{"id":235,"date":"2022-06-09T13:52:28","date_gmt":"2022-06-09T13:52:28","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/hecu10\/?page_id=235"},"modified":"2022-07-03T07:46:46","modified_gmt":"2022-07-03T07:46:46","slug":"paper-abstracts","status":"publish","type":"page","link":"https:\/\/wp.lancs.ac.uk\/hecu10\/paper-abstracts\/","title":{"rendered":"Paper Abstracts"},"content":{"rendered":"

Paper Abstracts<\/h1>\n

Individual paper abstracts are available below or download the Abstract Handbook <\/a>
\nYou will also find a conference timetable in the handbook.<\/p>\n

(The handbook will not be provided in paper format unless a special request has been made to the Conference Administrator) <\/span><\/em><\/p>\n

Parallel Session 1: Monday 14.00 – 15.30
\nParallel Session 2: Monday 16.00 – 17.30
\nParallel Session 3: Tuesday 11.00 – 12.30
\nParallel Session 4: Tuesday 15.30 – 17.00
\nParallel Session 5: Wednesday 09.00 – 11.00<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Paper No.<\/h3>\n<\/td>\n

\n

Paper Title<\/h3>\n<\/td>\n

\n

Parallel Session<\/h3>\n<\/td>\n<\/tr>\n

1<\/td>\nIn times of greater demands for justice, what is the role of academic mentors in higher education? A critical analysis from Chile<\/a><\/td>\nOne<\/td>\n<\/tr>\n
2<\/td>\nThe role of academic mentorship for staff and students in contributing to transformation and decolonisation at a South African University<\/a><\/td>\nOne<\/td>\n<\/tr>\n
3<\/td>\nReframing academic mentoring using Cultural Historical Activity Theory (CHAT): foregrounding sociocultural and structural aspects of induction to teaching<\/a><\/td>\nOne<\/td>\n<\/tr>\n
4<\/td>\nPolitical ontology \u2013 a foundation of critical higher education research<\/a><\/td>\nOne<\/td>\n<\/tr>\n
5<\/td>\nTransforming higher education spaces through ethical research publication: a critique of the publish or perish aphorism<\/a><\/td>\nOne<\/td>\n<\/tr>\n
6<\/td>\nReframing relationships between private edtech companies and universities for digital education provision<\/a><\/td>\nOne<\/td>\n<\/tr>\n
Symp 1<\/td>\nRe-theorising retention in nursing programmes: the strengths and limitations of Tinto\u2019s model for professional degrees<\/a><\/td>\nOne<\/td>\n<\/tr>\n
7<\/td>\nResearching student engagement: the application of Inquiry Graphics Analysis to develop a socio-material understanding<\/a><\/td>\nOne<\/td>\n<\/tr>\n
8<\/td>\nRecognizing diverse capitals through reflective learning: An argument for transforming the first year<\/a><\/td>\nOne<\/td>\n<\/tr>\n
9<\/td>\nFormation of agency in science students: how a close-up view helps challenge unjust and unhelpful orthodoxies<\/a><\/td>\nOne<\/td>\n<\/tr>\n
10<\/td>\nCitizenship education in a liminal space in higher education<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
11<\/td>\nA critical reflection of some of the ethical issues concerning qualitative research with student participants<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
12<\/td>\nExamining orientation to society in chemistry and chemical engineering<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
13<\/td>\nThe curation of a rhythmanalyst: An Autoethnographic Account of the quest for critical methodology<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
14<\/td>\nInterviewees, “focus groups” and interpreters: the complexity of participants’ roles in research into knowledge and the professions in China<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
15<\/td>\nResearch quality in collaborative knowledge generation: a Chinese-UK Collaboration<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
16<\/td>\nWhat does it mean for a university to have an academic project?<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
17<\/td>\nMentoring of emerging supervisors: The university looks good on paper, but it did not work as expected<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
18<\/td>\nAre 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<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
19<\/td>\nPerceptions of success for part-time and flexible learners during emergency remote teaching<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
20<\/td>\nResearching the development of transnational education partnerships: an activity theory approach<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
21<\/td>\nTaking Rapid Photovoice online: Critical Reflections on the Project \u201cStudent Wellbeing in the Aftermath of Protest Violence\u201d during Covid-19<\/a><\/td>\nTwo<\/td>\n<\/tr>\n
22<\/td>\nCritical approach to threshold concepts research: counterhegemonic and creative practices<\/a><\/td>\nThree<\/td>\n<\/tr>\n
23<\/td>\nTransformation discourse through a decolonial gaze: co-generating knowledge with students from rural areas in the teaching of science in higher education<\/a><\/td>\nThree<\/td>\n<\/tr>\n
24<\/td>\nPassing through Faking Authenticity<\/a><\/td>\nThree<\/td>\n<\/tr>\n
25<\/td>\n‘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<\/a><\/td>\nThree<\/td>\n<\/tr>\n
26<\/td>\nElectronic attendance and engagement monitoring policies: A critical perspective<\/a><\/td>\nThree<\/td>\n<\/tr>\n
27<\/td>\nThe global pandemic and the legitimisation of pervasive EdTech: Critical perspectives on educational technology use in Higher Education<\/a><\/td>\nThree<\/td>\n<\/tr>\n
28<\/td>\nFrom performativity to authenticity \u2013 a critical reflection on the journey of becoming a critical scholar<\/a><\/td>\nThree<\/td>\n<\/tr>\n
29<\/td>\nPerspectives on the purpose of engineering higher education: A close-up view on undergraduate education in the US and England<\/a><\/td>\nThree<\/td>\n<\/tr>\n
30<\/td>\nDeveloping a personal project: chemistry and chemical engineering students\u2019 formation<\/a><\/td>\nThree<\/td>\n<\/tr>\n
31<\/td>\nIn between belonging in higher education<\/a><\/td>\nThree<\/td>\n<\/tr>\n
32<\/td>\n(Not) Heeding the call for change: Reinforcing power structures at the expense of student success<\/a><\/td>\nThree<\/td>\n<\/tr>\n
33<\/td>\nAssuring quality in Doctoral Education: what’s measured is not all that meaningful; what’s meaningful cannot be measured<\/a><\/td>\nThree<\/td>\n<\/tr>\n
Sym 2<\/td>\nDeveloping knowledge-rich accounts of \u2018graduateness\u2019<\/a><\/td>\nFour<\/td>\n<\/tr>\n
34<\/td>\nDoing, Embedding and Allowing Criticality in English for Academic Purposes<\/a><\/td>\nFour<\/td>\n<\/tr>\n
35<\/td>\nAn English literature curriculum study: intersections between the macro and micro<\/a><\/td>\nFour<\/td>\n<\/tr>\n
36<\/td>\nA critical approach to accounting education<\/a><\/td>\nFour<\/td>\n<\/tr>\n
37<\/td>\nThe limits of criticality: the need for explanatory theories in higher education<\/a><\/td>\nFour<\/td>\n<\/tr>\n
38<\/td>\nEffective change in higher education: exploration through a practice lens at the meso level<\/a><\/td>\nFour<\/td>\n<\/tr>\n
39<\/td>\nCan applying the practice sensibility involve a critical and radical approach to change processes?<\/a><\/td>\nFour<\/td>\n<\/tr>\n
40<\/td>\nAnalysis of Doctoral Supervision<\/a><\/td>\nFive<\/td>\n<\/tr>\n
41<\/td>\nThe necessity of and value in researching power dynamics in candidate-supervisor relationships in South African doctoral education<\/a><\/td>\nFive<\/td>\n<\/tr>\n
42<\/td>\nCritical for whom? Reflecting on supervision experiences of educational technology research<\/a><\/td>\nFive<\/td>\n<\/tr>\n
43<\/td>\nManaging Loneliness among Doctoral Students<\/a><\/td>\nFive<\/td>\n<\/tr>\n
44<\/td>\nAcademic Identities for \u2018Wicked\u2019 Problems: Braving Transformative Work in the Face of the \u2018Competition Fetish\u2019 in Higher Education<\/a><\/td>\nFive<\/td>\n<\/tr>\n
45<\/td>\nExploring critical theories and methods to enhance academic development as a profession with status in South African higher education<\/a><\/td>\nFive<\/td>\n<\/tr>\n
46<\/td>\nStaff perspectives on the connection between internationalisation and inclusiveness in a UK university<\/a><\/td>\nFive<\/td>\n<\/tr>\n
47<\/td>\nWhat close-up research is needed for responsive academic development practices?<\/a><\/td>\nFive<\/td>\n<\/tr>\n
48<\/td>\nListening with Compassion: Evaluating the use of podcasts to foster compassionate pedagogy within an academic enhancement programme<\/a><\/td>\nFive<\/td>\n<\/tr>\n
49<\/td>\nThe learning experience through art-based research: Opportunities for a critical understanding of learning research<\/a><\/td>\nFive<\/td>\n<\/tr>\n
50<\/td>\nThe capacity of pedagogical agency developed by pedagogy students in their passage through initial teacher formation: A critical approach to foster social justice<\/a><\/td>\nFive<\/td>\n<\/tr>\n
51<\/td>\nCan a critical understanding of emotions enable the creation of more inclusive spaces for belonging and transformation in higher education? Interrogating early career scholars\u2019 mentoring into the academy<\/a><\/td>\nFive<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

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 … Continue reading Paper Abstracts<\/span><\/a><\/p>\n","protected":false},"author":834,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-235","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/wp.lancs.ac.uk\/hecu10\/wp-json\/wp\/v2\/pages\/235","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.lancs.ac.uk\/hecu10\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.lancs.ac.uk\/hecu10\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/hecu10\/wp-json\/wp\/v2\/users\/834"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.lancs.ac.uk\/hecu10\/wp-json\/wp\/v2\/comments?post=235"}],"version-history":[{"count":46,"href":"https:\/\/wp.lancs.ac.uk\/hecu10\/wp-json\/wp\/v2\/pages\/235\/revisions"}],"predecessor-version":[{"id":366,"href":"https:\/\/wp.lancs.ac.uk\/hecu10\/wp-json\/wp\/v2\/pages\/235\/revisions\/366"}],"wp:attachment":[{"href":"https:\/\/wp.lancs.ac.uk\/hecu10\/wp-json\/wp\/v2\/media?parent=235"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}