Paper Abstracts

Individual paper abstracts are available below or download the Abstract Handbook
You will also find a conference timetable in the handbook.

(The handbook will not be provided in paper format unless a special request has been made to the Conference Administrator)

Parallel Session 1: Monday 14.00 – 15.30
Parallel Session 2: Monday 16.00 – 17.30
Parallel Session 3: Tuesday 11.00 – 12.30
Parallel Session 4: Tuesday 15.30 – 17.00
Parallel Session 5: Wednesday 09.00 – 11.00

Paper No.	Paper Title	Parallel Session
1	In times of greater demands for justice, what is the role of academic mentors in higher education? A critical analysis from Chile	One
2	The role of academic mentorship for staff and students in contributing to transformation and decolonisation at a South African University	One
3	Reframing academic mentoring using Cultural Historical Activity Theory (CHAT): foregrounding sociocultural and structural aspects of induction to teaching	One
4	Political ontology – a foundation of critical higher education research	One
5	Transforming higher education spaces through ethical research publication: a critique of the publish or perish aphorism	One
6	Reframing relationships between private edtech companies and universities for digital education provision	One
Symp 1	Re-theorising retention in nursing programmes: the strengths and limitations of Tinto’s model for professional degrees	One
7	Researching student engagement: the application of Inquiry Graphics Analysis to develop a socio-material understanding	One
8	Recognizing diverse capitals through reflective learning: An argument for transforming the first year	One
9	Formation of agency in science students: how a close-up view helps challenge unjust and unhelpful orthodoxies	One
10	Citizenship education in a liminal space in higher education	Two
11	A critical reflection of some of the ethical issues concerning qualitative research with student participants	Two
12	Examining orientation to society in chemistry and chemical engineering	Two
13	The curation of a rhythmanalyst: An Autoethnographic Account of the quest for critical methodology	Two
14	Interviewees, “focus groups” and interpreters: the complexity of participants’ roles in research into knowledge and the professions in China	Two
15	Research quality in collaborative knowledge generation: a Chinese-UK Collaboration	Two
16	What does it mean for a university to have an academic project?	Two
17	Mentoring of emerging supervisors: The university looks good on paper, but it did not work as expected	Two
18	Are some of us in a parallel pipeline? An analysis of how postdoctoral fellowships are described on university websites, in the context of casualisation and concerns about the academic pipeline in South Africa	Two
19	Perceptions of success for part-time and flexible learners during emergency remote teaching	Two
20	Researching the development of transnational education partnerships: an activity theory approach	Two
21	Taking Rapid Photovoice online: Critical Reflections on the Project “Student Wellbeing in the Aftermath of Protest Violence” during Covid-19	Two
22	Critical approach to threshold concepts research: counterhegemonic and creative practices	Three
23	Transformation discourse through a decolonial gaze: co-generating knowledge with students from rural areas in the teaching of science in higher education	Three
24	Passing through Faking Authenticity	Three
25	‘It’s a Faustian pact we make’. A critical analysis of metaphors used in institutional discourses surrounding educational technology innovation and in the spoken accounts of academic teaching staff	Three
26	Electronic attendance and engagement monitoring policies: A critical perspective	Three
27	The global pandemic and the legitimisation of pervasive EdTech: Critical perspectives on educational technology use in Higher Education	Three
28	From performativity to authenticity – a critical reflection on the journey of becoming a critical scholar	Three
29	Perspectives on the purpose of engineering higher education: A close-up view on undergraduate education in the US and England	Three
30	Developing a personal project: chemistry and chemical engineering students’ formation	Three
31	In between belonging in higher education	Three
32	(Not) Heeding the call for change: Reinforcing power structures at the expense of student success	Three
33	Assuring quality in Doctoral Education: what’s measured is not all that meaningful; what’s meaningful cannot be measured	Three
Sym 2	Developing knowledge-rich accounts of ‘graduateness’	Four
34	Doing, Embedding and Allowing Criticality in English for Academic Purposes	Four
35	An English literature curriculum study: intersections between the macro and micro	Four
36	A critical approach to accounting education	Four
37	The limits of criticality: the need for explanatory theories in higher education	Four
38	Effective change in higher education: exploration through a practice lens at the meso level	Four
39	Can applying the practice sensibility involve a critical and radical approach to change processes?	Four
40	Analysis of Doctoral Supervision	Five
41	The necessity of and value in researching power dynamics in candidate-supervisor relationships in South African doctoral education	Five
42	Critical for whom? Reflecting on supervision experiences of educational technology research	Five
43	Managing Loneliness among Doctoral Students	Five
44	Academic Identities for ‘Wicked’ Problems: Braving Transformative Work in the Face of the ‘Competition Fetish’ in Higher Education	Five
45	Exploring critical theories and methods to enhance academic development as a profession with status in South African higher education	Five
46	Staff perspectives on the connection between internationalisation and inclusiveness in a UK university	Five
47	What close-up research is needed for responsive academic development practices?	Five
48	Listening with Compassion: Evaluating the use of podcasts to foster compassionate pedagogy within an academic enhancement programme	Five
49	The learning experience through art-based research: Opportunities for a critical understanding of learning research	Five
50	The capacity of pedagogical agency developed by pedagogy students in their passage through initial teacher formation: A critical approach to foster social justice	Five
51	Can a critical understanding of emotions enable the creation of more inclusive spaces for belonging and transformation in higher education? Interrogating early career scholars’ mentoring into the academy	Five