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1	Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists
	Adewumi, Barbara; Bailey, Laura R.; Mires-Richards, Emma. - : UCL Press, 2022
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2	University students’ perceptions towards using exemplars dialogically to develop evaluative judgement. The case of a high-stakes language test
	Chong, Sin Wang. - 2022
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3	Embedding academic literacy in degree curricula
	Murray, Neil. - : Springer, 2022
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4	Whose shoulders is health research standing on? Determining the key actors and contents of the prevailing biomedical research agenda
	Testoni, F.; García Carrillo, M.; Gagnon, M-A.. - : PLoS, 2021
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5	Developing the relational in teacher feedback literacy: exploring feedback talk
	Heron, Marion; Medland, Emma; Winstone, Naomi. - : Taylor & Francis, 2021
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6	A student's guide to decolonising linguistics: Enabling teaching staff to empower students
	Ace-Acquah, Emerald; Ogundamisi, Mary-Tumi; Bailey, Laura R.. - 2021
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7	Feedback cultures, histories and literacies: international postgraduate students’ experiences
	Rovagnati, Veronica; Pitt, Edd; Winstone, Naomi. - : Taylor & Francis, 2021
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8	Exploring intercultural dialogic interactions between individuals with diverse feedback literacies
	Rovagnati, Veronica; Pitt, Edd. - : Taylor & Francis, 2021
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9	Signature assessment and feedback practices in the disciplines
	Pitt, Edd; Quinlan, Kathleen M.. - : Taylor & Francis, 2021
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10	Special Issue: Signature Assessment and Feedback Practices in the Disciplines
	Pitt, Edd; Quinlan, Kathleen M.. - : Taylor & Francis, 2021
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11	Signature Feedback Practices in the Creative Arts: Integrating Feedback Within the Curriculum
	Pitt, Edd; Carless, David. - : Taylor & Francis, 2021
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12	Medical student assessments-frequency of radiological images used : a national study
	Chew, Cindy; O'Dwyer, Patrick J; Jaap, Alan. - 2021
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13	Humans, higher education and technology - a corpus-assisted discourse and genealogical analysis of the idea of a university
	Matthews, Adam. - 2021
	Abstract: The idea and purpose of the university is contested both historically and in contemporary discourse. Moreover, imaginaries of the future of higher education are dominated by technological disruption. The aim of this thesis is to undertake an original analysis of this development from a social and technological perspective. This provides an original contribution to knowledge in analysing both the social and technological implications of the ongoing development of the university as a social institution. I conceptualise the genealogical development of the modern university as Mode 1 Elite Ivory Tower, Mode 2 Mass Factory and Mode 3 Universal Network. I trace the genealogy of the modern university through these modes and conduct an empirical study of the contemporary idea and purpose of the university through corpus-assisted discourse analysis (CADA) of UK university texts totaling over 18 million words. This analysis is structured around the relations between humans, higher education and technology. Key findings from each of these relations are drawn together to see the social and technological disruption of the idea of a university as not separate entities but relational in the Mode 3 Sociotechnical University. These findings indicate that current Human-Higher Education relations discourse is dominated by student employment outcomes and research activity of the university as a marker of quality. Moreover, education and research are at risk of being severed and unbundled from each other. Higher Education-Technology relations discourse shows that universities describe technological disruption of the undergraduate degree with technology as an end in itself or modest instrumental ‘fixes’ to pedagogical issues. Moreover, the three-year campus-based undergraduate degree at the age of 18 dominates despite the affordances of digital technologies and policy advocating widening of access. Human-Technology relations are often characterised as humans and education being determined by technology. This technologically deterministic position opposes society determining technology (social constructivism). I reject both of these extremes to fuse together the social and technological aspects of the university drawing upon the postdigital, postphenomenology and actor-network theory. This provides the conceptual framework for the development of the Mode 3 Universal Networked Sociotechnical University. The Mode 3 University opens the university socially and technologically to many more actors including private organisations, specialist roles, diverse students, technology, culture and the wider public. These all have an influence on constructing the idea of the present and future university. The challenge for universities is to articulate the idea and purpose of a university in these new and emerging social contexts. Based on empirical analysis of UK university texts I conclude that the idea and purpose of the current university is broadly still, the Mode 2 Mass Factory and Mode 3 is now beginning to emerge.
	Keyword: HM Sociology; LB Theory and practice of education; LB2300 Higher Education; LC5201 Education extension. Adult education. Continuing education
	URL: http://etheses.bham.ac.uk//id/eprint/11764/ http://etheses.bham.ac.uk//id/eprint/11764/1/Matthews2021PhD.pdf
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14	A ‘mirror-image’ investigation: foreign language learners’ acculturation experiences in Chinese and British Study Abroad Programmes
	He, Rui. - 2021
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15	The impact of living at home on progression and performance in U.K. higher education’s ethnic minorities: a focus on British Pakistani students.
	Nadeem, Rahema. - 2021
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16	Students from Black and Asian minority ethnic backgrounds’ experiences of higher education: a pilot study
	Jeavons, Charlotte; Moreno-Leguizamon, Carlos; Cole, Linda. - : ICOS - International Council of Onomastic Sciences, 2021
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17	Preparing university students for the moral responsibility of early years education
	Solvason, Carla; Elliott, Geoffrey; Cunliffe, Harriet. - : Taylor and Francis, 2021
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18	Persediaan awal latihan guru Bahasa Kadazandusun di Institut Pendidikan Guru Malaysia (2011 – 2014)
	Bilcher Bala; Wong, Jane Kon Ling; Linah Bagu @ Siti Nurlina Abdullah. - : Penerbit UMS, 2021
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19	Aligning the Language Criteria of a Group Oral Test to the CEFR: The Case of a Formal Meeting Assessment in an English for Occupational Purposes Classroom
	John Read; Priscilla Shak. - : UPM Press, 2021
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20	Pronunciation errors among Malaysian undergraduates in English for oral communication course
	Chelster Sherralyn Jeoffrey Pudin; Nik Zaitun Nik Mohamed; Wardatul Akmam Din. - : Global Academic Excellence (M) Sdn Bhd, 2021
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