Critical Studies in Teaching and Learning (CriSTaL) 2019-06-19T16:49:36+00:00 Sherran Clarence Open Journal Systems <p>Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that describe, theorise and reflect on teaching and learning practice in higher education continentally and globally. The editors welcome contributions that are critical and well-researched, whether they are analytical, theoretical or practice-based, as well as contributions that deal with innovative and reflective approaches to higher education teaching and learning. We are particularly interested in articles that have relevance to the South African educational context.</p> <p>&nbsp;</p> Editorial 2018-12-15T13:44:24+00:00 Sherran Clarence <p>Editorial for Volume 6, Issue 2, December 2018.</p> 2018-12-14T12:05:52+00:00 Copyright (c) 2018 Sherran Clarence Exploring Discomfort and Care in the Experience of a National Academic Staff Development Programme 2018-12-15T13:44:24+00:00 Elizabeth de Kadt Jeff Jawitz <p>This paper explores the use of the pedagogy of discomfort and care in the Teaching Advancement at University (TAU) Fellowships programme, an innovative staff development programme in South African higher education. Our analysis of participant experience of the programme through the lenses of the pedagogy of discomfort and care draws on reflective commentaries submitted by the participants. We found that the initial experience of discomfort was widespread despite the relative seniority of participants. Elements of care built into the programme provided important support, activated agency, and formed the basis for a network of caring relationships among participants. Participants acknowledged these relations as key to their personal and academic growth during the programme and were seeking to extend these beyond the end of the programme.</p> 2018-12-15T00:00:00+00:00 Copyright (c) 2018 Elizabeth de Kadt, Jeff Jawitz Different Journeys: Supervisor Perspectives on Disciplinary Conceptual Threshold Crossings in Doctoral Learning 2018-12-15T13:44:24+00:00 Gina Wisker <p>This article offers insights into supervisor awareness of conceptual threshold crossings in doctoral learning nuanced by researcher disciplines. First explored in undergraduate learning, threshold concepts highlight variation related to learning in the disciplines, identifying how realising the absolutely key concepts in disciplines causes troublesome and transformative learning (Meyer &amp; Land, 2005). Building on work on undergraduate disciplinary threshold concepts, but focusing on research learning, particularly at doctoral level, conceptual threshold crossings have been identified (Kiley &amp; Wisker, 2009), characterising <em>significant</em> stages in the learning journeys of doctoral candidates. At these stages, candidates evidence transformations in research learning. They cross-conceptual thresholds. There has to date, however, been little exploration of specific <em>discipline-related</em> stages at which doctoral candidates cross such conceptual thresholds. This new work focuses specifically on discipline-related practices and stages of conceptual threshold crossing in doctoral research learning and supervisors’ awareness and support for work arising from this.</p> 2018-12-15T00:00:00+00:00 Copyright (c) 2018 Gina Wisker Academic Games in Validation Events: A Study of Academic Roles and Practices 2018-12-15T13:49:39+00:00 Rebecca Khanna Maggi Savin-Baden <p>This paper presents the results of a three-year study that examined academics’ espoused and actual practices in validation or approval events of UK degree courses. The study used narrative inquiry to explore academics’ accounts. The paper provides a literature review and then presents the findings which indicate that often procedural processes interrupt the process of curriculum making. The paper uses scenarios to illustrate the ways in which procedural processes can result in subverting and subversive practices during the validation process. It is, therefore, argued that academics take up particular stances, defined here as positional identities, which may help or hinder the validation process. The paper argues that by ignoring staff experiences, the risk is that dominant discourses of regulation become accepted without question and the spaces available for dialogue about professional futures, alongside creation of flexible curricula to address these needs, are crowded out by the performative requirements of the process.</p> 2018-12-15T00:00:00+00:00 Copyright (c) 2018 Rebecca Khanna, Maggi Savin Baden, Prof Student Learning at the Interface of University and Industry Relating to Engineering Professionalism 2019-02-06T13:54:50+00:00 Alison Joy Gwynne-Evans <p>The engineering profession is challenged with ensuring engineering students are prepared to work within industry in a professional and ethical manner. Reflection on the experience of professional practice is a key element in developing students’ understanding of their professional and ethical roles. This paper builds on&nbsp;a theory of transformative learning based in the analysis of student assignments testing competence in one of the Engineering Council of South Africa’s eleven exit level outcomes, that of Engineering Professionalism, within a fourth year capping course, at a South African university. It looks at final year students’ responses to engaging with the professional environment in terms of their ability to demonstrate competence in engineering professionalism. This results in a nuanced analysis of student learning relating to the different forms of knowledge connected to professionalism and ethics and, thus, contributes to building new knowledge about student learning in the in the under-graduate engineering curriculum.</p> 2018-12-15T00:00:00+00:00 Copyright (c) 2018 Alison Joy Gwynne-Evans Book review: Strengthening Postgraduate Supervision. McKenna, S., Clarence-Fincham, J., Boughey, C., Wels, H. and van den Heuvel, H. eds. 2017. 2018-12-15T13:44:24+00:00 Moragh Paxton <p>Book review of McKenna, S., Clarence-Fincham, J., Boughey, C., Wels, H. and van den Heuvel, H. (eds). 2017. <em>Strengthening Postgraduate Supervision.</em> Stellenbosch: SUN Press.</p> 2018-12-15T00:00:00+00:00 Copyright (c) 2018 Moragh Paxton Book review: Knowledge and Change in African Universities Volume 1; Current Debates, and Re–imagining the Terrain Volume 2. Cross, M. and Ndofirepi, A. eds. 2017. 2018-12-15T13:44:24+00:00 Sheila Trahar <p>Book review of&nbsp;Cross, M. and Ndofirepi, A. (eds) 2017.&nbsp;<em>Knowledge and Change in African Universities</em> Volume 1 – and&nbsp;<em>Current Debates</em>:&nbsp;<em>Re–imagining the Terrain</em> Volume 2<em>.&nbsp;</em>Rotterdam: Sense Publishers.&nbsp;</p> 2018-12-15T00:00:00+00:00 Copyright (c) 2018 Sheila Trahar Book review: Transforming Teaching and Learning in Higher Education: Towards a socially just pedagogy in a global context. Osman, R. & Hornsby, D.J. eds. 2017. 2019-06-19T16:49:36+00:00 Ronelle Carolissen <p>Book review of: Osman, R. &amp; Hornsby, D.J. (eds) 2017.<em> Transforming Teaching and Learning in Higher Education: Towards a socially just pedagogy in a global context.</em> London: Palgrave.</p> 2018-12-15T00:00:00+00:00 Copyright (c) 2018 Ronelle Carolissen