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Direct linkVikki Boliver; Karen Jones – Higher Education Quarterly, 2025
In common with many other higher tariff universities in the United Kingdom, Durham University uses contextual data about the socio-economic circumstances of applicants to inform decisions about whom to admit to its undergraduate degree programmes. This paper draws on data for undergraduates who entered Durham University in the period 2018-2020 (N…
Descriptors: Foreign Countries, Universities, College Admission, Admission Criteria
Marco Reggiani; Jessica Dawn Gagnon; Rebecca Jane Lunn – Higher Education: The International Journal of Higher Education Research, 2024
The experiences of lesbian, gay, bisexual, and transgender (LGBT +) individuals in Science, Technology, Engineering, and Mathematics (STEM) are still understudied and, despite some improvements, are still characterised by patterns of exclusion, disadvantage, and discrimination. In this article, we explore how visibility is perceived and navigated…
Descriptors: LGBTQ People, Student Diversity, STEM Education, Social Bias
Alende Amisi; Elizabeth A. Bates; Susan J. Wilbraham – Psychology Teaching Review, 2024
This paper is a critical discussion about how the curriculum contributes to the sense of belonginess within Higher Education (HE), and how the ongoing aim of decolonisation needs to incorporate a more consistent intersectional lens with the curriculum within psychology. Psychology as a discipline has been criticised for its focus on primarily…
Descriptors: Foreign Countries, Decolonization, Curriculum Development, Psychology
Peter J. Hemming; Elena Hailwood – British Journal of Sociology of Education, 2024
Mindfulness is increasingly offered in schools around the UK, as well as internationally. Previous research has focused on the efficacy, the implementation, and the wider meaning of mindfulness in education, rather than sociological interests, such as matters of equality and social justice. This article draws on qualitative data from the 'Mapping…
Descriptors: Foreign Countries, Metacognition, Equal Education, Social Justice
Darío Luis Banegas; Michael Budzenski; Fang Yang – International Multilingual Research Journal, 2024
Framed in teacher research, this article examines on how a group of 220 preservice language teachers' understandings of teacher agency evolved in a course on second language teaching curriculum. The participants were enrolled on a master's program on teaching English to speakers of other languages (TESOL), and data were gathered through course…
Descriptors: Preservice Teachers, Curriculum Development, Student Diversity, Language Teachers
Shames Maskeen; Jacob Matthews; Debbie M. Smith; Helen J. Stain; Lisa A. D. Webster – Race, Ethnicity and Education, 2024
The United Kingdom's (UK) goal of a 20% increase in participation of Black, Asian and Minority Ethnic (BAME) groups in higher education (HE) by 2020 has not been met. Pakistani and Bangladeshi students are some of the most underrepresented BAME groups in UK HE institutions. This systematic review included 20 papers that identified barriers and…
Descriptors: Guided Pathways, Minority Group Students, Disproportionate Representation, Higher Education
Jan Bamford; Elena Moschini – Higher Education Research and Development, 2025
This paper explores the use of a gamified digital intervention to build connected and relational spaces for students in higher education which reach beyond the places and spaces of the traditional learning environment. These informal learning spaces can be seen to facilitate the development of students' transferable skills. The project…
Descriptors: Gamification, Educational Technology, Technology Uses in Education, College Students
Stentiford, Lauren; Koutsouris, George – Studies in Higher Education, 2021
'Inclusive pedagogies' have been recommended as an approach for addressing increased student diversity in the university classroom. However, to date, no research has sought to map the field of inclusive pedagogies in higher education (HE) to establish how researchers have conceptualised and investigated this phenomenon. In this systematic scoping…
Descriptors: Inclusion, Higher Education, Universities, Student Diversity
Hubbard, Katharine; O'Neill, Michael; Nattrass, Stuart – International Review of Education, 2021
Nationally and internationally, universities are ranked in university league tables (ULTs). Sustained academic criticism of the rationale and methodology of compiling ULTs has not stopped these rankings exerting considerable pressure on the decisions of university managers. The compilation of ULTs is an inherently political act, with the choice…
Descriptors: Access to Education, Universities, Student Diversity, College Students
Hagen, Jamie J. – British Educational Research Journal, 2022
This paper considers queer feminist interruptions as a way to halt, reverse and rethink internationalisation in UK higher education (HE). These points of intervention are situated within the queer development studies literature, which provides a framework for understanding internationalisation practices alongside other strategies of Western…
Descriptors: Foreign Countries, Feminism, Social Theories, Higher Education
Charlotte Morris – Teaching in Higher Education, 2024
This paper considers critical reflection as a pedagogical strategy in UK higher education at a moment of an amplification of populist, reactionary discourses. It draws on written reflections of foundation-level students in a case study cohort and offers insights into their lived learning experiences and perceptions of the value of reflection. This…
Descriptors: Foreign Countries, Cultural Context, Racism, Social Justice
Download full textGina Sherwood; Ian Johnson – Journal of Learning Development in Higher Education, 2024
The need for universities to effectively support students identifying as Black, Indigenous, and/or People of Colour (BIPoC) remains a pressing element of strategies to close awarding gaps. Within overall support packages, the contribution of Learning Developers merits investigation, since these staff are often responsible for nurturing growth in…
Descriptors: Learner Engagement, Indigenous Populations, Blacks, Racial Identification
Paul Joseph-Richard; Janet McCray – British Educational Research Journal, 2025
The aim of this study is to explore doctoral students' (DS) perceptions of social practices that contribute to their well-being. Utilising social practice theory, specifically the framework of social practices as an interplay of 'materials', 'meanings' and 'competences', we examine which social practices enhance DS well-being and the contexts in…
Descriptors: Doctoral Students, Well Being, Student Attitudes, Foreign Countries
Sanni Aalto; Reeta Kankaanpää; Kirsi Peltonen; Ilse Derluyn; Nikolett Szelei; An Verelst; Lucia De Haene; Sofie de Smet; Caroline Spaas; Signe Smith Jervelund; Morten Skovdal; Arnfinn J. Andersen; Per Kristian Hilden; Marianne Opaas; Natalie Durbeej; Fatumo Osman; Anna Sarkadi; Emma Soye; Mervi Vänskä – Social Psychology of Education: An International Journal, 2024
Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers' multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United…
Descriptors: Teacher Attitudes, Self Efficacy, Well Being, Work Attitudes
Lynette Pretorius – International Journal of Research & Method in Education, 2024
There is an increasing focus on collecting more diverse demographic data from research participants but standard methodological approaches still hinder such efforts. This paper addresses the need for methodological improvements by advocating for the inclusion of self-written diversity statements in demographic surveys as a form of epistemic…
Descriptors: Position Papers, Intersectionality, Self Concept, Social Justice
