Author Team

• Paul Ashwin

  Paul Ashwin is Professor of Higher Education and Head of Department in the Department of Educational Research, Lancaster University, UK. Paul’s research focuses on teaching, learning and curriculum practices in higher education and how they are shaped by higher education policies. Paul is a researcher in the Economic and Social Research Council, Office for Students and Research England funded ‘Centre for Global Higher Education’, a coordinating editor for the international journal ‘Higher Education,’ and co-editor of the Bloomsbury book series ‘Understanding Student Experiences of Higher Education’. Paul’s recent books include Higher Education Pathways: South African Undergraduate Education and the Public Good (2018, African Minds) with Jenni Case and How Powerful Knowledge Disrupts Inequality: Reconceptualising Quality in Undergraduate Education (2018, Bloomsbury), with Monica McLean and Andrea Abbas.

  

• David Boud

  David Boud is Alfred Deakin Professor and Foundation Director of the Centre for Research in Assessment and Digital Learning, Deakin University; Professor in the Work and Learning Research Centre, Middlesex University; and Emeritus Professor at the University of Technology Sydney. He is an Australian Learning and Teaching Senior Fellow and has published extensively on teaching, learning and assessment in adult, higher and professional education. He has held various positions including Head of School and Associate Dean (Research and Development). His current areas of interest are assessment in higher education and learning in the workplace. He has been a pioneer in learning-centred approaches to assessment particularly through student self-assessment and building skills for long-term learning. His most recent books are Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, (Routledge, 2018) and The Impact of Feedback in Higher Education: Improving assessment outcomes for learners, (Palgrave Macmillan, 2019) each with various others.

  

• Kelly Coate

  Kelly Coate is the Pro Vice Chancellor for Education and Students, and Co-Director of the Centre for Higher Education and Equity Research, at the University of Sussex. Prior to joining Sussex, she was Vice Dean Education in the Faculty of Social Science and Public Policy at King’s College London, and spent four years as Director of the King’s Learning Institute. She has also worked at the National University of Ireland, Galway, and the Institute of Education at UCL.  Her publications are in the areas of internationalisation in higher education, the higher education curriculum, senior professional leadership in higher education, and gender and prestige in academic careers.

  

• Fiona Hallett

  Fiona Hallett is a Professor in Education at Edge Hill University (UK) and Joint Editor of the British Journal of Special Education.  She is interested in inclusive educational practices and has researched the lived experiences of marginalised learners across a range of national contexts. She is also interested in the ways in which research methodologies position the researcher and the researched and is currently using Visual Methodologies for an international project on learner voice. 

  

• Elaine Keane

  Elaine Keane is a Lecturer  in Sociology of Education and Research Methods, and Director of the Master in Education programme in the School of Education at the National University of Ireland, Galway. Her research focuses on widening participation in higher education (including in initial teacher education) and grounded theory. Elaine is Principal Investigator of the Irish Research Council-funded national study entitled Diversity in Initial Teacher Education [DITE] in Ireland. She has published articles in a range of journals and she is also current co-author of a chapter for the fifth edition of the Sage Handbook of Qualitative Research.

  

• Kerri-Lee Krause

  Kerri-Lee Krause has recently been appointed Provost and Professor of Higher Education at Victoria University in Melbourne, Australia. Her responsibilities encompass the learning, teaching and research portfolios of the University, with an emphasis on enhancing the quality of the student experience along with research productivity and academic quality across the institution. She is internationally recognized for her research on the contemporary undergraduate student experience and implications for quality and standards in higher education. Higher education policy is her research focus, including extensive work on the changing student experience, the evolving nature of academic work, and sector-level approaches for monitoring and assuring academic standards through inter-university academic peer review.

  

• Brenda Leibowitz

  Brenda Leibowitz is Chair of Teaching and Learning at the University of Johannesburg, South Africa. Her professional career has spanned teaching in secondary schools, working for the previous Department of Education in South Africa on Race and Values in Education, and working on academic development in higher education. She is an editor of the International Journal for Academic Development (IJAD). Her research interests include the professional development of academics in their teaching role, academic writing, the scholarship of teaching and learning and social justice in higher education.

  

• Iain MacLaren

  Iain MacLaren is the Director of the Centre for Excellence in Learning & Teaching at NUI Galway, where he has responsibility for academic staff development, curricular innovation, policy, learning technologies and civic engagement. He is also a member of the board of Ireland's National Forum for the Enhancement of Teaching & Learning and has many years prior experience in teaching at undergraduate and postgraduate levels and in research in his original discipline (Physics) and higher education. He has worked in a number of universities in Scotland, England and Ireland, is a graduate of Edinburgh and Durham universities, and is a Principal Fellow of Higher Education Academy and a Fellow of the Royal Society of the Arts.

  

• Jan McArthur

  Jan McArthur is Senior Lecturer in Education and Social Justice in the Department of Educational Research, Lancaster University, UK. Her research focuses on the nature of higher education and how this relates to practices of teaching, learning and assessment. She has a particular interest in critical theory. Her published work explores the ideas of Theodor Adorno, Max Horkheimer and Axel Honneth, applying these to higher education. She has published a book exploring how Adorno’s critical theory can inform our understanding of knowledge in higher education for the purposes of greater social justice: Rethinking Knowledge in Higher Education (Bloomsbury). Her most recent book uses Honneth's conceptualisation of mutual recognition to rethink the nature of assessment in higher education: Assessment for Social Justice (Bloomsbury). Jan is a researcher in in the Economic and Social Research Council, Office for Students and Research England funded ‘Centre for Global Higher Education’, and Editor of the journal Arts and Humanities in Higher Education.

  

• Velda McCune

  Velda McCune is Senior Lecturer and Deputy Director at the Institute for Academic Development at the University of Edinburgh. In her current role she leads a team who undertake development work with staff and students relating to university learning and teaching. Her research focuses on teaching-learning environments and students’ experiences of learning in higher education. Currently she is doing research into how best to teach about ‘wicked’ problems such as climate change, health inequality and conflict.

  

• Michelle Tooher

  Michelle Tooher is an Educational Developer in the Centre for Excellence in Learning & Teaching at the National University of Ireland, Galway. At NUI Galway, she contributes to their popular professional development teaching and learning programmes at Certificate, Diploma and Masters levels. Since 2008, she has worked on supporting curricular reform within the university and nationally through her involvement in local and national level groups and committees. More recently Michelle has led a project across 4 higher education institutions to help improve their approaches to Continuing Professional Development for the enhancement of teaching and learning at the levels of middle to senior management.