scholarly journals Editorial

2020 ◽  
Vol 13 (2) ◽  
pp. v-vii
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
United States ◽  
Active Learning ◽  
Social Science ◽  
The United States ◽  
Science Students ◽  
Learning And Teaching ◽  
The United Kingdom ◽  
The Social

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, authors from Denmark, the United States, Taiwan and the United Kingdom analyse serendipity in anthropology teaching, the use of lecture videos in political science, peer dialogue in education studies, polarisation anxiety among social science students and active learning in criminology.

scholarly journals Editorial

2019 ◽  
Vol 12 (2) ◽  
pp. v-vi
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Information Literacy ◽  
Home Country ◽  
The United States ◽  
Building Projects ◽  
Learning And Teaching ◽  
The United Kingdom ◽  
The Social

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, academics from Denmark, Chile, the United States and the United Kingdom analyse capacity-building projects between European and African universities, the experiences of mobile academics returning to their home country, the role of tutors on international interdisciplinary MA programmes, the contemporary relevance of classical and medieval approaches to education and levels of information literacy among undergraduates.

Henry Carter Adams: A Case Study in the Emergence of the Social Sciences in the United States, 1850–1900

1968 ◽  
Vol 2 (2) ◽  
pp. 177-197 ◽  
Author(s):  
A. W. Coats
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
United States ◽  
Intellectual History ◽  
The United States ◽  
Academic Profession ◽  
The Social ◽  
The World ◽  
European Counterpart

Few scholars would nowadays question the importance of the United States in the world of learning; but the process whereby that nation attained its present eminence still remains obscure. Among the cognoscenti, it is generally acknowledged that American scholarship had come of age by the early 1900s, whereas fifty years earlier there had been only a handful of American scholars and scientists of international repute, and the country's higher education lagged far behind its European counterpart. Yet despite the recent popularity of intellectual history and research in higher education, which has produced a veritable flood of publications touching on various aspects of this theme, the heart of the process—the emergence of the academic profession—is still inadequately documented and imperfectly understood.

Globalising service-learning in the social sciences

2017 ◽  
Vol 10 (2) ◽  
pp. 25-40
Author(s):  
Stephanie A. Limoncelli
Keyword(s):  
Social Sciences ◽  
United States ◽  
Service Learning ◽  
Social Science ◽  
Undergraduate Education ◽  
The United States ◽  
Pedagogical Approach ◽  
The Social ◽  
Science Curricula

The increasing internationalisation of social science curricula in undergraduate education along with the growth of service-learning has provided new opportunities to join the two. This article offers a reflection and discussion of service-learning with placements in international nongovernmental organisations (INGOs), drawing from its application in an undergraduate globalisation course in the United States. I argue that service-learning can be a useful pedagogical approach for helping students to think actively about themselves in relation to other people, other places and as part of broader global and transnational processes.

scholarly journals Editorial

2021 ◽  
Vol 14 (3) ◽  
pp. v-vii
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Relations ◽  
Teaching And Learning ◽  
The United States ◽  
Access To Higher Education ◽  
National History ◽  
International Partnerships ◽  
Learning And Teaching ◽  
The Social

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

From the Editors

2008 ◽  
Vol 1 (1) ◽  
pp. 5-7
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Social Science ◽  
Group Work ◽  
Course Design ◽  
Strong Continuity ◽  
Learning And Teaching ◽  
International Policies ◽  
The Social ◽  
Teaching In Higher Education

We are delighted to introduce the first volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. As founding and now-former editors of Learning and Teaching in the Social Sciences (LATISS), our new journal reflects a strong continuity in the editorial aims that inspired ourfirst journal. We remain committed to using social science perspectives to analyse learning and teaching in higher education. In particular we invite contributors and readers to reflect critically on how students’ and academics’ practices are shaped by, or themselves influence, wider changes in university strategies and national and international policies for higher education. Viewing changes in course design and curriculum, in students’ writing, in group work, seminars or tutorials as taking place within a network (or lattice) of institutional, political and policy contexts is the focusof this journal.

scholarly journals Editorial

2016 ◽  
Vol 9 (3) ◽  
pp. 1-3 ◽  
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Social Science ◽  
Learning And Teaching ◽  
Science Courses ◽  
The Social

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, contributors from Canada, Denmark, Japan and the U.S.A. explore a variety of ways in which students’ learning on social science courses can be enhanced.

Criteria for quality in qualitative research and use of freedom of information requests in the social sciences

2016 ◽  
Vol 17 (5) ◽  
pp. 537-553 ◽  
Author(s):  
Kevin Walby ◽  
Alex Luscombe
Keyword(s):  
Social Sciences ◽  
United States ◽  
The United States ◽  
Qualitative Inquiry ◽  
Freedom Of Information ◽  
Access To Information ◽  
The United Kingdom ◽  
The Social ◽  
Information Requests

Access to information (ATI) and freedom of information (FOI) requests are an under-used means of producing data in the social sciences, especially across Canada and the United States. We use literature on criteria for quality in qualitative inquiry to enhance ongoing debates and developments in ATI/FOI research, and to extend literature on quality in qualitative inquiry. We do this by building on Tracy’s (2010) article on criteria for quality in qualitative inquiry, which advances meaningful terms of reference for qualitative researchers to use in improving the quality of their work; and illustrating these criteria using examples of ATI/FOI research from our own work and from others’ in Canada, the United States, and the United Kingdom. We argue that, when systematically designed and conducted, ATI/FOI research can prove extraordinary in all eight of Tracy’s criteria.

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