Think pieces

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

Why does a scholarly community matter?

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

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

Introduction

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

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

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

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).

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

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

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

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

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