Rachel Masika
University of Brighton, CLT, Faculty Member
- Gender and Development, Business, Mobile Technology, Higher Education, Research, Equity and Social Justice in Higher Education, and 8 moreGender and Work, Gender and education, Higher Education Studies, Mobile Phones, Gender, Gender Equality, Gender Studies, and Uganda(Gender and Work, Gender and education, Higher Education Studies, Mobile Phones, Gender, Gender Equality, Gender Studies, and Uganda)edit
- As an interdisciplinary social scientist I draw on several social critical theories to explore issues of power, ident... moreAs an interdisciplinary social scientist I draw on several social critical theories to explore issues of power, identity, ideology, discourse and organisational change. I am currently conducting research in two fields (1) international development and (2) higher education. For international development my research interests are within the intersection of inequalities and contemporary global challenges of poverty, climate change, sustainability and digital exclusion. My higher education research focuses on student experience and success, teaching excellence and capacity building and professional development of academics.(As an interdisciplinary social scientist I draw on several social critical theories to explore issues of power, identity, ideology, discourse and organisational change. I am currently conducting research in two fields (1) international development and (2) higher education. For international development my research interests are within the intersection of inequalities and contemporary global challenges of poverty, climate change, sustainability and digital exclusion. My higher education research focuses on student experience and success, teaching excellence and capacity building and professional development of academics.)edit
Overview In the face of extreme weather events, desertification, and a rise in sea levels, governments and communities around the world increasingly recognise that the need to adapt to and mitigate the effects of climate change is... more
Overview
In the face of extreme weather events, desertification, and a rise in sea levels, governments and communities around the world increasingly recognise that the need to adapt to and mitigate the effects of climate change is urgent. The global agenda and negotiations focus on what governments, corporations, and institutions can do in the search for large-scale technological solutions. Yet women, men, and local communities all have roles, responsibilities, and interests that hold the potential either to harm or to benefit their environment.
In the face of extreme weather events, desertification, and a rise in sea levels, governments and communities around the world increasingly recognise that the need to adapt to and mitigate the effects of climate change is urgent. The global agenda and negotiations focus on what governments, corporations, and institutions can do in the search for large-scale technological solutions. Yet women, men, and local communities all have roles, responsibilities, and interests that hold the potential either to harm or to benefit their environment.
Research Interests: Climate Change, Climate Change Adaptation, Adaptation to Climate Change, Climate Change and Gender, Climate Change Impacts, and 7 moreGender and Climate Change Adaptation, Gender Development, Gender and climate change, Migration, Gender and Climate Change, Climate Justice and Gender Justice, Gender and climate change studies, and climate change adaptation, climate-induced migration, sustainable development, agriculture and rural development, and gender issues(Gender and Climate Change Adaptation, Gender Development, Gender and climate change, Migration, Gender and Climate Change, Climate Justice and Gender Justice, Gender and climate change studies, and climate change adaptation, climate-induced migration, sustainable development, agriculture and rural development, and gender issues)
(Gender and Climate Change Adaptation, Gender Development, Gender and climate change, Migration, Gender and Climate Change, Climate Justice and Gender Justice, Gender and climate change studies, and climate change adaptation, climate-induced migration, sustainable development, agriculture and rural development, and gender issues)
Effective engagement of local communities in externally driven development projects is problematic globally, including in the crucial development of locally appropriate plans for climate change adaptation. We present an exploratory case... more
Effective engagement of local communities in externally driven development projects is problematic globally, including in the crucial development of locally appropriate plans for climate change adaptation. We present an exploratory case study of the purposeful use of an emerging values-based approach to first assist local communities to articulate and confirm their own, in-situ, shared values-in-action, as a pre-process to participatory vulnerability risk assessments (VRA). We separately engaged four Village Development Committees (VDCs) from the North East District in Botswana, where a widespread programme of local VRAs is taking place. Results clearly demonstrate very significant and meaningful engagement by, ownership of, and relevance to, participants in the VRA process, evident through the bespoke and tailored considerations of local vulnerabilities and responses, and post-event focus group interviews. We conclude that the values-based process, known as the WeValue InSitu shared values crystallization process, has potential for a step-wise shift in effectiveness of VRAs and local adaptation planning, and that a new agenda is needed to develop and test WeValue’s replicability and effectiveness in other international contexts.
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Mobile phones have been posited as enhancing women's entrepreneurship and gender equality in developing countries, yet empowerment outcomes are unclear. This article considers how women in the gender-segregated informal economy construct... more
Mobile phones have been posited as enhancing women's entrepreneurship and gender equality in developing countries, yet empowerment outcomes are unclear. This article considers how women in the gender-segregated informal economy construct their entrepreneurial identity in relation to mobile phones and the discursive repertoires that marginalize and empower. Using data from interviews with six urban female street traders in Kampala, Uganda, it explores how these repertoires illustrate their sense of self, positioning and belonging to the business community. Normative representations and positioning of female traders can sideline entrepreneurial identity and over-validate gender identity. But, participants also negotiate entrepreneurial identity construction in response to these marginalizing influences. Although the data demonstrate that participants are equivocal about their entrepreneurial identity or fit in business, some representations are more validating and offer a sense of belonging. The article concludes by highlighting the nuanced opportunities for social change their discursive repertoires may present.
Research Interests: Gender Studies, Gender, Gender Equality, Gender and Development, Mobile Phones, and 8 moreWomen and Gender Studies, Mobile phones in everyday life, Mobile phone, Entrepreunership and gender, Information and Communication technologies and Gender, Gender, Women, Mobile and Communication, gender and cellphones , and gender and digital development
This paper evaluates the potential benefits, drawbacks and ethical risks of cloud computing for African countries in the context of information communication technologies for development (ICT4D). The paper argues that the capability... more
This paper evaluates the potential benefits, drawbacks and ethical risks of cloud computing for African countries in the context of information communication technologies for development (ICT4D). The paper argues that the capability approach, incorporating development ethics, provides a useful framework for considering the ethics of cloud computing in Africa. Coupled with global and intercultural ethics perspectives, both provide a rich human-centred view of the
technology's benefits, drawbacks and ethical risks. Focussing on the transformational benefits and features of cloud computing for small and medium enterprises (SMEs) and the health sector, the paper highlights potential ethical risks that are cause for concern. The paper concludes that while cloud computing has considerable potential for advancing development through the enhancement of capabilities, there remain huge challenges in its efficient, effective and ethical use. As a result,
ethical risks related to equity, ownership, dependency, privacy, trust and security that reflect ‘unfreedoms’ and ‘capability deprivations’ may consequently have an impact on the technology's potential as an information communication technology for development.
technology's benefits, drawbacks and ethical risks. Focussing on the transformational benefits and features of cloud computing for small and medium enterprises (SMEs) and the health sector, the paper highlights potential ethical risks that are cause for concern. The paper concludes that while cloud computing has considerable potential for advancing development through the enhancement of capabilities, there remain huge challenges in its efficient, effective and ethical use. As a result,
ethical risks related to equity, ownership, dependency, privacy, trust and security that reflect ‘unfreedoms’ and ‘capability deprivations’ may consequently have an impact on the technology's potential as an information communication technology for development.
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ABSTRACT In the early optimism of “ICTs and development” beginning from the year 2000, much attention was given to the potential of ICTs in empowering women. It was suggested that new technologies (at the time largely computers, but... more
ABSTRACT In the early optimism of “ICTs and development” beginning from the year 2000, much attention was given to the potential of ICTs in empowering women. It was suggested that new technologies (at the time largely computers, but subsequently also the Internet, mobile phones, and interactive community radio) could help women in developing countries access information and communication which would help them in diverse areas from agriculture to education, therefore be empowering both economically and socially. However, subsequent research illustrated that such a simple result was not always the case. The intervention of ICTs could equally result in a negligible or even negative impact on existing gender relations. This research argues a third point, that in many cases women make the decision as to what extent they adopt the technology depending on how they think it will affect their equilibrium. Based on our respective doctoral fieldwork on community radio in rural India and the use of mobile phones by female street traders in urban Uganda, we ask: how strategically do women in developing countries negotiate agency through ICTs? Through these, we further theorize concepts of agency termed adaptive preference and patriarchal bargain but pointing to the decisions women make in adopting ICTs. Empowerment through ICTs is not unproblematic, nor is it impossible: it is however, illustrative of contextual, situated agency.
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ABSTRACT Mobile phones present opportunities to expand engagement with wider social, economic and governance networks, in the context of broader development aims. Networks in themselves represent flows of information, socio-economic... more
ABSTRACT Mobile phones present opportunities to expand engagement with wider social, economic and governance networks, in the context of broader development aims. Networks in themselves represent flows of information, socio-economic interactions and transactions increasingly mediated by ICTs. But do they present the same opportunities and benefits to men and women? What inhibits and enables effective engagement? This paper addresses these questions in relation to urban street traders in Kampala, Uganda, exploring their perspectives to establish the extent to which networks expand opportunities for poor women. It looks at their potential and argues that situational and contextual factors rooted in individual circumstances and choices, multi-dimensional forms of poverty, and historical, socio-political and economic conditions, shape outcomes in complex and contradictory ways.
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The 'tyranny of the urgent' in emergencies tends to override longer-term developmental concerns. In this issue, we ask how constraints to integrating gender in relief can be overcome and highlight the potential for tackling biases in the... more
The 'tyranny of the urgent' in emergencies tends to override longer-term developmental concerns. In this issue, we ask how constraints to integrating gender in relief can be overcome and highlight the potential for tackling biases in the distribution of food aid and support for coping strategies. Rehabilitation offers an opportunity to redress inequalities between men and women, but is it that simple? Currents, our back page column, previews our forthcoming issue on gender and economic reform.
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Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their... more
Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their retention strategies to instil a sense of belonging. This article provides insights into first year Business Management students’ experiences of starting their degrees and retention interventions at a university in the South of England. It is based on findings from an ongoing study that applied Wenger’s social theory of learning and adopted an appreciative inquiry approach to focus group interviewing to investigate students’ perceptions. Students developed a sense of belonging, constructed learner identities, made sense of their learning and gained confidence, but also experienced instances of tension and frustration that raise questions about the extent to which sociality practices within evolving communities of practice can address diverse engagement and identity development needs and mitigate disengagement.
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Higher education (HE) systems sustain and reproduce inequalities despite intentions to redress them. However, widening participation rooted in social justice practices increases participation in HE for marginalised under-represented... more
Higher education (HE) systems sustain and reproduce inequalities
despite intentions to redress them. However, widening participation
rooted in social justice practices increases participation in HE for
marginalised under-represented groups through overt, shared and
practised values in action and mobilization of HE interests and
resources. Drawing on interviews with senior managers, teaching,
research, academic/educational development staff and students at six
South African universities (2012-16) and scrutiny of literature, our study
contributes to cross-country learning by developing a taxonomy of
social justice practices: epistemological access; values-oriented
curriculum; critical pedagogies and professionalism; student
engagement and belonging; critical enquiry and communities of
practice; ethical leadership and strategic embedding of practice.
despite intentions to redress them. However, widening participation
rooted in social justice practices increases participation in HE for
marginalised under-represented groups through overt, shared and
practised values in action and mobilization of HE interests and
resources. Drawing on interviews with senior managers, teaching,
research, academic/educational development staff and students at six
South African universities (2012-16) and scrutiny of literature, our study
contributes to cross-country learning by developing a taxonomy of
social justice practices: epistemological access; values-oriented
curriculum; critical pedagogies and professionalism; student
engagement and belonging; critical enquiry and communities of
practice; ethical leadership and strategic embedding of practice.
Research Interests: Higher Education, Social Justice, Social Justice in Education, Social Justice Issues, Learning And Teaching In Higher Education, and 14 moreEquity and Social Justice in Higher Education, Social Justice Education, Higher Education Management, Higher Education Policy, Increasing and Widening Participation (Sociology), Increasing and Widening Participation, Widening Participation, Widening Participation in Higher Education, Education & Widening Participation, Higher education, social inclusion, widening participation, Widening Participation, Access, Scholarship of Tealching and Learning, Access and Widening Participation, Social Justice Issues In Adult and Higher Education, and Inclusion and widening participation(Equity and Social Justice in Higher Education, Social Justice Education, Higher Education Management, Higher Education Policy, Increasing and Widening Participation (Sociology), Increasing and Widening Participation, Widening Participation, Widening Participation in Higher Education, Education & Widening Participation, Higher education, social inclusion, widening participation, Widening Participation, Access, Scholarship of Tealching and Learning, Access and Widening Participation, Social Justice Issues In Adult and Higher Education, and Inclusion and widening participation)
(Equity and Social Justice in Higher Education, Social Justice Education, Higher Education Management, Higher Education Policy, Increasing and Widening Participation (Sociology), Increasing and Widening Participation, Widening Participation, Widening Participation in Higher Education, Education & Widening Participation, Higher education, social inclusion, widening participation, Widening Participation, Access, Scholarship of Tealching and Learning, Access and Widening Participation, Social Justice Issues In Adult and Higher Education, and Inclusion and widening participation)
Thirty years ago Boyer’s report Scholarship Reconsidered: Priorities of the Professoriate (1990) inspired the launch of the ‘SoTL movement’ which sought to raise the status of learning and teaching in higher education. In this paper we... more
Thirty years ago Boyer’s report Scholarship Reconsidered: Priorities of the
Professoriate (1990) inspired the launch of the ‘SoTL movement’ which
sought to raise the status of learning and teaching in higher education.
In this paper we argue that despite its honourable intentions the SoTL
movement has been a thorn in the flesh of serious scholarship into
learning and teaching in higher education. Drawing on various debates
within and outside the SoTL movement and interviews with teaching
and learning leaders in the UK, we argue that the time has come to
consign SoTL to history, and start the process of asserting the value of
higher education research. A widened understanding of SoTL that we
conceptualise as SoTL 2.0 has superseded and edged out earlier
conceptualisations of SoTL (SoTL1.0), weakening SoTL’s potential
research rigour, legitimacy and validity.
Professoriate (1990) inspired the launch of the ‘SoTL movement’ which
sought to raise the status of learning and teaching in higher education.
In this paper we argue that despite its honourable intentions the SoTL
movement has been a thorn in the flesh of serious scholarship into
learning and teaching in higher education. Drawing on various debates
within and outside the SoTL movement and interviews with teaching
and learning leaders in the UK, we argue that the time has come to
consign SoTL to history, and start the process of asserting the value of
higher education research. A widened understanding of SoTL that we
conceptualise as SoTL 2.0 has superseded and edged out earlier
conceptualisations of SoTL (SoTL1.0), weakening SoTL’s potential
research rigour, legitimacy and validity.
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This article explores arguments for adopting appreciative inquiry (AI) as an action research approach that generates pedagogic development in UK and international higher education. An overview of AI considering the methodological dilemma... more
This article explores arguments for adopting appreciative inquiry (AI) as an action research approach that generates pedagogic development in UK and international higher education. An overview of AI considering the methodological dilemma of focusing only on positive experiences is discussed. Findings from focus group discussions in a post-1992 UK university are presented that demonstrate AI’s efficacy as a developmental pedagogic research approach. This AI research was part of the wider UK retention and success project, ‘What Works?’, which aimed to support first year undergraduates’ belonging during HE transition in order to enhance their engagement, retention and success. These focus groups explored first year undergraduates’ experiences of learning, teaching, assessment and support, incorporating retention interventions in Business, Social Science and Digital Media courses. Bourdieu’s concepts of habitus and capital and Wenger’s community of practice model are applied as an analytical lens to illuminate the role of structure and agency relating to students’ experiences. The findings show how AI focus groups were a way for participants to explore and discuss positive perceptions and experiences of starting university. They also enabled participants to discuss problems, solutions, and ways to enhance pedagogy and support, contributing to educational development at course, institutional and sector-wide levels. We argue that embracing the ‘shadow’ (Fitzgerald, S. P., Oliver, C., & Hoxsey, J. C. (2010). Appreciative inquiry as a shadow process. Journal of Management Inquiry, 19(3), 220–233) in AI is a commitment that should be shared by a variety of stakeholders in order to gain a holistic understanding of what is needed to facilitate transformative change in HE development.
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In October 2010, an interdisciplinary group of female academics from a university in the Kurdistan region of Iraq initiated a collaborative research project with a UK university to investigate opportunities and challenges for female... more
In October 2010, an interdisciplinary group of female academics from a university in the Kurdistan region of Iraq initiated a collaborative research project with a UK university to investigate opportunities and challenges for female academics’ research leadership in universities in the Kurdistan region of Iraq. The project aimed to develop female academics’ research capacities using action learning and research principles, in order to focus on issues of concern to practitioners, seek understanding, reflect on activities and enhance them through needs identification–solution–reflection cycles and collaboratively seek solutions. The research uncovered socially constructed barriers to advancement shaped by socio-cultural issues and institutional practices, found exemplars of successful female academics and strengthened participants’ research leadership capacities. We conclude that the expansion of female academics’ capacities should be prioritised in the Kurdistan region of Iraq to harness their contributions to nation-building and economic development, goals that are explicitly emphasised in higher education policy statements.
Research Interests: Sociology, Gender Studies, Higher Education, Gender Equality, Gender and Work, and 10 moreIraq, Gender and Development, Globalization And Higher Education, Equity and Social Justice in Higher Education, Research, Gender and education, Higher Education Studies, International Higher Education, Kurdistan, and Gender Education
This article focuses on research into international undergraduates’ transition experiences when starting UK higher education (HE). The study explored ways in which combined experiences of university learning, teaching and support and... more
This article focuses on research into international undergraduates’
transition experiences when starting UK higher education (HE).
The study explored ways in which combined experiences of
university learning, teaching and support and International
Foundation Year (IFY) attendance at a pathway international
college influence first year international undergraduate students’
transition. The research adopted a mixed-methods approach
including in-depth interviews and a survey that compared groups
including previous IFY and non-IFY students and pre and post
1992 UK universities. The Bourdieusian constructs of ‘capital’ and
‘habitus’ are presented as a theoretical lens that highlights ways
in which attending an IFY helps first year international
undergraduates to develop belonging, resilience, student identity,
academic confidence and success.
transition experiences when starting UK higher education (HE).
The study explored ways in which combined experiences of
university learning, teaching and support and International
Foundation Year (IFY) attendance at a pathway international
college influence first year international undergraduate students’
transition. The research adopted a mixed-methods approach
including in-depth interviews and a survey that compared groups
including previous IFY and non-IFY students and pre and post
1992 UK universities. The Bourdieusian constructs of ‘capital’ and
‘habitus’ are presented as a theoretical lens that highlights ways
in which attending an IFY helps first year international
undergraduates to develop belonging, resilience, student identity,
academic confidence and success.
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This book presents papers developed from six presentations at the University of Brighton’s annual pedagogic research conference held in 2017.
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Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their... more
Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their retention strategies to instil a sense of belonging. This article provides insights into first year Business Management students’ experiences of starting their degrees and retention interventions at a university in the South of England. It is based on findings from an ongoing study that applied Wenger’s social theory of learning and adopted an appreciative inquiry approach to focus group interviewing to investigate students’ perceptions. Students developed a sense of belonging, constructed learner identities, made sense of their learning and gained confidence, but also experienced instances of tension and frustration that raise questions about the extent to which sociality practices within evolving communities of practice can address diverse engagement and identity development needs and mitigate disengagement.
Research Interests:
In October 2010, an interdisciplinary group of female academics from a university in the Kurdistan region of Iraq initiated a collaborative research project with a UK university to investigate opportunities and challenges for female... more
In October 2010, an interdisciplinary group of female academics from a university in the Kurdistan region of Iraq initiated a collaborative research project with a UK university to investigate opportunities and challenges for female academics’ research leadership in universities in the Kurdistan region of Iraq. The project aimed to develop female academics’ research capacities using action learning and research principles, in order to focus on issues of concern to practitioners, seek understanding, reflect on activities and enhance them through needs identification–solution–reflection cycles and collaboratively seek solutions. The research uncovered socially constructed barriers to advancement shaped by socio-cultural issues and institutional practices, found exemplars of successful female academics and strengthened participants’ research leadership capacities. We conclude that the expansion of female academics’ capacities should be prioritised in the Kurdistan region of Iraq to harness their contributions to
nation-building and economic development, goals that are explicitly emphasised in higher education policy statements.
nation-building and economic development, goals that are explicitly emphasised in higher education policy statements.
Research Interests: Gender Studies, Women's Studies, Higher Education, Educational Inequalities (class; race; gender etc), Gender Equality, and 10 moreGender and Work, Iraq, Gender and Development, Globalization And Higher Education, Equity and Social Justice in Higher Education, Research, Gender and education, Higher Education Studies, International Higher Education, and Kurdistan
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This paper engages with issues related to building student engagement and belonging in higher education. It provides insights into first year students' experiences of starting their degrees and interventions in 3 disciplines at the... more
This paper engages with issues related to building student engagement and belonging in higher education. It provides insights into first year students' experiences of starting their degrees and interventions in 3 disciplines at the University of Brighton. It is based on findings from an ongoing qualitative study, which is part of the HEAled 'What Works?' Student Retention and Success Programme.
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As a participant in 'What Works' (2013-17), an HEA led programme that aims to enhance student success and retention in higher education, the University of Brighton is conducting an ongoing evaluation to investigate students' experiences... more
As a participant in 'What Works' (2013-17), an HEA led programme that aims to enhance student success and retention in higher education, the University of Brighton is conducting an ongoing evaluation to investigate students' experiences of starting their degrees, including retention interventions in three disciplines: Business Management , Applied Social Science (Hastings) and Digital Media courses. This article presents findings of the 2013-14 University of Brighton qualitative study, which accompanied the UK wide What Works survey led by Mantz Yorke. Findings suggest that learning, teaching, assessment and interventions helped to enhance students' engagement, confidence and sense of belonging to peer learning communities in each discipline. However, data also identified transitional challenges that students faced and highlighted suggestions for positive change. This has helped inform further discipline related developments in teaching, curricula and interventions in 2014-15, contributing to the university's commitment to providing an engaging and successful experience for first year students.
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The HEA ‘Defining and Supporting SoTL’ project (RT05) was a collaborative project involving the contribution of four main UK partners – the University of West London, the University of Brighton, the University of Bristol, and Keele... more
The HEA ‘Defining and Supporting SoTL’ project (RT05) was a collaborative project involving the contribution of four main UK partners – the University of West London, the University of Brighton, the University of Bristol, and Keele University and a number of other national and international contributors. This document represent key findings and recommendations
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This project set out to investigate how doctoral students (PhD and Professional Doctorates) across the disciplines of Humanities, Social Sciences, Health, Education and Arts can be best supported to make ‘learning leaps’ - to recognise... more
This project set out to investigate how doctoral students (PhD and Professional Doctorates) across the disciplines of Humanities, Social Sciences, Health, Education and Arts can be best supported to make ‘learning leaps’ - to recognise and cross conceptual and skills thresholds in their research.
The project responds to current national and international concerns about the nature of the doctorate and its purpose and value for different stakeholders. The research aimed to (a) explore and conceptualise the nature of doctoral students’ learning during research and skill development; and (b) examine and enhance the practices of supervisors and examiners in order to support and assess students’ learning. Quantitative and qualitative approaches were combined in three research stages: Stage A comprised a survey of doctoral students, investigating their learning processes, experiences and development; Stage B mapped the individual learning journeys of over 20 doctoral students through in-depth interviews and journaling; and Stage C involved research
interviews with doctoral supervisors and examiners.
The project responds to current national and international concerns about the nature of the doctorate and its purpose and value for different stakeholders. The research aimed to (a) explore and conceptualise the nature of doctoral students’ learning during research and skill development; and (b) examine and enhance the practices of supervisors and examiners in order to support and assess students’ learning. Quantitative and qualitative approaches were combined in three research stages: Stage A comprised a survey of doctoral students, investigating their learning processes, experiences and development; Stage B mapped the individual learning journeys of over 20 doctoral students through in-depth interviews and journaling; and Stage C involved research
interviews with doctoral supervisors and examiners.
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This chapter shares insights into responding to the needs of women students in Nigerian higher education (HE), particularly in relation to those with parenting and other caring responsibilities. Intersecting identities as women and carers... more
This chapter shares insights into responding to the needs of women students in Nigerian higher education (HE), particularly in relation to those with parenting and other caring responsibilities. Intersecting identities as women and carers present students with particular experiences of marginalisation and exclusion that require inclusivity strategies that warrant further attention. The chapter indicates good practices and potential directions for university and sector leaders, focussing on this intersection. Wide-ranging factors can lead to women students dropping out or not achieving their full potential with implications for them and their families’ futures, for wider communities, society and broader gender equity goals. Our team undertook surveys of academic staff and students to gain insights into the needs of women in HE in Nigeria, including those with caring responsibilities, and here we draw on their voices, perspectives and concerns in making a case for change. Thematic analyses in tandem with an in-depth literature review were undertaken, attending to barriers to participation and identifying interlocking material, cultural, emotional and academic challenges. Our analysis includes suggestions for furthering equitable participation for women in higher education institution, particularly in relation to intersections with care and material inequalities.
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In this chapter, the author started out in the education field as a dual professional, combining research into learning, teaching, and educational development in higher education (HE) with gender and international development consultancy... more
In this chapter, the author started out in the education field as a dual professional, combining research into learning, teaching, and educational development in higher education (HE) with gender and international development consultancy work for governments and international organisations. Effective leadership is about setting a direction and aligning and motivating people to the direction for the desired change. It also involves creating a culture of leadership since leadership is distributed, situational, and contingent. In turbulent times for HE, effective leadership in the field of education requires leaders to be adept in anticipating, responding to, and navigating change while guiding people through. Effective leadership is therefore required around inclusivity, student welfare, protecting free speech, providing value for money, and keeping up with technological advancements. ‘Know thyself’ is an important axiom for leaders. There are many approaches to leadership, leadership styles, and leadership characteristics or elements, so it important to be self-aware.
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In the face of extreme weather events, desertification, and a rise in sea levels, governments and communities around the world increasingly recognise that the need to adapt to and mitigate the effects of climate change is urgent. The... more
In the face of extreme weather events, desertification, and a rise in sea levels, governments and communities around the world increasingly recognise that the need to adapt to and mitigate the effects of climate change is urgent. The global agenda and negotiations focus on what governments, corporations, and institutions can do in the search for large-scale technological solutions. Yet women, men, and local communities all have roles, responsibilities, and interests that hold the potential either to harm or to benefit their environment.
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This book explores areas of human experience that are highly complex, and which evoke powerful and contradictory feelings amongst those attempting to understand them. Although many view the institution of slavery as a purely historical... more
This book explores areas of human experience that are highly complex, and which evoke powerful and contradictory feelings amongst those attempting to understand them. Although many view the institution of slavery as a purely historical phenomenon, slavery remains widespread today. It takes many forms, often clandestine. One aspect of modern slavery that elicits particular revulsion is the trafficking of women and young girls and boys into the sex industry, and this is the focus of many of the authors in this book.
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This chapter shares insights into responding to the needs of women students in Nigerian higher education (HE), particularly in relation to those with parenting and other caring responsibilities. Intersecting identities as women and carers... more
This chapter shares insights into responding to the needs of women students in Nigerian higher education (HE), particularly in relation to those with parenting and other caring responsibilities. Intersecting identities as women and carers present students with particular experiences of marginalisation and exclusion that require inclusivity strategies that warrant further attention. The chapter indicates good practices and potential directions for university and sector leaders, focussing on this intersection. Wide-ranging factors can lead to women students dropping out or not achieving their full potential with implications for them and their families’ futures, for wider communities, society and broader gender equity goals. Our team undertook surveys of academic staff and students to gain insights into the needs of women in HE in Nigeria, including those with caring responsibilities, and here we draw on their voices, perspectives and concerns in making a case for change. Thematic analyses in tandem with an in-depth literature review were undertaken, attending to barriers to participation and identifying interlocking material, cultural, emotional and academic challenges. Our analysis includes suggestions for furthering equitable participation for women in higher education institution, particularly in relation to intersections with care and material inequalities.
Research Interests: Higher Education, Student Motivation And Engagement, Gender, Student Engagement, Nigeria, and 11 moreThematic Analysis, Student Attitudes and Perceptions, Students, Caring / Care Ethics, Student retention, Student Life, Retention and Strategies for Student Success, Student Success, Caring, Student, and Equity Law
Mobile phones have proliferated remarkably in developing countries. It is argued that mobile phones present enormous opportunities for achieving gender equality in the context of broader development aims. Yet, emerging literature presents... more
Mobile phones have proliferated remarkably in developing countries. It is argued that mobile phones present enormous opportunities for achieving gender equality in the context of broader development aims. Yet, emerging literature presents a mixed picture of outcomes for gender relations, suggesting that a much more nuanced assessment is required. Thus the research asks: to what extent can mobile phones contribute to achieving gender equality through the expansion of women's agency? The research reviews and evaluates the relationships between gender, mobile phones and development, then highlights how the relationship between mobile phones and capabilities has been conceptualised. It argues that the ca pability approach offers a prism to explore agency but is insufficient in capturing multiple expressions of agency. Combined with other critical theories of social and technological processes, viewing the capability approach through a feminist lens enriches an understand ing of nuan...
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In the early wave of optimism surrounding “ICTs and development” beginning 2000, much attention was paid to the potential of ICTs for empowering women. It was suggested that new technologies could help marginalized women in developing... more
In the early wave of optimism surrounding “ICTs and development” beginning 2000, much attention was paid to the potential of ICTs for empowering women. It was suggested that new technologies could help marginalized women in developing countries in areas ranging from agriculture to education, empowering women both economically and socially. However, subsequent research illustrated that such a straight outcome was not always the case. ICT interventions could equally result in a negligible or even negative impact on existing gender relations. This research argues a third point: In many cases women decide the extent to which they will adopt a particular technology on the basis of how they think it will affect the gender equilibrium. Based on our respective doctoral fieldwork on the use of mobile phones by female street traders in urban Uganda and an IT center and community radio in rural India, we ask: How strategically do women in developing countries negotiate agency through ICTs? Thr...
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Building on a previous study into first year international students' experiences (Jones et al.,2015) and Briggs et al. (2012, p17) we conducted new research. This aimed to: identify ways in which: 1. first year international... more
Building on a previous study into first year international students' experiences (Jones et al.,2015) and Briggs et al. (2012, p17) we conducted new research. This aimed to: identify ways in which: 1. first year international undergraduates' experiences are influenced by university and international partner-college pedagogy and support practices; and 2. experiences vary among first year international undergraduates who have, and have not, attended an IFY in different UK universities and disciplinary contexts. This research contributes to knowledge in international student transition research, helping to identify effective practices and ways to address challenges when working with first year international students.
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Thirty years ago Boyer’s report Scholarship Reconsidered: Priorities of the Professoriate (1990) inspired the launch of the ‘SoTL movement’ which sought to raise the status of learning and teaching...
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Higher education (HE) systems sustain and reproduce inequalities despite intentions to redress them. However, widening participation rooted in social justice practices increases participation in HE for marginalised under-represented... more
Higher education (HE) systems sustain and reproduce inequalities despite intentions to redress them. However, widening participation rooted in social justice practices increases participation in HE for marginalised under-represented groups through overt, shared and practised values in action and mobilization of HE interests and resources. Drawing on interviews with senior managers, teaching, research, academic/educational development staff and students at six South African universities (2012-16) and scrutiny of literature, our study contributes to cross-country learning by developing a taxonomy of social justice practices: epistemological access; values-oriented curriculum; critical pedagogies and professionalism; student engagement and belonging; critical enquiry and communities of practice; ethical leadership and strategic embedding of practice.
Research Interests: Sociology, Higher Education, Social Justice, Social Justice in Education, Social Justice Issues, and 11 moreLearning And Teaching In Higher Education, Equity and Social Justice in Higher Education, Social Justice Education, Higher Education Management, Higher Education Policy, Increasing and Widening Participation, Widening Participation, Widening Participation in Higher Education, Access and Widening Participation, Social Justice Issues In Adult and Higher Education, and Inclusion and widening participation(Learning And Teaching In Higher Education, Equity and Social Justice in Higher Education, Social Justice Education, Higher Education Management, Higher Education Policy, Increasing and Widening Participation, Widening Participation, Widening Participation in Higher Education, Access and Widening Participation, Social Justice Issues In Adult and Higher Education, and Inclusion and widening participation)
(Learning And Teaching In Higher Education, Equity and Social Justice in Higher Education, Social Justice Education, Higher Education Management, Higher Education Policy, Increasing and Widening Participation, Widening Participation, Widening Participation in Higher Education, Access and Widening Participation, Social Justice Issues In Adult and Higher Education, and Inclusion and widening participation)
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This paper engages with issues related to building student engagement and belonging in higher education. It provides insights into first year students' experiences of starting their degrees and interventions in 3 disciplines at the... more
This paper engages with issues related to building student engagement and belonging in higher education. It provides insights into first year students' experiences of starting their degrees and interventions in 3 disciplines at the University of Brighton. It is based on findings from an ongoing qualitative study, which is part of the HEA-led ‘What Works?' Student Retention and Success Programme.
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Bill Abom Sheila Aitken Pedro Arias Veronica Bell Alphonse Bigirimana Helen Bowers Sue Bumagin Cynthia Cockburn Stephen Commins Robert Cornford Anna Coryndon Ruth Evans Fadia Faqir Tricia Feeney Isabel Fernández Nicola Frost Jonathan... more
Bill Abom Sheila Aitken Pedro Arias Veronica Bell Alphonse Bigirimana Helen Bowers Sue Bumagin Cynthia Cockburn Stephen Commins Robert Cornford Anna Coryndon Ruth Evans Fadia Faqir Tricia Feeney Isabel Fernández Nicola Frost Jonathan Goodhand Diane Gregario Maria Beatriz Guimarães Adrian Harris Susan Holcombe Anne Howard Patricia Howard-Borjas Chris Jackson Susie Jacobs Ruth Jacobsen Prof Kathleen Jones Nazneen Kanji Azza Karam Alison Knowles Caroline Knowles Martin Knops Robert Leurs Ross Mallick Rachel Masika Annalies Moors Samuel Musyoki Sandra Ng Katherine Pasteur Ruth Pearson Jethro Pettit Miguel Pickard Mike Powell Shahra Razavi Heather Robinson Chris Roche Laura Roper Cathy Ross Jo Rowlands Frances Rubin Joss Saunders Patta Scott-Villiers Alex Shankland Sarah Shannon Edith Sizoo Hugo Slim Mohga Smith Melakou Tegegn Barbara Thomas-Slayter Martha Thompson Janet Townsend Anne Trentham Elizabeth Umlas Peter Utting Marguerite R Waller Peter Wiles Rona Wilkinson Peter Williams Suzanne Williams Maria Hamlin Zúñiga
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Do mobile phone-enhanced networks equally benefit men and women?! Rachel Masika 1209 Mobile phones present opportunities to expand engagement with wider social, economic and governance networks, in the context of broader development aims.... more
Do mobile phone-enhanced networks equally benefit men and women?! Rachel Masika 1209 Mobile phones present opportunities to expand engagement with wider social, economic and governance networks, in the context of broader development aims. Networks in themselves represent flows of information, socio-economic interactions and transactions increasingly mediated by ICTs. But do they present the same opportunities and benefits to men and women? What inhibits and enables effective engagement? This paper addresses these questions in relation to urban street traders in Kampala, Uganda, exploring their perspectives to establish the extent to which networks expand opportunities for poor women. It looks at their potential and argues that situational and contextual factors rooted in individual circumstances and choices, multi-dimensional forms of poverty, and historical, socio-political and economic conditions, shape outcomes in complex and contradictory ways.
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As a participant in ‘What Works' (2013-17), an HEA-led programme that aims to enhance student success and retention in higher education, the University of Brighton is conducting an ongoing evaluation to investigate students'... more
As a participant in ‘What Works' (2013-17), an HEA-led programme that aims to enhance student success and retention in higher education, the University of Brighton is conducting an ongoing evaluation to investigate students' experiences of starting their degrees, including retention interventions in three disciplines: Business Management, Applied Social Science (Hastings) and Digital Media courses. This article presents findings of the 2013-14 University of Brighton qualitative study, which accompanied the UK wide What Works survey led by Mantz Yorke. Findings suggest that learning, teaching, assessment and interventions helped to enhance students' engagement, confidence and sense of belonging to peer learning communities in each discipline. However, data also identified transitional challenges that students faced and highlighted suggestions for positive change. This has helped inform further discipline related developments in teaching, curricula and interventions in 201...
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The authors gratefully acknowledge support for the preparation of this report from the Department for International Development (DFID), UK. However, the views expressed and any errors or omissions are those of the authors and not of DFID.
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Editorial 2 Climate change vulnerability, impacts, and adaptation: why does gender matter? 10 Climate change: learning from gender analysis and women's experiences of organising for sustainable development 21 Protocols, treaties, and... more
Editorial 2 Climate change vulnerability, impacts, and adaptation: why does gender matter? 10 Climate change: learning from gender analysis and women's experiences of organising for sustainable development 21 Protocols, treaties, and action: the 'climate change process' viewed through gender spectacles 30 Kyoto Protocol negotiations: reflections on the role of women 40 Gender and climate hazards in Bangladesh 45 Uncertain predictions, invisible impacts, and the need to mainstream gender in climate change adaptations 51 Gendering responses to El Nino in rural Peru 60 The Noel Kempff project in Bolivia: gender, power, and decision-making in climate mitigation 70 Reducing risk and vulnerability to climate change in India: the capabilities approach 78 Promoting the role of women in sustainable energy development in Africa: networking and capacity-building 84 Transforming power relationships: building capacity for ecological security 92 Resources 102 Publications 102 Electron...