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This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught the same first-year university chemistry course. This case study provides insights about how there may need to be fundamental shifts in lecturers’ perceptions about learning and the development of critical thinking skills so that they can enhance knowledge and understanding of chemistry as well as advance the students’ critical thinking. Recommendations are made for professional learning for lecturers and for changing the “chemistry” of the design of learning experiences through valuing critical thinking in assessments and making critical thinking more explicit throughout the course. The authors argue that critical thinking must be treated as a developmental phenomenon.

In 2004, the Council for Higher Education (CHE) required a curriculum responsiveness to the teaching and learning of literacies at the programme level, which needed to be addressed across all disciplines. This study aims to describe a situated higher education (HE) collaboration project between mechanical engineering and the Department of Applied Language Studies (DALS) at Nelson Mandela University from 2010 to 2014. The collaboration project aimed to develop the literacies levels of engineering students, reduce the first-year attrition rate and prepare engineering students to meet the high graduate attribute expectations of a competitive workplace amid employer concerns that engineering graduate communication competencies were lacking and insufficient.

The collaboration study used a mixed-method approach, which included student and lecturer questionnaires, as well as an interview with one engineering lecturer to determine his perceptions of the collaboration practices instituted. As the sample was purposeful, two mechanical engineer lecturers and 32 second-year mechanical engineering students from 2012 to 2013 were selected as the study’s participants, as they met the study’s specific needs. From the questionnaire responses and transcribed interview data, codes were identified to describe the themes that emerged, namely, rating the collaboration practices, attitudes to the course, report feedback provided and report template use.

Most of the student participants viewed the collaboration practices positively and identified their attitude as “positive” and “enthusiastic” to the language/engineering report collaboration initiative. The report feedback practices were viewed as improving writing skills and enabling the students to relate report writing practices to workplace needs. The engineering lecturers also found that the collaboration practices were enabling and improved literacy levels, although time was identified as a constraint. During the four-year collaboration period, the language practitioner increasingly gained report content knowledge, as well as unpacking the specific rhetorical structures required to produce the report text by co-constructing knowledge with the mechanical engineering lecturers.

Studies have shown that language practitioners and discipline lecturers need to change their conceptualisation of academic discourses as generic transferable skills and autonomous bodies of knowledge. Little benefit is derived from this model, least of all for the students who grapple with disciplinary forms of writing and the highly technical language of engineering. Discipline experts often tend to conflate understandings of language, literacy and discourse, which lead to simplistic understandings of how students may be inducted into engineering discourses. Therefore, spaces to nurture and extend language practitioner and discipline-expert collaborations are needed to embed the teaching and learning of discipline-specific literacies within disciplines.

For the collaboration project, the language practitioner and mechanical engineering lecturers focused their collaboration on discussing and negotiating the rhetorical and content requirements of the Design 3 report as a genre. To achieve the goal of making tacit knowledge and discourse explicit, takes time and effort, so without the investment of time and buy-in, interaction would not be sustained, and the collaboration would have been unproductive. As a result, the collaboration project required regular meetings, class visits and negotiations, as well as a language of description so that the often tacit report discourse conventions and requirements could be mutually understood and pedagogically overt to produce “legitimate texts” (Luckett, 2012 p. 19).

In practice, peer collaboration is often a messy, complex and lengthy process, which requires systematic and sustained spaces to provide discourse scaffolding so that the criteria for producing legitimate design reports are not opaque, but transparent and explicit pedagogically. The study also describes the organisational circumstances that generated the collaboration, as establishing and sustaining a collaborative culture over time requires planning, on-going dialogic spaces, as well as support and buy-in at various institutional levels to maintain the feasibility of the collaboration practice.

Literacy and discourse collaboration tends to reduce role differentiation amongst language teachers and specialists, which results in shared expertise for problem-solving that could provide multiple solutions to literacy and discourse learning issues. This finding is important, especially as most studies focus on collaboration practices in isolation, whilst fewer studies have focused on the process of collaboration between language practitioners and disciplinary specialists as has been described in this study.

The purpose of this paper is to explore lecturers’ perceptions on factors that affect the implementation of bilingual instruction (BI) policy in Indonesian higher education.

This qualitative study used 15 lecturers who taught in BI programs in three Indonesian universities. The data were gained through semi-structured interviews. The semi-structured interview data were analyzed via thematic approach.

The findings of the study suggest a number of factors influencing the implementation of BI, including the support from lecturers, leadership, and government. The availability of adapted curriculum and systematic assessment also influences the successful implementation of BI in Indonesian tertiary education.

The findings of this study have implications for the success of similar programs and the ways to gain understanding of BI within higher education contexts.

BI research is not new; however, little information is related to BI in Indonesia. This work contributes to a growing body of literature that explore BI and education factors within higher education setting. The significance of this study is to raise greater understanding of several important factors that influence the implementation of BI policy within university settings.

This paper aims to examine how students from foundation degrees (FDs) run at local further education colleges coped (academically and to a lesser extent psychologically) with the transition to a final year honours degree at a university.

This paper is based on the experience of FD graduates who joined the final year of a full‐time BSc (Hons) in Business and Management at Edge Hill University. The study utilised questionnaires and focus groups with the FD graduates. It also involved interviews with the lecturers at Edge Hill and the programme managers of the foundation degrees.

The study found that the transition from foundation to honours degree created considerable levels of stress for the students. This largely arose because of the different approaches to teaching and learning adopted in further and higher education. In particular, Edge Hill adopted a more academic approach; there was less support; and there was a greater emphasis on independent learning. This paper identifies the need for more support for students making the transition from foundation to honours degrees. It also discusses different options for improving the transition process and highlights issues requiring further research and debate.

The experience of students making the transition from foundation degrees to honours degrees is under‐researched. This paper addresses this gap in the research. It will be of interest to policy makers, those involved in delivering foundation degrees and those recruiting FD graduates on to their honours programmes.

The purpose of this paper is to develop a comprehensive account for careers within the Greek academic system. Historical, cultural and geographical features of the country have created a unique context that has shaped the way academic careers evolve.

The primary methods of data collection were retrospective participant observation and discussions in interview form with individuals who have had various types of experience with the Greek Higher Education system.

The major factor that shapes careers in Greek academia is social capital or know-whom that operates within a broader cultural environment where institutional collectivism is extremely low, the in-group – out-group distinction is a major element, and political party affiliation plays a key role in everyday affairs. As a result academic careers in Greece are almost exclusively determined by membership, a priory or earned, to an “in-group” that is linked via blood, family friendship, business and political party ties. This “in-group” uses its social capital to control academic careers across all stages for the benefit of its members.

There are method limitations, but relevant concerns were largely alleviated by precautionary measures and the way data were utilized. Ethnography may be the most appropriate method to disentangle the way networks and social capital impact careers.

Achieving substantive change, such as increasing meritocracy, within a sector may be impossible without considering the broader cultural context that encapsulates it.

The study is among the very first to unveil the “dark side” of social capital, and show how social capital may benefit the interests of in-groups at the expense of the collective.

IT is seldom that I can bring myself to write anything for publication, and as I had a longish article on “The education of librarians in Great Britain” printed as recently as 1964 in the Lucknow Librarian (which is edited by my friend Mr. R. P. Hingorani) I had not contemplated any further effort for some time to come. But as THE LIBRARY WORLD evidently wishes to cover all the British schools of librarianship it would be a pity for Brighton to be left out, even though, coming as it does towards the end of a gruelling series, I can see little prospect of this contribution being read. Perhaps, therefore, I need not apologise for the fact that, as my own life and fortunes have been (and still are) inextricably bound up with those of the Brighton school, any account which I write of the school is bound to be a very personal one.

This case study can help the reader to understand how to build an effective board for family business, and why evolving board structure can help family firm to sustain for a longer period in Market. Reader can also learn about role of independent director, CEO's Succession process and ways to deal with duality issue that family owned enterprise may face during a transition from generation X to Y.

This teaching case study describes various decision-making situations using example of a Pakistani family firm and entrepreneurs who started the business few decades back in France. This partially disguised case is based on actual events. The data are collected based on discussions with family business owners and minutes of meetings. The objective of study is to make sense of the family business theories e.g. socio emotional wealth stakeholder and agency. Case readers can also learn about the family’s business governance practices using diverse scenarios presented in this case.

This study is suitable for graduate and undergraduate studies.

Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CSS 7: Management science.