The use of mobile devices to support students’ learning experiences is a growing area of interest in higher education (Wankel & Blessinger, 2013). This study adopts an ‘umbrella’ term of m-learning to consider the use of mobile and wireless technologies to support students in a blended learning environment. Whilst m-learning pedagogy has received considerable attention (e.g. Attewell, 2005, Sharples et. al. 2007, Kukulska-Hulme, 2012), the process of adopting this potentially disruptive innovation within universities has been neglected. This study addresses this gap by attempting to answer the research question: How do university organizations (business models, modes of operation, people and processes) adapt to a potentially disruptive innovation like m-learning and what factors and working practices support or hinder embedding? Possible frameworks for studying innovation are reviewed, including Rogers’ innovation diffusion framework (Rogers, 1962), Actor-Network Theory (Latour, 2005) , Activity Theory ngestr m 1987), Structuration Theory (Giddens, 1984), theories of disruptive innovation (Christensen, 1997) and the Technology Acceptance Model (Venkatesh and Davis, 2000), Actor-Network Theory (ANT) is chosen as the most promising theoretical lens for an in-depth investigation of m-learning embedding, and a participative fieldwork approach is developed that uses Law and Callon’s ANT notion of ‘points of passage’ between local and global networks (Law and Callon, 1991) to illuminate factors and working practices that affect embedding. A framework based on Law and Callon’s work is developed through a year-long study of competing text messaging projects within a university and developed further through a three-year, longitudinal case study involving five universities using smartphone applications to assess students in medical practice situations. Several institutional issues are identified that help or hinder embedding, such as fragmentation of IT strategy and decision-making, and the need to provide students with a compelling offer of multiple institutional services on their mobiles. The role of people and artefacts in forming a link, or ‘point of passage’ between m-learning projects ‘local networks’) and institutional IT strategies and services ‘global networks’) is found to be of central interest for understanding processes of embedding. A clear path to an ANT analysis is demonstrated starting from interview and observation data, using coding techniques borrowed from grounded theory (Schatzman and Strauss, 1973) and finishing with Law and Callon’s local-global network model, which is used to compare and contrast embedding trajectories of the case study institutions. Systematic comparison enables a three dimensional model of embedding trajectories to be built, which extends Law and Callon’s work and places in sharper focus the importance of establishing a path by which local initiatives can be evaluated strategically and, where appropriate, incorporated in a timely manner into a university’s IT strategy. Grounded in extensive longitudinal research, the study offers a contribution to methodology through its demystification of ANT; a contribution to theory through its three dimensional model for mapping embedding trajectories; and a contribution to practice by highlighting specific issues that affect mobile technology adoption in higher education, such as having a compelling, multi-service offer, appropriate mobile tariffs for undertaking mandatory assessment and guidelines for incorporating knowledge gained from technology experiments into institutional strategies and decision-making. The study concludes by highlighting opportunities for using its model to explore challenges of embedding faced not only by formal projects but by ‘maverick’ innovators and for potentially disruptive technologies other than m-learning, such as Web 2.0 services.

The objective of this thesis was to investigate and explore the emotional experiences of academics in their work settings. The study took a qualitative phenomenological approach and investigated the particular emotions, the specific events and situations that influence their emotions, their consequences and the coping strategies that academics use to deal with each emotion. Narrative interviews were carried out within a sample of 12 Cypriot academics. An Interpretative Phenomenological Analysis was used to analyse and interpret the collected data. The stories revealed that emotions play an important role during academics’ work making it an extremely emotional profession. Four themes were identified from the collected data: 1) Emotions, expressive ways and subjective experiences, 2) Events and situations leading to emotional experiences, 3) Immediate and long-term consequences of emotional experiences, and 4) Ways in which academics manage their emotional experiences. Based on the findings of this study, some of the emotions that academics experienced were anger, frustration, indignation; guilt; relief; embarrassment; love; hate; fear; confidence; compassion, pity; envy; admiration; and pride. The specific events and situations that elicited these emotions were related to social interactions with students, colleagues, managers and students’ relatives. Some of the events included students’ misbehaviour, managers’ leadership style, forming friendships with students and colleagues, the display of wealth from students and their relatives, students’ and colleagues’ personal suffers, competition among colleagues, and students’ relatives complains and criticism. These emotions were in turn found to be associated with a range of beneficial and damaging effects for the individual as well as for the organisation including: revenge, low and increased self-esteem, increased sense of purpose, motivation and helping behaviour, job dissatisfaction and satisfaction, and health problems. In order to deal with their emotions, academics adopted a variety of coping mechanisms including: social support, planning and preparation, engagement and education, acceptance, withdrawal, and humour. It was also found that participants make use of emotion work and emotional intelligence skills to regulate and manage their emotions. The participating academics showed a conscious awareness that commoditising their emotions is part of the job and claimed to fake emotional reactions that are considered as inappropriate. In the light of the findings, it is argued that these emotions are integral in the workplace of academia of Cyprus and require further investigation. This thesis reaches the conclusion that allowing the free expression of emotion and ensuring the tactful guidance, rather the prescription or direction, of emotion display rules and coping strategies may improve the emotional skills of academics to deal with difficult situations and avoid damaging outcomes.

The Post-Graduate Certificate in Education (PGCE), offered by Higher Education Institutions (HEIs) in partnership with schools, is an established route into teaching. Typically pre-service teachers (PSTs) are supported by an HEI-based subject tutor who visits during school placements. An interpretivist, qualitative approach was taken to investigate the practices and knowledge tutors used during visits, and the PSTs’ perceptions of how they benefited. Six science tutors working in different HEIs were accompanied on their visits to one PST throughout a one-year PGCE course. Audio recordings and field notes supported in-depth interviews that were used to construct tutors’ practice. The PSTs’ perspectives were elicited through semi-structured interviews. Through a thematic template analysis of the interview data three main dimensions to tutors’ knowledge and practice were identified: support, development and management. The findings revealed that tutors’ knowledge of PST development, combined with their external perspective, leaves them well-positioned to play an important role in initial teacher education. Whilst PSTs’ characteristics and school context contributed to variation in outcomes, it was the tutors’ underlying aims, view of PST development and the extent to which their practice was PST-centred that were most significant. 4 Tutors’ management practices indicated that separatist or HEI–led views of partnership dominated. Although the intention was to support, when PSTs were left to make sense of the conflicting advice of teachers and tutors they rejected both, opting to rely on their existing beliefs about teaching. School and HEI partners must work collaboratively with PSTs if the contribution of each is not to be undermined by the other and PSTs are to understand the value of each. This would be enhanced if the rationale behind tutors’ practice was shared and their expertise made explicit. In addition, tutors need to know the PST’s expectations and beliefs and have regard for these.

Although Public Relations is one of the oldest phenomena in human communities, as an independent discipline it came into existence only at the beginning of the 20th century. Since then it has developed to encompass the concepts of other disciplines such as economy, administration, psychology and sociology. This thesis examines the development of Public Relations practice in Palestinian universities in Palestine. The concept of Public Relations was not well developed in Palestine before 1994. Through the Oslo Accords signed between the PLO and Israel, in 1993 a new embryonic state structure was put into place. Palestinian Life changed for a while, and many organisations were constructed; Palestinian Universities grew during this time, many Public Relations departments were established, and the concept of Public Relations was introduced. Although Public Relations has since played a significant role, it has thus far been neglected as an area of research. Given the dearth of research on the subject thus far, this thesis aims to provide a baseline of empirical evidence on the structure, practice and role of PR in Palestinian universities, and of the perceptions about these aspects, of those involved in it as leaders and practitioners, as well as of academics and other staff in these universities who are directly or indirectly affected or represented by PR activities. Those roles and perceptions also relate to the potential contributions of Public Relations at these universities to wider Palestinian society.

This research explores the experiences and perceptions of a group of final-year creative arts university students who "suddenly and unprecedentedly" find themselves required to take two formal written examinations in their final year of a filmmaking workshop. This experience is unique not just for the students but also for me as the teacher who has taught the subject for more than thirteen years without conducting any formal examination prior to this experience. This case presents a unique opportunity for me to study the roles and functions of formative and summative, the two contrasting modes of student assessment, in the teaching and learning of a year-long creative arts subject. This teacher-researcher (Hitchcock & Hughes 1995, Unluer 2012) case study also explores the nature of learning and knowledge in creative arts through discussing the learning theories such as the revised Bloom's taxonomy of learning (Krathwohl 2002, Anderson et. al. 2005) and Schon's (1983) hierarchy of reflection. The potential limitations of Sadler's (1989) formative assessment as the norm of teaching and learning practice in creative arts are examined. Haden and James' (1997) differences and relationships between formative and summative assessment are used to see whether summative assessment can be considered as the missing ingredient of formative assessment and feedback. Findings from the teachers' and students' perspectives show two contrasting views of the issue with debates and some mixed unce11ainties. This research concludes that both formative and summative assessments, including some forms of written assessment, may complement each other in their different roles and capacities. Despite the controversy, this research argues that written examination, if used to promote "high-order" thinking, can be considered as one of the teaching, learning, and assessing tools of studio-based creative arts subjects in higher education.

This research examines the analysis of teaching-learning interactions in higher education teaching settings. To date, the majority of research in this area views the knowledge transfer process from the perspective of either instructor or student, leading to a lack of evaluation of the dynamic interaction that occurs between both parties during knowledge transfer. Yet, by its nature, teaching is a complex and dynamic process with many impacting factors. Therefore, this thesis argues that any knowledge transfer performance measurement system needs to be based on an analysis of the processes involved and have a high level of flexibility, simplicity and measurement built in. As a result, this research uses performance measurement tools that assist in analysing feedback from both student and instructor during the knowledge transfer process, in a combined qualitative and quantitative approach based on systems theory. This research has developed a multi-disciplinary framework that includes constructs and concepts from learning theories, knowledge transfer, performance measurement, systems theory and uses concepts from cognitive psychology as a linking tool. It has been designed to improve the efficiency of the analysis process, while increasing the supporting information available for use by stakeholders. The methodology includes best practice traits and checklists for knowledge transfer, key performance indicators in cost, quality and time, and an implementation methodology. The framework was found to facilitate the analysis of complex teaching setting processes, providing greater support for analysts in the identification of potential weaknesses and vulnerabilities than previously applied tools, which supports the identification of potential improvements and opportunities for corrective actions. The framework was validated using the Validation Square, and tested using three distinct theory-testing case studies: composite learning environment, classroom based lecture and large lecture theatre lecture. The case studies revealed that the framework provides a high level of detail, scalability, accuracy, reliability, and usability.

The aim of this research is to use narrative inquiry to explore and to clarify the cultural identities of Japanese university administrators. Because I myself am a university administrator, uncovering others' identities has helped me to articulate my own. The dissertation is structured along the route of my own identity transformation, and in a sense represents an autoethnography of the process of uncovering my socially constructed identity. My fictional diaries, included in each chapter, and my growing awareness as developed through my interviews with others, are analysed as narratives. In Japan, it is said that the climate for higher education is becoming harsher, requiring the nation to develop highly competitive universities in order to survive global competition. Such stories are often constructed by the Japanese government which believes that the presence of world-class universities leads to the enhancement of national strength. In these circumstances, the voices of different and often marginalised perspectives are often ignored in mainstream discourse. As a result of Japan's declining economic status, the government has come to believe that its universities must be strengthened to empower the economy in global markets. It has attempted to force universities to conduct drastic reforms of their own governance based on national policies. In this context university administrators are often situated as instrumental in accelerating these reforms. However, the voices of administrators themselves, who are inclined to be found in minor and low-status positions, are seldom heard. In this dissertation, I attempt to uncover these voices by conducting a narrative inquiry into the identities of university administrators. Narratives gathered from a group of administrators are synthesised and complemented by my life history as discovered through autoethnography. In doing so I identify a cultural identity embedded in Japanese culture that influences how administrators construct their own professional identities.

This research aims to compare Taiwanese evaluation and English quality assurance systems in higher education in relation to assuring quality learning outcomes, and to explore academics' perceptions of each system. The issue of student learning outcomes has become an important trend in global higher education, and many higher education institutions are required to demonstrate that students have attained key learning outcomes and have met academic standards during their university studies. Since 2012, the Foundation for Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT) has been implementing the second 5-year cycle of national higher education evaluation at 84 universities and colleges. The main purpose of this ongoing evaluation is to examine whether each department and graduate school is able to establish mechanisms for assuring quality learning outcomes and put the mechanisms into practice. This research draws on data from in-depth, semi-structured interviews with 10 senior administrators and academics selected purposely in two universities in Taiwan and England as well as from the analysis of documentary data. The findings reveal that Taiwan and England have included student learning outcomes into their national evaluation/quality assurance polices, although learning outcomes have been given more focus in Taiwan's latest evaluation policy. In addition, the two case study universities have developed and implemented different frameworks of student learning outcomes. The Taiwanese institution used mainly internal self-evaluations as a mechanism for assuring quality learning outcomes, while the English university employed the Quality Assurance Code of Practice. Participants held different viewpoints about the impact of the mechanisms, which may potentially be influenced by the distinct national policies. There was a greater emphasis on learning outcomes among the Taiwanese participants, while the English participants stressed that the mechanisms may benefit teaching and learning as well as student learning experience, and are not limited only to learning outcomes.

After the mass expansion of higher education, young people's experiences in university have become crucial in defining the overall characteristics of the current European youth. Despite the relevance of these paths of transitions, the variation of young people's experiences in university remains a relatively overlooked area. This research aims to fill this gap by exploring the inequality of young people's lives in university (encompassing financial circumstances, housing, well-being and education). The research employs a theoretical framework in which individual experiences are analysed in relation to structural fact ors, namely their socio-economic backgrounds and available welfare mixes (sources from the family, the state and the labour market). Welfare sources are conceptualised as structures available to semi-dependent young people to cope with social risks in the context of a privatisation of social risk for young people in university across Europe. Through a comparison of highly different 'welfare mixes' in England, Italy and Sweden, the research clarifies the role of each source of welfare in stratifying young people's experiences in university. The research employed a mixed methodology strategy, combining the use of a q-methodology survey with in-depth follow-up interviews. The research identifies five profiles of young people's experiences in university which are explained by the interaction between welfare sources and socio-economic backgrounds. Furthermore, it identifies three different models of 'semi-dependence' among young people which are linked to the different welfare mixes available in the three countries. The study argues that inequalities in young people's experiences of university arise from the different availability of welfare sources (from the family, state and the labour market), which is related to young people's socio-economic backgrounds. Furthermore, the thesis points out that the increasing use of private sources of welfare results in an increasing inequality of young people's experiences in university.

This thesis is a qualitative case study that draws upon a grounded genre analysis approach situated within the social constructivist paradigm. The study describes the various obligatory, desired, and optional moves used by post-graduate students as they interacted within an online, non-judgmental environment in order to seek solutions to issues they were experiencing with their research projects or teaching. The postgraduate students or case participants met individually online with me at pre-arranged times to take part in Instant Messenger Cooperative Development (IMCD) (Boon, 2005) 30-minute to one hour sessions via the text-chat function of Skype. Participants took on the role of ‘Explorer’ in order to articulate their thoughts and ideas about their research. I took on the role of ‘Understander’ to provide support to each Explorer by reflecting my understanding of the ongoing articulations as the Explorers investigated their specific issues, determined possible ways to overcome them, made new discoveries, and formulated plans of action regarding the best way for them to move forward. The description of generic moves covers 32 IMCD sessions collected over a threeyear period (2009-2012) from 10 different participants (A-J). Data collected is drawn from live IMCD sessions, field notes, and post-session email feedback from participants. In particular, the thesis focuses on describing the specific generic moves of Explorers within IMCD sessions as they seek satisfactory resolutions to particular research or pedagogic puzzles. It also provides a detailed description of a longitudinal case (Participant A – four sessions), a one-session case (Participant B – one session), and an outlier case in which the Explorer underwent a negative IMCD experience. The thesis concludes by arguing that IMCD is a highly effective tool that helps facilitate the research process for both distance-learning and on-campus students and has the potential to be utilized across all disciplines at the tertiary level.