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Becoming a professional services researcher in HE – making the train tracks converge

SRHE

It represents my personal reflections of working in UK higher education (HE) professional services roles and simultaneously gaining research experience through a Masters and Professional Doctorate in Education (EdD). I use this metaphor to share my experiences, and three phases, of becoming a professional services researcher.

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Mental Health and Learning Among Students with Marginalized Sociodemographic Identities

Supporting Student Success

The research findings presented below draw from analysis of the National College Health Assessment (NCHA) 2016 Canadian Reference group, which included 42,642 students from 42 postsecondary institutions (colleges and universities) across Canada (ACHA, 2016; Ezekiel, In Press). American College Health Association (2016).

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Toward a more inclusive peer-review process (opinion)

Confessions of a Community College Dean

The incentive to review book manuscripts is near nonexistent, and not just because the payment university presses are able to provide for this service, in the form of cash or books, is inevitably quite small compared to the time and thought required to give detailed, in-depth feedback.

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Mini-series: Student leadership and professional development

Teaching Matters Academic Communities

As James Arvanitakis and David J Hornsby (2016) define them in Universities, the Citizen Scholar and the Future of Higher Education , Citizen Scholars are students who apply discipline-specific knowledge in order to develop and support their community and wider society. Palgrave Macmillan UK, 2016. References Arvanitakis, J.,

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An introduction to student and staff co-creation of the curriculum

Teaching Matters Experiential Learning

While these examples do come with the challenges and risks of embracing spontaneity and sharing ownership (Bovill, Cook-Sather, Felten, Millard, & Moore-Cherry, 2016; Mercer-Mapstone et al., 2017), there are also many benefits! 176 – 188). Oxford, UK: Oxford Brookes University: Oxford Centre for Staff and Learning Development.

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Mirror image: Reflection coaching for African students

Teaching Matters Academic Support

Although we have some academics serving as coaches, most are professional services staff, covering a wide range of roles and seniorities. The professional services emphasis helps: the coaching relationship is not an academic one. How can we make sure these students thrive here? Scholar students.

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An introduction to the Widening Participation strategy at The University of Edinburgh

Teaching Matters Academic Support

To start to address this challenge, the Commission on Widening Access was established and published its 34 recommendations for the sector in 2016. She works closely with Colleges, Schools and professional services teams to implement this, and leads the Widening Participation team who deliver outreach and transition programmes across Scotland.