Journal•ISSN: 0307-5079
Studies in Higher Education
Routledge
About: Studies in Higher Education is an academic journal published by Routledge. The journal publishes majorly in the area(s): Higher education & Teaching method. It has an ISSN identifier of 0307-5079. Over the lifetime, 2735 publications have been published receiving 143709 citations. The journal is also known as: Stud High Educ.
Topics: Higher education, Teaching method, Curriculum, Academic achievement, Professional development
Papers published on a yearly basis
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TL;DR: In this paper, the research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners.
Abstract: The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.
4,204 citations
TL;DR: This paper examined the expectations and interpretations of academic staff and students regarding undergraduate students' written assignments and suggested that implicit models that have generally been used to understand student writing do not adequately take account of the importance of issues of identity and the institutional relationships of power and authority that surround, and are embedded within, diverse student writing practices across the university.
Abstract: This article addresses the issue of student writing in higher education. It draws on the findings of an Economic and Social Research Council funded project which examined the contrasting expectations and interpretations of academic staff and students regarding undergraduate students' written assignments. It is suggested that the implicit models that have generally been used to understand student writing do not adequately take account of the importance of issues of identity and the institutional relationships of power and authority that surround, and are embedded within, diverse student writing practices across the university. A contrasting and therefore complementary perspective is used to present debates about ‘good˚s and ‘poor˚s student writing. The article outlines an ‘academic literacies˚s framework which can take account of the conflicting and contested nature of writing practices, and may therefore be more valuable for understanding student writing in today's higher education than tradition...
1,902 citations
TL;DR: In this paper, learning to teach in higher education is discussed. But the authors focus on the first year of the course and do not consider the second year. Studies in Higher Education: Vol. 18, No. 1, pp. 105-111.
Abstract: (1993). Learning to teach in higher education. Studies in Higher Education: Vol. 18, No. 1, pp. 105-111.
1,404 citations
TL;DR: In this paper, the relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels at both undergraduate and graduate levels.
Abstract: The relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results confirmed students' perceptions as influencing both 'hard' (academic achievement) and 'soft' (satisfaction, development of key skills) learning outcomes, both directly and mediated through their approaches to study. Perceptions of heavy workload and inappropriate assessment influenced students towards surface, and perceptions of good teaching towards deep, approaches to study. Students' perceptions of their current learning environment were a stronger predictor of learning outcomes at university than prior achievement at school. Protocols are proposed to guide more fine-grained analysis of students' perceptions.
1,263 citations
TL;DR: The Course Experience Questionnaire (CEQ) as discussed by the authors is a student evaluation instrument designed to measure the teaching performance of academic organisational units in Australian higher education, which is based on the theory of teaching and learning.
Abstract: Performance indicators (PIs) in higher education have focused chiefly on research outputs. They have largely ignored the teaching function of universities and colleges. This article outlines the development of a student evaluation instrument designed to measure the teaching performance of academic organisational units. The theory of teaching and learning that underlies the Course Experience Questionnaire (CEQ) is described. The instrument's statistical qualities and its ability to discriminate intelligibly between different courses are discussed in the context of results from national trials in Australian higher education. The principal conclusion reached is that the CEQ offers a reliable, verifiable and useful means of determining the perceived teaching quality of academic units in systems of higher education that are based on British models. Several technical and political issues remain unresolved in its application as a PI.
1,237 citations