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All Outputs (26)

Network analysis and teaching excellence as a concept of relations (2024)
Journal Article
Hayes, A., & Garnett, N. (in press). Network analysis and teaching excellence as a concept of relations. Teaching in Higher Education, 1-18. https://doi.org/10.1080/13562517.2024.2341417

The aim of this paper is to foreground network analysis as a statistical lens through which higher education institutions can articulate their own process of striving for teaching excellence, and how it is constituted in their own contexts. The paper... Read More about Network analysis and teaching excellence as a concept of relations.

International or international(-ised) students? Insights from continental Europe (2023)
Journal Article
Hayes, A., & Lomer, S. (2023). International or international(-ised) students? Insights from continental Europe. International Studies in Sociology of Education, 32(2), 434-442. https://doi.org/10.1080/09620214.2023.2216219

We were very pleased to curate this special issue on constructions of international students across Europe. We called for papers focusing on continental Europe, as whilst there now exists quite a large body of literature on representations of interna... Read More about International or international(-ised) students? Insights from continental Europe.

Epistemological process towards decolonial praxis and epistemic inequality of an international student (2022)
Journal Article
Hayes, A., Lomer, S., & Hayat Taha, S. (2024). Epistemological process towards decolonial praxis and epistemic inequality of an international student. Educational Review, 76(1), 132-144. https://doi.org/10.1080/00131911.2022.2115463

This paper focuses on the epistemic inequality of international students as a “new” inequality that is under-represented in the current debates about decolonisation (albeit shaped by colonial discourses depicting international students as in deficit... Read More about Epistemological process towards decolonial praxis and epistemic inequality of an international student.

Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity. (2020)
Journal Article
Hayes, & Cheng. (2020). Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity. Teaching in Higher Education, 25(4), 493-509. https://doi.org/10.1080/13562517.2019.1689387

The paper critiques key international teaching excellence and higher education outcomes frameworks for their lack of attention to epistemic equality. It subsequently argues that adequate ‘datafication’ of these frameworks, to demonstrate the extent t... Read More about Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity..

The role of time in policy making: a Bahraini model of higher education competition. (2020)
Journal Article
Hayes, A., & Findlow, S. (2020). The role of time in policy making: a Bahraini model of higher education competition. Critical Studies in Education, 61(2), 180-194. https://doi.org/10.1080/17508487.2017.1358756

This paper contributes to discussions about the nature and scope of higher education (HE) business in light of some of the emerging ways in which countries seem to be reframing the impact of globalism. In particular, it develops a discussion about sp... Read More about The role of time in policy making: a Bahraini model of higher education competition..

'We loved it because we felt that we existed there in the classroom!’ International students as epistemic equals vs. double country oppression (2019)
Journal Article
Hayes. (2019). 'We loved it because we felt that we existed there in the classroom!’ International students as epistemic equals vs. double country oppression. Journal of Studies in International Education, 23(5), 554-571. https://doi.org/10.1177/1028315319826304

The article compares student narratives of engagement in internationalization in the United Kingdom and Germany. The comparison signals a new area of critical sociology of internationalization which shows signs that internationalization in non-Anglop... Read More about 'We loved it because we felt that we existed there in the classroom!’ International students as epistemic equals vs. double country oppression.

Inclusion, Epistemic Democracy and International Students: The Teaching Excellence Framework and Education Policy (2019)
Book
Hayes. (2019). Inclusion, Epistemic Democracy and International Students: The Teaching Excellence Framework and Education Policy. https://doi.org/10.1007/978-3-030-11401-5

This book examines the Teaching Excellence Framework, and how this and various other educational policies create conditions for the exclusion of cross-border learners. As universities become increasingly globalised and seek to recruit international s... Read More about Inclusion, Epistemic Democracy and International Students: The Teaching Excellence Framework and Education Policy.

Regional solidarity undermined?: Higher Education Developments in the Arabian Gulf, Economy and Time (2019)
Journal Article
Hayes. (2019). Regional solidarity undermined?: Higher Education Developments in the Arabian Gulf, Economy and Time. Comparative Education, 55(2), 157-174. https://doi.org/10.1080/03050068.2018.1504884

The paper theorises fragility of regional solidarities in light of the emerging ways in which two Arabian Gulf states, Bahrain and Oman, are undertaking their transition to a knowledge economy. The paper shows ways in which regional symbolic solidar... Read More about Regional solidarity undermined?: Higher Education Developments in the Arabian Gulf, Economy and Time.

“Liberating the ‘oppressed’ and the ‘oppressor’: A model for a new TEF metric, internationalisation and democracy” (2018)
Journal Article
Hayes, A., & Cheng, J. (2018). “Liberating the ‘oppressed’ and the ‘oppressor’: A model for a new TEF metric, internationalisation and democracy”. Educational Review, 72(3), 346-364. https://doi.org/10.1080/00131911.2018.1505713

The paper proposes a statistical model for a TEF metric that could liberate the “oppressed” (international students) and the “oppressors” (home students) from the influence of public policies which, through constructions of international students as... Read More about “Liberating the ‘oppressed’ and the ‘oppressor’: A model for a new TEF metric, internationalisation and democracy”.

Nation boundedness and international students’ marginalisation: what’s emotion got to do with it? (2018)
Journal Article
Hayes. (2018). Nation boundedness and international students’ marginalisation: what’s emotion got to do with it?. International Studies in Sociology of Education, 27(2-3), 288-306. https://doi.org/10.1080/09620214.2018.1453305

This paper contributes to an understanding of the ways in which not being bound to the nation of education, in legal and cultural terms, excludes international students. Based on narrative interviews with 20 students from 6 countries, the paper consi... Read More about Nation boundedness and international students’ marginalisation: what’s emotion got to do with it?.

Tacit rejection of policy and teacher ambivalence – insights into English language teaching in Bahrain through actors’ perceptions (2018)
Journal Article
Hayes. (2018). Tacit rejection of policy and teacher ambivalence – insights into English language teaching in Bahrain through actors’ perceptions. TESOL Journal, 9(1), 114-137. https://doi.org/10.1002/tesj.310

This article develops Phillips and Ochs's (2003) framework for policy borrowing, particularly their theorisations about indigenisation of international programmes. It uses the example of communicative language teaching (CLT) in Bahrain, exploring tea... Read More about Tacit rejection of policy and teacher ambivalence – insights into English language teaching in Bahrain through actors’ perceptions.

The Teaching Excellence Framework in the UK: an opportunity to include international students as ‘equals’? (2017)
Journal Article
Hayes. (2017). The Teaching Excellence Framework in the UK: an opportunity to include international students as ‘equals’?. Journal of Studies in International Education, 21(5), 483-497. https://doi.org/10.1177/1028315317720768

Research on international students in British higher education points to marginalization of their unique perspectives in university classrooms. The aim of the article is to consider how the most recent policy changes, particularly the teaching excell... Read More about The Teaching Excellence Framework in the UK: an opportunity to include international students as ‘equals’?.

Why international students have been TEF-ed out? (2016)
Journal Article
Hayes. (2016). Why international students have been TEF-ed out?. Educational Review, 69(2), 218-231. https://doi.org/10.1080/00131911.2016.1197183

he article offers a critical review of the developments in the proposals for the Teaching Excellence Framework (TEF) in the UK, focusing particularly on international students. The analysis points to the absence of views and discussions regarding the... Read More about Why international students have been TEF-ed out?.

Deconstructing the ‘magnetic’ properties of neoliberal politics of education in Bahrain. (2016)
Journal Article
Hayes. (2016). Deconstructing the ‘magnetic’ properties of neoliberal politics of education in Bahrain. Globalisation, Societies and Education, 15(2), 175-187. https://doi.org/10.1080/14767724.2016.1169516

This article makes contributions to questions of why international transfers of programmes do not lead to the outcomes that nations engaging in them expect to gain. Using Bahrain as an example, it is argued that tensions arising from policy borrowing... Read More about Deconstructing the ‘magnetic’ properties of neoliberal politics of education in Bahrain..