Paul Ashwin is a Co-Investigator on CGHE’s global higher education engagement research programme and leads CGHE’s local higher education engagement research programme.
Paul is Professor of Higher Education in the Department of Educational Research at Lancaster University. His research interests are focused on the relations between teaching-learning and knowledge-curriculum practices in higher education. He is 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.
He is a co-ordinating editor of Higher Education, the leading higher education research journal, and co-editor of the new Bloomsbury book series Understanding student experiences of higher education.
Paul’s full profile is available on Lancaster University’s website.
- Making sense of the Teaching Excellence Framework (TEF) results
- ‘Pathways to Personal and Public Good’: Implications of project findings for higher education policies and practices in South Africa
- Transforming university teaching
- CGHE 2019 annual conference: Challenging higher education
- High participation systems of higher education
- Measuring teaching excellence: challenges and possibilities
- Graduateness: What is a graduate of contemporary higher education?
- CGHE 2020 Annual Conference webinar: Graduates and graduateness
CGHE research projects
- Pathways to personal and public good: understanding access to, student experiences of, and outcomes from South African undergraduate higher education
- Knowledge, curriculum and student agency
Select recent publications
- Higher Education Pathways: South African Undergraduate Education and the Public Good (Edited with Jenni Case)
African Higher Education Dynamics Series Volume 4, 2018
- How does completing a dissertation transform undergraduate students’ understandings of disciplinary knowledge?
Assessment & Evaluation in Higher Education, 2017
- Conceptualising transformative undergraduate experiences: A phenomenographic exploration of students’ personal projects
British Educational Research Journal, 2016