Authentic assessments in higher education typically imply the replication of real-world tasks. Psychological authenticity is the perceived alignment between an individual's internal reference sources (i.e. personal values and beliefs) and their actions. Applying psychological authenticity logic to assessment tasks, we investigated students'…

Increased specialisation of disciplinary cultures creates barriers for students who may not understand the genre, style and conventions of disciplinary writing. Academic literacies research recognises that literacy is a social practice where writing is inextricably linked to knowledge construction. Learning to write, therefore, requires…

Traditionally, the candidate-supervisor-relationship is predicated on a supervisor as teacher/expert -- candidate as learner/novice model. But what becomes possible when the materialities of this power dynamic are destabilised and reimagined? This article draws from emerging feminist ontologies to introduce the concept of velo-onto-epistemology…

The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) is becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that…

Understanding how students engage with feedback is often reduced to a study of feedback messages that sheds little light on effects. Using the emerging notion of feedback encounters as an analytical lens, this study examines what characterizes productive feedback encounters when learning online. Drawing from a cross-national digital ethnographic…

This article considers how the performing arts integrate with research, learning and teaching. In doing so, it addresses the relation between research and performance practice, and the connections between research/practice with learning and teaching. Reference to A/R/Tography is made as a constructivist praxis facilitating integration of these…

There is a growing expectation internationally that teachers in higher education obtain professional recognition through accredited schemes which confer Fellowship status. Such schemes often require a written reflective submission to demonstrate effective teaching and professional experience. Yet despite this burgeoning interest, little is known…

In today's knowledge intensive and post-factual world, student teachers' relationship towards knowledge is a vital element in learning to teach. Student teachers must have a sense of epistemic agency to see themselves as productive participants in knowledge-laden activities. However, little attention has been paid to the role of agency in the…

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 paper identifies the need for a pedagogical re-orientation in UK higher education to prepare graduates to overcome wicked problems. In addition to key knowledge sets, graduates need attributes of critical self-reflection, risk-awareness and management, collaboration, creativity, agility, reflexivity - enabling the ability to manage the…

Addressing university-based teacher educators' complex work in current higher education contexts requires identifying the variables influencing their professional agency. However, limited related literature mostly falls within boundaries of the global North, while the specifics from those in the global South remain under-researched. Thus, focusing…

With the growth of online programs in higher education, students are more likely to experience various barriers and challenges while taking online courses, such as social isolation, low motivation, distraction, and mental health issues. Mindfulness-informed pedagogy, such as contemplative pedagogy, showed its promise in decreasing students'…

Forum theatre is a dialogic method with the potential to bridge the gap between practice-based and academic learning in higher education by enabling postgraduate students to act out and critically reflect on everyday dilemmas. In previous research, little attention is placed on the crucial role of the facilitator and the implications of her…

While higher education (HE) is entrenched as a context for scholarly inquiry in Australian universities, there remains contest about it as a research field. Unlike other forms of 'Education', in Australia there is no undergraduate programme inducting students into HE's key questions, scholars, and inquiry modes. For new doctoral students, learning…

Authentic assessment is often narrowly framed as tasks that mirror workplace tasks, resulting in on overemphasis on generic workplace skills at the expense of disciplinary knowledge. We place disciplinary knowledge at the heart of authentic assessment and explore how authentic assessment across a programme can contribute to an authentic view of…