In the present study, we followed a group of students over the course of a three-semester project aimed at increasing their abilities to express their competence development. Extensive data (video, transcripts, documentation of artifacts and communications, and field notes) was analyzed in a framework analysis based on cultural-historical activity…

Drawing upon the mutually constitutive notions of possible selves and agency, this study illuminates how maintaining a future orientation in doctoral education acts to supply candidates with a pivotal sense of direction and drive their experimentation with disparate pathways to realise their academic career aspirations. In-depth analysis of two…

The importance of reflective pedagogy is widely acknowledged in HE and is a cornerstone of the helping professions curricula, enhancing students' self-awareness and reflective skills. The literature emphasizes the virtues of reflection for the students' personal and professional growth but insufficiently addresses the emotional pain entailed. To…

This phenomenological study investigates the educational experiences formerly incarcerated students identify as being important developmentally as part of their participation in a college-in-prison program. It does so by exploring the experiences of 21 formerly incarcerated students who participated in the Boston University Prison Education…

This paper presents a small-scale qualitative study, which addressed stories of 'becoming an undergraduate student'. The work took place in one university in the South West of England and involved 4 researchers, 4 co-researchers (undergraduate students) and 12 students from a Faculty of Arts and Humanities. Stories of 'becoming student' were…

Teaching and learning in higher education can integrate and accomplish student developmental goals in addition to promoting student learning of subject matter knowledge and transferrable skills. Drawn from the theoretical concept of self-authorship, the Learning Partnerships Model was implemented in teaching a graduate-level course on social…

This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students' academic literacy development. The project was conducted within a "research circle" [Bergman, L. 2014. "The Research Circle as a…

The promotion of student development through engagement with a course of study in higher education (HE) is an area in need of urgent research. This study of college-based HE identified that teachers working with development in mind possessed a nexus of core values which were expressed in practice through an integrated pedagogical pattern (i) the…

Teaching in higher education encompasses more than merely helping students develop knowledge and skills. It entails engaging students in their own formation as persons, professionals and citizens. From this perspective, this article investigates how approaches to teaching academic writing contribute to formation. By analysing a case from initial…

This article contributes to the growing scholarly literature about students as partners in learning and teaching in higher education by describing an initiative designed to support partnership and a study investigating international staff and student perspectives. The initiative--an international summer institute--is a four-day, professional…

The scholarship of teaching and learning in higher education is concerned with advancing pedagogical knowledge and teaching practice to improve student learning and associated outcomes in higher education. This study used data from the Wabash National Study of Liberal Arts Education to examine the effects of peer learning experiences on gains in…

This study aims to identify how students' epistemological beliefs or ways of knowing (comprising cognitive, intrapersonal and interpersonal aspects) develop during work-based placement. Data comprise 32 semi-structured interviews with 17 business and accounting students at a UK university. Findings show that the taking of responsibility is the key…

This article adds to the existing literature on nonformal learning in education in general and the role played by written feedback in providing the space for such learning in particular. The study was conducted in an English as a Foreign Language context in which the participating students received written feedback on their English writings.…

This study aims to explore Chinese international students' academic and personal transformation under the influences of formal education in schools and informal education outside of the classroom. A qualitative inquiry using in-depth, semi-structured interviews was employed with eight senior undergraduate Chinese international students attending…

Reflective practice in practice settings can enhance practice knowledge, self-assessment and lifelong learning, develop future practice capability and professional identity, and critically appraise practice traditions rather than reproduce them. The inherent power imbalance between student and educator runs the risk for the reflective practice…