Problematising the ‘Career Academic’ in UK construction and engineering education: does the system want what the system gets?
Journal Article
Pilcher, N., Forster, A., Tennant, S., Murray, M., & Craig, N. (2017)
Problematising the ‘Career Academic’ in UK construction and engineering education: does the system want what the system gets?. European Journal of Engineering Education, 42(6), 1477-1495. https://doi.org/10.1080/03043797.2017.1306487
‘Career Academics’ are principally research-led, entering academia with limited or no industrial or practical experience. UK Higher Education Institutions (HEIs) welcome them ...
Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context
Journal Article
Pilcher, N., & Richards, K. (2017)
Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context. Power and Education, 9(1), 3-17. https://doi.org/10.1177/1757743817691995
Higher Education (HE) institutions worldwide base international student recruitment on the assumption their preparedness in ‘English’ is assured if they reach a certain level ...
Talk the Talk and Walk the Walk: Are Career Academics Gatekeepers to Students’ Tacit Knowledge?
Journal Article
Murray, M. D., Tennant, S., Forster, A., Craig, N., Copping, A., & Pilcher, N. (2017)
Talk the Talk and Walk the Walk: Are Career Academics Gatekeepers to Students’ Tacit Knowledge?. Journal of Perspectives in Applied Academic Practice, 5(2), 112-114. https://doi.org/10.14297/jpaap.v5i2.268
An opinion piece that argues for a more balanced portfolio of academic staff within faculty, whereby pracademics are ‘pivotal’ academic staff who can ‘talk the talk and walk t...
International Students' First Encounters with Exams in the UK: Superficially Similar But Deeply Different
Journal Article
Pilcher, N., Smith, K., & Riley, J. (2013)
International Students' First Encounters with Exams in the UK: Superficially Similar But Deeply Different. International Journal of Teaching and Learning in Higher Education, 2013(1), 1-13
Although end of course exams remain a key mode of assessment in higher education, little research has focused on international students' experiences of exams. There seems to b...
The fall and rise of experiential construction and engineering education: decoupling and recoupling practice and theory
Journal Article
Forster, A. M., Pilcher, N., Tennant, S., Murray, M., Craig, N., & Copping, A. (2017)
The fall and rise of experiential construction and engineering education: decoupling and recoupling practice and theory. Higher Education Pedagogies, 2(1), 79-100. https://doi.org/10.1080/23752696.2017.1338530
From the mid-20th C., construction and engineering pedagogy and curricula have moved from long-held traditional experiential apprenticeship approaches to one ostensibly decoup...
The UK postgraduate Masters dissertation: an ‘elusive chameleon’?
Journal Article
Pilcher, N. (2011)
The UK postgraduate Masters dissertation: an ‘elusive chameleon’?. Teaching in Higher Education. 16(1), 29-40. doi:10.1080/13562517.2011.530752. ISSN 1356-2517
Many studies into the process of producing and supervising dissertations exist, yet little research into the ‘product’ of the Masters dissertation, or into how Masters supervi...