Professor Paul Ashwin PhDHead of Department, Professor
I am a Professor of Higher Education and my research interests are focused on the relations between teaching-learning and knowledge-curriculum practices in higher education. I am also interested in the relations between these practices and higher education policies as well as the relations between theories and methods in research into higher education. The kinds of questions that I explore in this research include: What counts as high quality teaching and learning in higher education? How is this positioned in policies and practices? How do we research and theorise these competing notions of quality?
My research interests are focused on teaching, learning, and assessment in higher education. I am the lead author on the recently published Reflective Teaching in Higher Education, which supports research-informed university teaching. My book 'Analysing Teaching-Learning Interactions in Higher Education' focuses on ways of conceptualising teaching-learning processes in higher education that support a consideration of both structure and agency. I have recently completed an Economic and Social Research Council funded project looking at pedagogic quality and inequality in undergraduate Sociology degrees. This project focused on comparing the quality of teaching, learning and curricula in undergraduate sociology and allied subjects in four universities that have different reputations for the quality of the undergraduate experience that they offer. The study aimed to question the assumptions underlying these reputations through an in-depth exploration of the relations between what students bring to university, their experiences of university education and what they gain it. We investigated what is taught, why and how; and how undergraduate students' and lecturers' experience and evaluate the curriculum and the teaching and learning environment.
I am a member of the Governing Council of the Society for Research in Higher Education.
Before coming to Lancaster, I spent four years researching students' experiences of learning at the Institute for the Advancement of University Learning, University of Oxford and, before that, seven years implementing and researching peer learning at Newham College of Further Education.
PhD Supervision Interests
I am interested in receiving PhD proposals in most areas related to knowledge, curriculum, teaching, learning and assessment in higher education, particularly those relating to students' and academics' experiences of higher education.
Researcher creations?: the positioning of policy texts in higher education research
Ashwin, P., Smith, K. 06/2015 In: Higher Education. 69, 6, p. 1007-1018. 12 p.
Reflective teaching in higher education
Ashwin, P., Boud, D., Coate, K., Hallett, F., Keane, E., Krause, K., Leibowitz, B., MacLaren, I., McArthur, J., McCune, V., Tooher, M. 26/02/2015 London : Bloomsbury Academic. 416 p. ISBN: 9781441197559.
Newer researchers in higher education: policy actors or policy subjects?
Ashwin, P., Deem, R., McAlpine, L. 2015 In: Studies in Higher Education. 14 p.
Representations of a high-quality system of undergraduate education in English higher education policy documents
Ashwin, P., Abbas, A., McLean, M. 2015 In: Studies in Higher Education. 40, 4, p. 610-623. 14 p.
The role of HEFCE in teaching and learning enhancement: a review of evaluative evidence
Trowler, P., Ashwin, P., Saunders, M. 17/07/2014
How do students’ accounts of sociology change over the course of their undergraduate degrees?
Ashwin, P., Abbas, A., McLean, M. 02/2014 In: Higher Education. 67, 2, p. 219-234. 16 p.
Knowledge, curriculum and student understanding in higher education
Ashwin, P. 02/2014 In: Higher Education. 67, 2, 112 p.
Knowledge, curriculum and student understanding in higher education
Ashwin, P. 02/2014 In: Higher Education. 67, 2, 4 p.
Evoked prior learning experience and approach to learning as predictors of academic achievement
Trigwell, K., Ashwin, P., Millan, E. 09/2013 In: British Journal of Educational Psychology. 83, 3, p. 363-378. 16 p.
A Bernsteinian view of learning and teaching undergraduate sociology-based social science
Mclean, M., Abbas, A., Ashwin, P. 1/06/2013 In: Enhancing Learning in the Social Sciences. 5, 2, p. 32-44. 13 p.
Qualitative Life-grids: a proposed method for comparative European educational research
Abbas, A., Ashwin, P., McLean, M. 2013 In: European Educational Research Journal. 12, 3, p. 320-329. 10 p.
The use and value of Bernstein’s work in studying (in)equalities in undergraduate social science education
McLean, M., Abbas, A., Ashwin, P. 2013 In: British Journal of Sociology of Education. 34, 2, p. 262-280. 19 p.
University knowledge, human development and pedagogic rights
McLean, M., Abbas, A., Ashwin, P. 2013 In: Human development and capabilities. London : Routledge p. 30-43. 14 p.
How often are theories developed through empirical research into higher education?
Ashwin, P. 12/2012 In: Studies in Higher Education. 37, 8, p. 941-955. 15 p.
Evoked prior experiences in first year university student learning
Ashwin, P., Trigwell, K. 1/08/2012 In: Higher Education Research and Development. 31, 4, p. 449-463. 15 p.
Questioning theory–method relations in higher education research: editorial
Ashwin, P., Case, J. 06/2012 In: Higher Education Research and Development. 31, 3, 2 p.
Quality and Inequality in Undergraduate Courses A guide for national and institutional policy makers: A guide for national and institutional policy makers
Ashwin, P., Abbas, A., McLean, M. 05/2012 Nottingham : University of Nottingham. 10 p.
Neoliberal policy, quality and inequality in undergraduate degrees
Abbas, A., Ashwin, P., McLean, M. 2012 In: Organising Neoliberalism:. London : Anthem p. 179-199. 21 p.
Questioning theory–method relations in higher education research: a special issue
Ashwin, P., Case, J. 2012 In: Higher Education Research and Development. 31, 3, 163 p.
The pedagogic device: Sociology, knowledge practices and teaching-learning processes
Ashwin, P., Abbass, A., McLean, M. 2012 In: Tribes and Territories in the 21st-Century. Abingdon : Routledge
Questioning the relations between biography, theory and power in biographical teaching methods: a dialogue
Wright, H., Ashwin, P. 2011 In: Enhancing Learning in the Social Sciences. 3, 3, p. 1-22. 22 p.
A critical engagement with research into higher education
Shay, S., Ashwin, P., Case, J. 06/2009 In: Studies in Higher Education. 34, 4, 3 p.
Analysing teaching-learning interactions in higher education : accounting for structure and agency.
Ashwin, P. 02/2009 London : Continuum. 174 p. ISBN: 9780826494184.
A critical engagement with research into higher education: a special issue
Shay, S., Ashwin, P., Case, J. 2009 In: Studies in Higher Education. 34, 4, 109 p.
Conceptualising teaching and learning interactions in researching higher education.
Ashwin, P. 2009 In: The Routledge International Handbook of Higher Education. New York and London : Routledge p. 37-46. 10 p. ISBN: 9780415432641.
2005-2010 Centres of Excellence in Teaching and Learning programme
Saunders, M., Trowler, P., Ashwin, P. 2008 Bristol : HEFCE. 127 p.
Accounting for structure and agency in close-up research on teaching, learning and assessment in higher education.
Ashwin, P. 2008 In: International Journal of Educational Research. 47, 3, p. 151-158. 8 p.
How approaches to teaching are affected by discipline and teaching context
Lindblom-Ylanne, S., Trigwell, K., Nevgi, A., Ashwin, P. 06/2006 In: Studies in Higher Education. 31, 3, p. 285-298. 14 p.
An exploratory study of situated conceptions of learning and learning environments.
Trigwell, K., Ashwin, P.W.H. 1/03/2006 In: Higher Education. 51, 2, p. 243-258. 16 p.
Changing higher education: the development of learning and teaching
Ashwin, P. 2006 London : Routledge. 152 p. ISBN: 0415341299.
Interpreting the developments: possible futures for learning and teaching in higher education.
Ashwin, P. 2006 In: Changing higher education: the development of learning and teaching.. London : Routledge p. 127-134. 8 p. ISBN: 0415341299 (pbk. : alk. paper).
The development of learning and teaching in higher education: the changing context.
Ashwin, P. 2006 In: Changing higher education: the development of learning and teaching.. London : Routledge p. 3-15. 13 p. ISBN: 0415341299 (pbk. : alk. paper).
Variation in academics' accounts of tutorials.
Ashwin, P. 2006 In: Studies in Higher Education. 31, 6, p. 651-665. 15 p.
Variation in students' experiences of the Oxford tutorial.
Ashwin, P. 11/2005 In: Higher Education. 50, 4, p. 631-644. 14 p.
Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement.
Ashwin, P., McLean, M. 2005 In: Improving student learning: diversity and inclusivity. Oxford : Oxford Centre for Staff and Learning Development p. 377-389. 13 p. ISBN: 1873576722.
Investigating educational development.
Ashwin, P., Trigwell, K. 2004 In: Enhancing staff and educational development.. London : Kogan Page p. 117-131. 15 p.
Students' learning motivation and their approaches to learning.
Trigwell, K., Ashwin, P. 2004 In: Improving student learning.. Oxford : Oxford Brookes University p. 52-65. 14 p.
Variation in tutors' experiences of small group tutorials.
Ashwin, P. 2004 In: Improving student learning.. Oxford : Oxford Brookes University p. 80-89. 10 p.
Peer facilitation and how it contributes to the development
Ashwin, P. 1/03/2003 In: Research in Post-Compulsory Education. 8, 1, p. 5-18. 14 p.
Peer Support : relations between the context, process and outcomes for the students who are supported.
Ashwin, P. 2003 In: Instructional Science. 31, 3, p. 159-173. 15 p.
Implementing peer learning across organisations: the development of a model
Ashwin, P. 1/12/2002 In: Mentoring and Tutoring. 10, 3, p. 221-231. 11 p.
Pedagogic quality and inequality in university first degrees
01/11/2008 → …
Higher Education Close-Up 5
Participation in conference