Think pieces

Published think pieces from college HE practitioners.

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Five years ago, I wrote a piece about college higher education for Nick Davy, then the AoC’s higher education policy manager.

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Why does a scholarly community matter?

Does it really matter whether the student body in College HE feels a sense of community?

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I have always been very proud of my college based higher education (CBHE) students’ accomplishments and maybe naively assumed that the experiences and qualifications they attained from our college

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Introduction

The key output from the Scholarship Project (2015-2018) was the Scholarship Framework.

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This Think Piece will take a reflective view on a small research project, carried out in a college-based HE institution.

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In a previous think piece Tom Feldges (2018) discussed the notion of grade-inflation (Weale, 2008) in relation to issues around social justice.

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Much has been written about the challenges of teaching and working as a college higher education (CHE) teacher (Creasy, 2013; Fenge, 2011; Golding Lloyd and Griffiths 2008; Turner et al., 2009a).

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When I achieved Qualified Teacher Learning and Skills (QTLS) status around 10 years ago, I was firm in my conviction that I was responsible for my own professional development in order to ‘remain i

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Writing in The Guardian Weale (2018) reports on grade-inflation at UK universities.

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Evidence from the scholarship project indicates that the student profile in college higher education is changing.

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Enhancing the student experience via student-engagement is certainly a prevailing focus of Higher Education (Bryson, 2014).

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I intend to use this think-piece to reflect upon my undergraduate students’ success and their ability to express themselves appropriately in the English language in relation to their studi