We are seeking offers to undertake a blind peer-review of the following submissions to the JLDHE (Journal of Learning Development in Higher Education).
If you would like to undertake a review of any of these articles, please email the designated contact editor(s) below (not the whole list), including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field. Please also join our register of reviewers and list your interests via http://journal.aldinhe.ac.uk/index.php/jldhe/user/register. New reviewers are welcome! The editors will then select reviewers and inform those involved.
NB: it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above.
| Submission | Title and summary | Editor to contact | |||
| #1295Paper | Understanding the attainment gap: Differences in assessment preferences but not in student engagement The disparities in the achievement of students from different ethnic backgrounds are notably evident. White students are more likely to gain a first or upper second-class honours relative to their underrepresented minority counterparts. Student achievement has been known to be influenced by student engagement. This study explored whether low student engagement may be the cause of lower achievement for ethnic minority students. 64 participants who were enrolled in either BSc Psychology or BSc Psychology took part in the survey. The survey assessed student engagement through the University Student Engagement Inventory and assessment preferences using the Assessment Preference Inventory. Results showed no difference in student engagement scores between ethnicities and only one of the API items, item 67 ‘To what extent you would want: to receive detailed remarks as to your response on a test or a paper written by you’, significantly differed between ethnicities. Post-hoc tests showed a significant difference between both white and Asian groups and white and black groups, yet no significant difference between Asian and black groups. These findings demonstrate that engagement does not explain the attainment gap. | Eleanor LoughlinEleanor.loughlin@ntu.ac.uk | |||
| #1202 Paper | Portraying the role: Exploring support needs Programme Leaders in HE through portraiture. Programme Leaders (PLs) in Higher Education (HE) hold a complex role that has responsibilities that link to external performance metrics. This role, existing outside of the traditional teaching/research view, could be deemed as a ‘third space’ academic position. How this influences role-holders’ understanding of the role, and how they can be better supported, is the focus of this study, following seven Undergraduate (UG) PLs over the course of the academic year 2020/21. Portraiture was used to capture the ‘complexity of human experience and organisational life’ (Lawrence-Lightfoot and Davis, 1997, p. xv). A cross-portrait analysis illuminated aspects of the organisational context that influenced PLs’ experiences. | Tom Lowe tom.lowe@port.ac.uk |
Thank you and we look forward to hearing from you!
With best wishes on behalf of the editorial board,