This methodologically oriented collection brings together higher education diary research studies from international contexts to showcase the versatility of the method and its adaptability to higher education research. While keeping a diary is a familiar personal practice, diary method is a neglected form of research in higher education studies as well as the social sciences more broadly. This book showcases the range of options within diary method, as well as the benefits and challenges that this fascinating but mysterious method may bring to students and academic researchers alike. The benefits and the risks and challenges of diary research are discussed across the empirical studies included in the volume. Using a variety of solicited diary techniques, including audio, written and photo diaries, and focusing on different aspects of higher education including undergraduate and postgraduate students and academics, these studies include salient topics such as: LGBTQ identities, faith, caring responsibilities, international students, socioeconomically disadvantaged students and employability. This important contribution to methodological innovation in the higher education research field promotes diary method as a viable option in social sciences and beyond. Whether new to the method or a seasoned diary researcher, this book is ideal reading for anyone who would like to learn the fundamentals of diary research and explore its feasibility in empirical contexts.

Bringing together international perspectives, this book demonstrates the importance of reframing time in higher education and how we can view it as a resource to support wellbeing and self-care. Time is a central part of our lives and structures our days, and yet often we don’t think about the socially constructed nature of time or how we might reframe our relationship with time and our work in ways that support our self-care and wellbeing. Exploring Time as a Resource for Wellness in Higher Education suggests an alternative way to look at how we structure our time to better support our wellbeing. Drawing on a range of theoretical and personal perspectives, the authors advocate for a reconsideration and reconceptualization of our relationship with time. By sharing their experiences, the authors encourage readers to notice how they spend their time and offer strategies for an intentional focus on the relationship between time, self-care, and wellbeing. Whether it's making time, having time, or investing in time, this book explores strategies and reflections necessary to grow, maintain, and protect wellbeing. This book is a valuable resource for those working in higher education, offering individual, collective, and systemic suggestions and strategies for navigating the ways we see time and wellbeing.

This volume of Theory and Method in Higher Education Research explores theories such as student development theory, critical race theory applied to international students, critical language theory and linguistic approaches to higher education research.

This timely volume explores the ways that university institutions affect the experiences of student carers and how student carers negotiate the (often conflicting) demands of care and academic work. The book maps the experiences of student carers in academic cultures, exploring the intersectional ways in which gender, class, race and other social categories define who can take up a position as a student and a carer. It is framed by concerns of equity and diversity in higher education and ways that diverse people with wide-ranging care responsibilities are able to access and engage with degree-level study. The book promotes the idea of a more inclusive and equitable higher education environment and supports the emergence of more ‘care-full’ academic cultures which value and recognise care and carers. The book will be highly relevant reading for academics, researchers and post-graduate students with an interest in higher education, social justice, gender studies and caring responsibilities. It will also be of interest to postgraduate students in sociology of education as well as higher education policymakers.

`The book has no competitor; it summarises the development of the method, follows through all stages of research from accessing subjects through design to analysing diary information as data, and considers how the method can best be exploited and used. No other book comes remotely near doing this. I for one shall be using it gratefully as the single best text for diary research′ - Professor Anthony P Macmillan Coxon, Honorary Professorial Fellow, University of Edinburgh In this accessible and lucid introductory text, Andy Alaszewski considers the analysis of diaries as a distinctive research technique in its own right. Nothing has previously covered this area in single-volume format, but the timely emergence of Using Diaries for Social Research recognizes the increased interest in and relevance of diary methodology within social research teaching. Effectively combining theory, history and methodology, Alaszewski begins by discussing how diary keeping has developed; outlining the key features of the medium and examining the ways in which diaries have been and can be used for social research. He describes how suitable diaries and diarists can be identified by the researcher and, once found, how these diaries can be structured to generate research material. Finally, the researcher is taken through the analysis stage; examining statistical techniques, content-analysis and structure-analysis as effective methods of investigating diary texts. This introductory student guide is an essential text for anyone involved in the area of social or historical research and for those working in the narrative tradition.

Increasing numbers of researchers are using arts-based, embodied or creative methods. They promote rapport and connection, facilitating research that reaches beyond surface understanding to expose authentic stories and hidden, richer truths. Whilst powerful, these methods can have unintended consequences and the potential for harm. Drawing on case studies and lessons learned from programmes and work across research, therapy, education, art and science, this engaging book explores and demonstrates the porous borders of research. It invites researchers to reflect and consider the boundaries and consequences of their work in order to deepen and widen its applicability and impact across science, art, education and therapy.

Pinpointing the intersecting concerns of higher education studies and island studies, this book interrogates the role of higher education development in addressing common small island concerns. It demonstrates how small island contexts disrupt normative discourses, understandings and practices in education policy, curricula and experiences.