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School of Education

Staff Profile

Prof Ray Land

Director of CAP; Professor in the School of Education

Contact Prof Ray Land (email at ray.land@durham.ac.uk)

'Completed Supervisions since (2008)'

Threshold concepts in research andevidence-based practice: Investigatingtroublesome learning for undergraduate nursing students.#

Civilian to Officer: Threshold Concepts in Military Officers’ Education.

“More than just a Teaching Fellow”: The impact of REF and implications of TEF on Life Science Teaching-Focused Academics in UK HEIs.

Biography

Ray Land is Professor of Higher Education at Durham University and Director of Durham’s Centre for Academic Practice. He previously held similar positions at the Universities of Strathclyde, Coventry and Edinburgh. He has been a higher education consultant for the OECD and the European Commission and has recently been involved in two European Commission higher education projects in Europe and Latin America. He has published widely in the field of educational research, including works on academic development, learning technology and quality enhancement. He is best known for his theory (with Jan Meyer) of Threshold Concepts and Troublesome Knowledge. His latest book (with George Gordon) is Enhancing Quality in Higher Education: International Perspectives (Routledge 2013). He has given presentations on his research in over forty countries across six continents.

The Threshold Concept

http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html

Supervises

Research Groups

Research Projects

Selected Publications

Journal Article

Chapter in book

  • Rattray, J. (2016). Affective Dimensions in Liminality. In Threshold Concepts in Practice. Land, R., Meyer, J.H.F. & Flanagan, M.T. Rotterdam: Sense Publishers. 67-76.
  • Syed Mohamed, A.T.F., Land. R & Rattray, J. (2016). Ambivalence, Hybridity and Liminality: The Case of Military Education. In Threshold Concepts in Practice. Land, R., Meyer, J.H.F. & Flanagan, M. T. Rotterdam, Taipei & Boston: Sense Publishers.
  • Martindale, L., Land. R., Rattray, J. & Anderson, A. (2016). Exploring Sources of Trouble in Research Learning for Undergraduate Nurses. In Threshold Concepts in Practice. Land, R., Meyer, J.H.F. & Flanagan, M. T. Rotterdam, Taipei & Boston: Sense Publishers.
  • Land, R. (2016). Learners and organizations: competing patterns of risk, trust, and responsibility. In Organizing Academic Work in Higher Education: Teaching, learning, and identities. Leisyte, L. & Wilkesmann, U. London and New York: Routledge.
  • Land, R. (2016). Toil and Trouble: Threshold Concepts as a Pedagogy of Uncertainty. In Threshold Concepts in Practice. Land, R., Meyer, J.H.F. & Flanagan, M. T. Rotterdam, Taipei & Boston: Sense Publishers.
  • Land R. (2015). Facilitating the Academy through Threshold Concepts and Troublesome Knowledge. In On the Facilitation of the Academy. J. Wiewiura & E. Westergaard Rotterdam, Taipei & Boston: Sense Publishers.
  • Land, R. (2015). Preface. In Naming What We Know: Threshold Concepts of Writing Studies. Adler-Kassner, L. & Wardle, E. Boulder, CO: University Press of Colorado & Logan, UT: Utah State University Press.
  • Land, R. & Gordon, G. (2013). 'To See Ourselves as Others See Us': The Scottish Approach to Quality Enhancement. In Enhancing Quality in Higher Education: International Perspectives. Land, R. & Gordon, G. Routledge.
  • Land, R. & Gordon, G. (2013). Enhancing the Future: context and fidelity. In Enhancing Quality in Higher Education: International Perspectives. Land, R. & Gordon, G. Routledge.
  • Land, R. & Gordon, G. (2013). Meanings of Enhancement. In Enhancing Quality in Higher Education: International Perspectives. Land, R. & Gordon, G. Routledge.
  • Land, R. (2012). Crossing tribal boundaries: Interdisciplinarity as a threshold concept. In Tribes and territiories in the 21st century: Rethinking the significance of disciplines in higher education. Trowler, P., Saunders, M. & Bamber, V. Routledge: London.
  • Land, R. (2011). Speed and the Unsettling of Knowledge in the digital University. In Digital Difference: Perspectives on Online Learning. Land, Ray & Bayne, Siân Springer. 50: 61-70.
  • Land, R. & Meyer, J.H.F. (2011). The Scalpel and the 'Mask': Threshold concepts and Surgical Education. In Surgical Education. Theorising an emerging domain. Fry, H. & Kneebone, R. Springer. 2: 91-106.
  • Land, R. (2010). Educational Developers: Identity in paradox? In Creating a Profession - Building Careers in Educational Development. Boon, S., Matthew, B. & Sheward, L. SEDA, London.
  • Land, R & Meyer, JHF (2010). Threshold Concepts and Troublesome Knowledge (5): Dynamics of Assessment. In Threshold Concepts and Transformational Learning. Meyer, JHF, Land, R & Baillie, C Sense Publishers. 42: 61-80.
  • Land, R. (2008). Academic Development: Identity and Paradox. In Changing Identities in Higher Education: Voicing Perspectives. Barnett, R. & DiNapoli, R. Routledge.
  • Meyer, J.H.F., Land, R. & Davies, P. (2008). Threshold concepts and troublesome knowledge (4): Issues of variation and variability. In Threshold concepts within the disciplines. Land, R., Meyer, J.H.F. & Smith, J. Rotterdam and Taipei: Sense Publishers. 59-74.

Edited book

  • Land, R., Meyer, J.H.F. & Flanagan, M. T. (2016). Threshold Concepts in Practice. Rotterdam, Taipei & Boston: Sense Publishers.
  • Land, R. & Bayne, S. (2011). Digital Difference: Perspectives on Online Learning. Sense Publishers.
  • Meyer, J.H.F., Land, R. & Baillie, C. (2010). Threshold Concepts and Transformational Learning. Sense Publishers.
  • Land, R., Meyer, J.H.F. & Smith, J. (2008). Threshold Concepts within the Disciplines. Educational futures rethinking theory and practice; 16. Rotterdam and Taipei: Sense Publishers.

Conference Paper

Presentation

Report

  • Land, R. & Gordon, G. (2015). Teaching excellence initiatives: modalities and operational factors. York: Higher Education Academy.
  • Kohoutek,J., Land, R. & Owen, C. (2014). Identifying barriers in promoting the European Standards and Guidelines for Quality Assurance at institutional level (IBAR): Final Synthesis Report. Brussels: European Commission Lifelong Learning Programme.

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