (Morley, 2003; Deem, et al., 2007). This is particularly pronounced in an economy that privileges knowledge-based labour over other forms of productive activity, which underlines Bill Readings' (1996: 22) point that the university is not just being run like a corporation – it is a corporation. We witness this trend in the increasing prominence of mission statements, university branding and cost-benefit analysis (Bok, 2009). We also see it in the introduction of tuition fees, which turns students into consumers, universities into service-providers, and degree programmes into investment projects (Lawrence and Sharma, 2002). Universities are now in the business of selling intangible goods, not least of all the ineffable product of 'employability' (Chertkovskaya, et al., 2013).

 

In parallel, there has been a marked intensification of academic labour in recent years, manifested in higher work-loads, longer hours, precarious contracts and more invasive management control via performance indicators such as TQM and the balanced scorecard (Morley and Walsh, 1996; Bryson, 2004; Archer, 2008; Bousquet, 2008; Clarke, et al., 2012). The personal and professional lives of academic staff are deeply affected by such changes in the structures of higher education, leading to increased stress, alienation, feelings of guilt and other negative emotions (Ogbonna and Harris, 2004).

 

While many scholars suffer under these conditions, others find themselves adapting to the tenets of academic enterprise culture in order to seek out opportunities for career development and professional advancement. The consequences for the quality of scholarship, however, may be far from positive. Indeed, recent studies suggest that academics may be more willing to 'play the publication game' at the expense of genuine critical inquiry (Butler and Spoelstra, 2014). There is a palpable sense that 'journal list fetishism' (Willmott, 2011) is coming to shape not only patterns of knowledge production in higher education but also how academics are coming to relate to themselves and their own research. These trends suggest that the Humboldtian idea of the university – which measures the value of scientific-philosophical knowledge (Wissenschaft) according to the degree of cultivation (Bildung) it produces – has been superseded by a regime based on journal rankings, citation rates, impact factors and other quantitative metrics used to assess and reward research 'output' (Lucas, 2006).

 

Some scholars have pointed to the possibilities for resistance to the regime of academic capitalism. Rolfe (2013) suggests that what is required is the development of a rhizomatic paraversity that operates below the surface of the neoliberal university. This would serve to reintroduce the 'non-productive labour of thought' (2013: 53) into university life, thereby emphasizing quality over quantity and critique over careerism. Efforts such as Edu-factory may also point towards fruitful directions for the future of higher education beyond neoliberal imperatives (Edu-factory Collective, 2009). In this special issue, we seek to diagnose the state of the contemporary university as well as uncover potentialities for dwelling subversively within and outside the 'ruins of the university' (Readings, 1996; Raunig, 2013). Towards this aim, we invite submissions that consider the following questions:

 

·         What are the new and emerging discourses of academic work?

·         What is being commodified under conditions of academic capitalism and what are the consequences?

·         How are current trends shaping the way academics relate to themselves, their research, peers, students, the public and other stakeholders?

·         How does alienation and exploitation occur in the academic labour process?

·         In what ways do gender, race, sexuality, age and class matter to the study of academic labour?

·         What is happening to academic identity, ethos and ideals in the contemporary university?

·         How do academics cope with the demands and tensions of their work?

·         How can we theorise the historical shifts surrounding academic labour?

·         How is the academic labour market being polarized?

·         What are the varieties of academic capitalism in different terrains?

·         How do we account for the historical shift in academic labour?

·         What are the rewards and riches of contemporary academic labour?

·         How can we imagine alternative choices, collectives, discourses and identities in the university?

·         Is it worth defending the current conditions of academic work?

 

Deadline for submissions: 28th February 2015

All contributions should be submitted to one of the issue editors: Nick Butler (nick.butler@fek.lu.se), Helen Delaney (h.delaney@auckland.ac.nz) or Martyna Śliwa (masliwa@essex.ac.uk). Please note that three categories of contributions are invited for the special issue: articles, notes, and reviews. All submissions should follow ephemera's submissions guidelines (www.ephemerajournal.org/how-submit). Articles will undergo a double blind review process.  For further information, please contact one of the special issue editors.

 

References

Archer, L. (2008) 'The new neoliberal subjects? Young/er academics' constructions of professional identity', Journal of Education Policy, 23(3): 265-285.

Beverungen, A., S. Dunne and B.M. Sørensen (2008) 'University, failed', ephemera: theory & politics in organization, 8(3): 232-237.

Bok, D. (2009) Universities in the marketplace: The commercialization of higher education. Princeton: Princeton University Press.

Bousquet, M. (2008) How the university works: Higher education and the low-wage nation. New York: NYU Press.

Bryson, C. (2004) 'What about the workers? The expansion of higher education and the transformation of academic work', Industrial Relations Journal, 35(1): 38-57.

Butler, N. and S. Spoelstra (2014) 'The regime of excellence and the erosion of ethos in critical management studies', British Journal of Management,  DOI: 10.1111/1467-8551.12053.

Chertkovskaya, E., P. Watt, S. Tramer and S. Spoelstra (2013) 'Giving notice to employability', ephemera: theory & politics in organization, 13(4): 701-716.

Clarke, C., D. Knights, and C. Jarvis (2012) 'A labour of love? Academics in business schools', Scandinavian Journal of Management, 28(1): 5-15.

Collini, S. (2013) 'Sold out', London Review of Books, 35(20): 3-12.

Deem, R., S. Hillyard and M. Reed (2007) Knowledge, higher education, and the new managerialism: The changing management of UK universities. Oxford: Oxford University Press.

Edu-factory Collective (2009) Towards a global autonomous university. New York: Autonomedia.

Lawrence, S. and U. Sharma (2002) 'Commodification of education and academic labour: Using the balanced scorecard in a university setting', Critical Perspectives on Accounting, 13(5): 661-677.

Lucas, L. (2006) The research game in academic life. Maidenhead: McGraw-Hill International.

Morley, L. (2003) Quality and power in higher education. Maidenhead: McGraw-Hill International.

Morley, L. and V. Walsh (eds.) (1996) Breaking boundaries: Women in higher education. London: Taylor & Francis.

Ogbonna, E. and L.C. Harris (2004) 'Work intensification and emotional labour among UK university lecturers: An exploratory study', Organization Studies, 25(7): 1185-1203.

Readings, B. (1996) The university in ruins. Cambridge, Mass.: Harvard University Press.

Rolfe, G. (2013) The university in dissent: Scholarship in the corporate university. London: Routledge.

Rhoades, G. and S. Slaughter (2004) Academic capitalism and the new economy: Markets, state, and higher education. Baltimore: JHU Press.

Raunig, G. (2013) Factories of knowledge, industries of creativity. Cambridge, Mass.: MIT Press.

Svensson, P., S. Spoelstra, M. Pedersen and S. Schreven (2010) 'The excellent institution', ephemera: theory & politics in organization, 10(1): 1-6.

Willmott, H. (2011) 'Journal list fetishism and the perversion of scholarship: reactivity and the ABS list', Organization, 18(4): 429-442.

 

 

This image was posted on Facebook by Mindshift with a link to an article on their blog biy.ly/1hNnFPm. (the article is an interesting discussion of a report on schools in the USA)

This highlights for me the oversimplification of the argument about student engagement - is it a simple one-dimensional concept.  Is rebellion a sign of diverted attention and lack of commitment?

I was reminded how the discussion at the Higher Education Academy conference was dominated by the concept without any critical analysis.  The experience was highlighted for me as I was reading the introduction to the Ignorant Schoolmaster  by Paul Ranciere at the time about the debate within the French left around 1968 - should students rebel against the hierarchical structure of higher education, or use it to learn the theories and analysis they need to be good revolutionaries.

Where is the political discussion of student engagement?

Creative academic - HOME: "Creative Academic is a not for profit, voluntary and community-based educational social enterprise. Our purpose is to champion creativity, in all its manifestations, in higher education in the UK and the wider world. Our goal is to become a global HUB for the production and curation of resources that are of value to the higher education community. Membership is free and open to anyone who shares our interests and values."

'via Blog this'

 I received this some time ago and it looks a really interesting resource but haven’t had the time to read the articles as yet.
 In this issue:
Marxism in Vygotskian approaches to cultural studies of science education
Paulo Lima Junior , Fernanda Ostermann & Flavia Rezende
Abstract   
Forum
A dialogue on dialectics
Mark Zuss
Abstract   
Forum
Plastic brains and the dialectics of dialectics
Andrew Loxley , Colette Murphy & Aidan Seery
Abstract   
Forum
Quasi-appropriation of dialectical materialism: a critical reading of Marxism in Vygotskian approaches to cultural studies in science education
André Rodrigues , Juliano Camillo & Cristiano Mattos
Abstract   
Forum
Understanding the limits of Marxist approaches to sociocultural studies of science education
Paulo Lima Junior , Fernanda Ostermann & Flavia Rezende
Abstract   
Scepticism and doubt in science and science education: the complexity of global warming as a socio-scientific issue
Tom G. K. Bryce & Stephen P. Day
Abstract   
Forum
Beyond evidence: a critical appraisal of global warming as a socio-scientific issue and a reflection on the changing nature of scientific literacy in school
L. Colucci-Gray
Abstract   
Forum
Scepticism and trust: two counterpoint essentials in science education for complex socio-scientific issues
Peter J. Fensham
Abstract   
Forum
Debate on global warming as a socio-scientific issue: science teaching towards political literacy
Wildson Luiz Pereira dos Santos
Abstract   
A cultural historical activity theory perspective to understand preservice science teachers’ reflections on and tensions during a microteaching experience
Asli Sezen-Barrie , Minh-Dan Tran , Scott P. McDonald & Gregory J. Kelly
Abstract   
Different habitus: different strategies in teaching physics? Relationships between teachers’ social, economic and cultural capital and strategies in teaching physics in upper secondary school
Susanne Engström & Carina Carlhed
Abstract   
From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science
Pei-Ling Hsu & Wolff-Michael Roth
Abstract   
A journey of negotiation and belonging: understanding students’ transitions to science and engineering in higher education
Henriette Tolstrup Holmegaard , Lene Møller Madsen & Lars Ulriksen
Abstract   
Created with Microsoft OneNote 2013.

 

Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education has just published its latest issue at http://community.dur.ac.uk/pestlhe.learning/index.php/pestlhe. This is a special issue with a selection of papers from the HEA Wales 2014 Future Directions Conference. 

 

We invite you to review the Table of Contents here and then visit our web site to review articles and items of interest.

 

In  2015 we are also planning a special edition on 'Threshold Concepts' on 2015 as well as two standard issues in April and October 2015 - submissions welcome throughout the year. If you have an idea for a special edition then again let us know and we may be able to help.

 

Thanks for the continuing interest in our work,

 

Kind regards

Jane

 

 

 

Vol 10, No 1 (2015)

Table of Contents

HEA Wales Special Issue 2015

HEA Wales Future Directions Conference Special Issue - Guest Editorial;

ABSTRACT PDF

Helena Lim, Nick Potter

1-2

 

Using student dialogue sheets to inspire teaching

ABSTRACT PDF

Mary Jacob, Grace Burton

3-17

 

From despair to somewhere: activating students in a distance learning environment

ABSTRACT PDF

Karen Foley, Dave Middleton, Ian Fribbance

18-32

 

'Skills for employability? No need thanks, we're radiographers!'

ABSTRACT PDF

Keren Williamson

33-53

 

Learning in and for the workplace - technologies that deliver

ABSTRACT PDF

Jeffrey Lewis

54-66

 

Initial Professional Development: A case study in embedding employability in an undergraduate psychology degree programme.

ABSTRACT PDF

Alison Walker

67-83

 

Preventing Decay: Collaborative partnership between students and staff to prevent deterioration of dental undergraduate practical skills

ABSTRACT PDF

Susan Mary Jenkins, Keith Wills, Sarah Pick, Sarah Al-Kutubi

84-101

 

Developing flexible learning degree programmes for early childhood practitioners: using students' perceptions to inform programme development and promote widening access.

ABSTRACT PDF

Glenda Wyn Tinney, Ann-Marie Gealy

102-119

 

Dr Jane Pritchard, SFHEA

Staff Development Manager (Academic)

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