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Over recent years the higher education sector has been encouraged to find different, effective and flexible ways of teaching. This enthusiasm is apparent more than ever before, as the current British Conservative government have produced a white paper on the Teaching Excellence Framework (TEF). The Teaching Excellence Framework intends to measure and improve the quality of teaching and learning within the higher education sector. With this proposed framework being introduced, universities will have to think of new ways of teaching and learning. This paper examines the pedagogical approach to self-determined learning within the dynamic of the tutor and the learner. In the paper, the authors argue for a fundamental rethink of how students learn in the higher education sector. Moreover, the authors call for a greater emphasis on a self-determined approach to learning and the integration of heutagogy, as this approach challenges the pedagogical approach to teaching and learning.

The understanding of science by members of the public has been of increasing concern to social scientists. This article argues that such understanding, or the ostensible lack of it, is structured by discourses that address science both as an abstract entity or principle (science-in-general) and as an activity directed at specific phenomena or problems (science-in particular). Drawing upon a wide range of interviews about various sources of ionizing radiation, it is suggested that understanding is tied to questions of social identity that encompass relations of differentiation from and identification with science and the institutions in which it is embedded

Background: We are witnessing increasing demand from governments and society for all sciences to have relevant social impact and to show the returns they provide to society. Aims and objectives: This paper reports strategies that promote social impact by Social Sciences and Humanities (SSH) research projects. Methods: An in-depth analysis of six Social Sciences and Humanities research projects that achieved social impact was carried out to identify those strategies. For each case study, project documents were analysed and qualitative fieldwork was conducted with diverse agents, including researchers, stakeholders and end-users, with a communicative orientation. Findings: The strategies that were identified as contributing to achieving social impact include a clear focus of the project on social impact and the definition of an active strategy for achieving it; a meaningful involvement of stakeholders and end-users throughout the project lifespan, including local organisations, underprivileged end-users, and policy makers who not only are recipients of knowledge generated by the research projects but participate in the co-creation of knowledge; coordination between projects' and stakeholders' activities; and dissemination activities that show useful evidence and are oriented toward creating space for public deliberation with a diverse public. Discussion and conclusions: The strategies identified can enhance the social impact of Social Sciences and Humanities research. Furthermore, gathering related data, such as collaboration with stakeholders, use of projects' findings and the effects of their implementation, could allow researchers to track the social impact of the projects and enhance the evaluation of research impact.

Frontmatter -- Contents -- Preface / Roth, Paul A. -- Introduction. The Rationalitätstreit -- 1. Knowledge Denatured -- 2. Epistemology Socialized -- 3. The Rites of Rationality -- 4. Methods Unbound -- 5. Who Needs Paradigms? -- 6. Pseudoproblems in Social Science: The Myth of Meaning Realism -- 7. Voodoo Epistemology: The Strong Programme in the Sociology of Science -- 8. Voodoo Epistemology: Causality and the Strong Programme -- 9. Resolving the Rationalitätstreit -- Index