University of Leicester academic is winner of prestigious grant funding award

Posted by pt91 at May 30, 2012 12:40 PM |
HEA announces Doctoral Programme awards
University of Leicester academic is winner of prestigious grant funding award

Dr Clare Madge of the Department of Geography.

Issued by University of Leicester Press Office on 30 May 2012

The Higher Education Academy (HEA) has announced the successful recipients of a new annual funding award programme which will support the development of learning and teaching across UK higher education

Dr Clare Madge, from the University of Leicester Department of Geography, is the recipient of one of the HEA’s Doctoral Programme awards.

She said: “I am delighted to receive this award. ‘International’ students make a huge intellectual, financial and social contribution to the British Higher Education Sector. It will be interesting to explore the variegated ways in which different international students use social media in their everyday lives, particularly at this ‘moment’ in time as the landscape of British Higher Education is undergoing many significant changes.

“The studentship is entitled ‘Internationalisation of British Higher Education and social media: Academic identities, transnational socialisation and engaged pedagogic practice.’ The notion of ‘engaged pedagogy’ will be employed whereby pedagogy will not simply be thought of in terms of teaching practices in relation to international students, but rather a more ‘layered’ approach will be taken that considers the discourses, power hierarchies and complex geographical, historical, political, economic and cultural relations ‘beyond the classroom walls’ that shape international students’ embodied experiences in the UK.”

Vice-Chancellor Professor Sir Robert Burgess said: “ I was delighted to learn of Dr Madge’s HEA Doctoral Programme award.  This is a great achievement and will support doctoral work.  I strongly believe that these awards will contribute to the development of learning and teaching in UK Higher Education.”

The HEA’s Doctoral Programme awards form part of the HEA’s strategy to undertake research to develop pedagogical knowledge and evidence-based practice in higher education. The 15 awards have been made to academics to support Doctoral studentships in fields including the impact of retention strategies on part-time mature students in HE, and unpacking the dynamics of group interaction in problem-based learning.

The research outcomes from the Doctoral studentships will be disseminated throughout UK higher education.

Professor Craig Mahoney, Chief Executive of the HEA, said: “I am delighted to be making the announcement of these prestigious awards. The award winners will work closely with the HEA over the coming months and years to help us to make a real difference to the learning experience of potentially thousands of students.

 “The landscape of UK higher education continues to change at a rapid pace and it’s vital that we can share learning, not just from the UK but from around the world, if we are all to continue to meet the diverse needs of our students and those who teach them. I’m confident that the research outputs from our new Doctoral programme, whether from discipline-specific or generic pedagogic research, will have a significant impact on both policy and practice. I look forward to working with our award winners as they develop and carry out their projects.”

The awards build on the HEA’s work in one or more of its seven key thematic areas of: assessment; education for sustainable development; employability; internationalisation; flexible learning; retention and success; and reward and recognition of teaching. Their outcomes will also help to build an evidence base for learning and teaching in these areas.

The details of the Doctoral Programme award winners can be found here

About Clare Madge:


Dr Clare Madge has extensive professional experience of pedagogic interventions at University, national and international levels over the last 20 years. For example, at the University level she has undertaken research exploring the potential of Facebook as a site for teaching and learning at University and was awarded a University of Leicester Teaching Fellowship in 2006. She has trained nationally in Online Research Methods (ORM) to interdisciplinary audiences through an ESRC funded project which helped develop a community of practice in the UK using these innovative methodologies. The project was evaluated as outstanding by the ESRC. Internationally, Clare’s research into pedagogy and geography have had an impact, through membership of the Editorial Board of Journal of Geography in Higher Education (1995-2000), and through the publication of several articles over the years with respect to a variety of pedagogic interventions including gendering fieldwork, ethics and postgraduate research, international students, online educational research and new social media.

Clare has three key research interests: critical development geographies, geographies of the internet and geographies of education. Clare’s doctoral award will bring these three themes together to investigate the role of social media in the life of ‘international’ students. The underlying interest in this studentship is to bridge the gap in the technology literature on the international postgraduate student experience and in the internationalisation literature on the role that social media play in contemporary pedagogic practices. It will explore questions such as: in what ways do different social media aid the socialisation of international postgraduate students into British Higher Educational establishments and culture, thus helping to forge new academic identities and encouraging retention and success? How do international students leaving British Universities use social media to aid their transition ‘back home’ and in improving their employability? The studentship will fill this research gap by examining the variegated uses of different social media by a differentiated group of ‘international’ students in the British Higher Education sector.

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