Episode 44 of our podcast series features Dr. Paul Ashwin from Lancaster University in the UK. In the podcast we talk about student engagement with knowledge as a key feature of quality in higher education, and he reflects on some of the key results from a three year long study on pedagogical quality and inequality in the UK.
View also the publications that the podcast is referring to:
- Ashwin, P., Abbas, A., & McLean, M. (in press). Representations of a high-quality system of undergraduate education in English higher education policy documents. Studies in Higher Education. DOI: 10.1080/03075079.2013.842211.
- Ashwin, P., Abbas, A., & McLean, M. (2014) How do students’ accounts of sociology change over the course of their undergraduate degrees? Higher Education. Vol.67, Issue 2, pp 219-234
Dr. Paul Ashwin is employed as a Senior Lecturer and Head of Department at the Department of Educational Research at Lancaster University in the UK. Earlier he has worked at the Institute for the Advancement of University Learning, University of Oxford and Newham College of Further Education. His key research interests are related to the relations between teaching-learning and knowledge-curriculum practices in higher education, as well as the implications of this for both policy and practice. He has also a keen interest on the methodological development of higher education studies in this area.