Community engagement is a concept with a complexity of meanings, approaches and application. Derived from the scholarship of engagement of Boyer, community engagement reflects a commitment to relevance within the context ...

INTRODUCTION: There are generic features of ‘the doctorate’ that transcend disciplines, universities and doctoral procedures. Perspectives on doctoral outcomes include features of received wisdom, which scholars often refer ...

In this chapter we explore the development of academic staff as an area or theme for study and research in the field of higher education – from both a theoretical and a practical stance. We start by providing a broad ...

Introduction: The third core function of community interaction in higher education is often viewed as the peripheral activity in the triad of academic tasks. Community interaction is seen as an imperative which often results ...

This chapter captures different ‘stages’ of the development of my own journey with the field of higher education (HE) studies and research. It reflects change and development of the field from personal experiences covering ...

Introduction: Doctoral supervision has been identified as a key factor in timely PhD completion. Therefore, this chapter sets out to explore what can be learned from doctoral examinations to support doctoral education ...

INTRODUCTION: This chapter is set within the current focus on graduate attributes. These are qualities which students require in order to study at university, as well as and more typically, the attributes that students ...

INTRODUCTION: PhD1 theses generally follow one of two different formats. Firstly there is the (more traditional) monograph, which is written as a unified and coherent work, and which is most commonly found in non-laboratory ...

INTRODUCTION: Research into what examiners value in a PhD (Kiley & Mullins 2002) identified some characteristics which might surprise supervisors who seek to ensure that, as well as contributing to knowledge, their students ...

INTRODUCTION: Ross argues that the term curriculum can be interpreted as the organisation of desired learning experiences and that it represents a guide to lecturers of what is to be taught in specific institutions (Ross ...