Dr Anesa Hosein
About
Biography
I am an Associate Professor in the Surrey Institute of Education (SIoE) at the University of Surrey and currently the Head of Educational Development and Research (EDR).
I am passionate about my job role which is in developing and mentoring academic staff/ colleagues (i.e. my “students”) in academic practice through using evidence-based research for the higher education sector. My larger life role is to develop policy and practice that can make a difference in people's lives, particularly, those from disadvantaged or marginalised backgrounds.
I like to consider myself as a "wannabe polymath" but this is just a better name for being "Jack of all trades; Master of none". However, to use more complex terminology, I am an eclectic, syncretic pragmatist.
I always have several favourite theories that I like to work with and currently, these are Bandura's social cognitive theory and Ryan and Deci's self-determination theory.
I also have several issues or causes that affect my thinking and the way I position myself. Currently, these issues are on academic mothers (being one myself); disadvantaged young people, mental health and wellbeing, homelessness and refugees.
I am leading a secondary data analysis ESRC project on student wellbeing #StudentWellLives.
Other relevant information
I started my career in higher education as a demonstrator and tutor in mathematics and physics whilst being involved in postgraduate studies. Following my PhD, I became a quantitative analyst/ research assistant on the ESRC Project, The Net Generation: Encountering E-Learning at University where we researched students' use of technology in their first year.
After my stint as a research assistant and before joining the department here in Surrey, I was at the Faculty of Education at Liverpool Hope University whereas a lecturer I was involved in a range of teaching as well as supervising masters and EdD students in areas of mathematics and technology education.
I hold a BSc in Physics from the University of Guyana, an MPhil in Industrial Engineering from the University of the West Indies, an MSc in Research Methods from the Open University and a PhD in Educational Technology, also from the Open University. My PhD focused on undergraduate students' metacognitive activities in understanding mathematics when using different modes of software.
I have taught a range of subjects in higher education during my career including physics, operations research/ management science, mathematics/ statistics, research methods, education studies, mathematics education and academic practice.
Random background fact
I was born in Trinidad and Tobago spent my early teenage life in St. Vincent and the Grenadines and transitioned into adult life whilst living in Guyana. Spent a brief time in Trinidad and Tobago as an adult before, coming to the UK - where I have been ever since.
Areas of specialism
University roles and responsibilities
- Head of Educational Development and Research
- Interim Co-director of the Surrey Institute of Education
- Programme Leader of the PhD in Higher Education
- Senior Lecturer in Higher Education
My qualifications
Previous roles
Tutor (Physics and Mechanical and Industrial Engineering)
Affiliations and memberships
News
In the media
ResearchResearch interests
My research broadly focuses on the investigations of the journeys and pathways of young people and academics in higher education, particularly those who are marginalised because of their intersectional identities. I used both quantitative (longitudinal and secondary data analysis) and qualitative methods (autoethnography and personal narratives).
These are the major areas of research that I have an interest in (with many of them having cross-overs):
Life-course and outcomes of young people: gaming and STEM
A gender gap exists in the physical sciences, technology, engineering, and mathematics (PSTEM) degrees. There has been considerable anecdotal evidence that suggests linkages between girls who played video games and the likelihood of them pursuing PSTEM degrees. Girls are currently being marginalised as video game players as there is a dominant stereotype of who video game players are/should be. For this reason, girls have a reluctance to take up gaming which may have an association with PSTEM careers.
Funded by the British Academy, my paper (rated 4*/3*) published in one of the premier experimental psychology journals (Computers in Human Behaviour, IF: 5.0), has been able to provide the long-awaited evidence that there was an association between teenage girl gamers and their likelihood of pursuing a PSTEM degree (girls who were heavy gamers were 3 times more likely to pursue a PSTEM degree).
The paper has had international and national media coverage via radio and newspaper and is starting to impact policy initiatives and funding drive.
Building on this work, I've worked with Anna-Stiina Wallinheimo along with our industry partner, Game Academy to understand how gaming may influence careers.
Output
Hosein, A. (2019). Girls' video gaming behaviour and undergraduate degree selection: A secondary data analysis approach. Computers in Human Behavior, 91, 226-235.
Media Impact
- Social Media Coverage: One of the top ten papers in the journal for social media coverage (PLUMX metrics) in 2019. It currently has over 50,000 views on the Lifehacker and over 40000 views on the Reddit websites.
- Media Coverage: I have spoken on radio, for CBS radio (San Francisco), BBC Sussex, BBC Surrey and produced a podcast for Demystifying Tech.
Newspaper Print:
Covered by Reuters and published in printed newspaper internationally.
International Policy Impact
It was one of the primary piece of evidence used for justifying the expansion of the Play to Learn programme by the Ministry of Education in British Columbia (Canada) through a grant of ($230000) to engage students in video gaming (https://news.gov.bc.ca/releases/2018EDUC0071-002400).
Regularly used by the Entertainment Software Association (ESA) and the Interactive Software Federation of Europe (ISFE), as key evidence for preparing position papers to encourage e-sports and girls into ICT and was cited in a speech by the President of Belgium. ISFE recently featured this work as part of their awareness campaign for Girls in ICT Day.
Longitudinal Studies and the Life Outcomes of Young People: #StudentWellLives ESRC
There is an increased focus on university students’ mental health but what is unclear is how university environments affect students’ mental health and whether those who go to university are more predisposed to poorer mental health. It is also unclear how students’ different intersectionalities may affect their choice and adaptation to university depending on their mental health. Hence, following my research in 2010 on an ESRC project on the longitudinal study of higher education students’ use of technology; in 2018 on the longitudinal relationship of students’ mathematical achievement and their outcomes; and in 2019 with the success of my paper on teenage girl gamers and their undergraduate degree outcomes; I became particularly interested in life course theory and in understanding how early life issues affect the life outcomes of university students and their university environments.
Together with Kieran Balloo, Nicola Byrom and Cecilia Essau, we wrote a grant focusing on mental health and wellbeing and life outcomes of higher education students. We have partnered with Universities UK and WhatWorks Wellbeing to support the grant. In 2020, as PI, we have been successful in securing an ESRC SDAI grant of £218000 (FEC £270000). The grant runs till the end of June 2022, through which we intend to help raise awareness of mental health amongst university students, as well as developed novice approaches for describing the university environment some of which is chronicled at https://studentwelllives.com.
Key Output
Balloo, K. and Hosein, A. (2021). Modelling mental health inequalities within an intersectional framework. https://studentwelllives.com/2020/12/17/modelling-mental-health-inequalities-within-an-intersectional-framework/
Related outputs
Hosein, A and Harle, J. (2018). The relationship between students’ prior mathematical attainment, knowledge and confidence on their self-assessment accuracy. Studies in Educational Evaluation. 56(1) pp. 32-41
Hosein, A., Ramanau, R., & Jones, C. (2010). Learning and living technologies: A longitudinal study of first-year students' frequency and competence in the use of ICT. Learning, Media and Technology, 35(4), 403-418. doi:10.1080/17439884.2010.529913
Narratives of Transition (Migrant Academics and Leaders)
Whilst ample research has explored the cultural adaptation of migrant (international) academics, there had been limited focus on their pedagogical acculturation/adaptation, despite over a quarter of academic staff in UK universities are migrant academics. In 2014, together with Dr Namrata Rao, we lead a 4-year project on the development of an edited collection published by Bloomsbury on international migrant academics’ personal narratives in their teaching journeys which noted that migrant academics were being marginalised based on their pedagogical knowledge and background. This book led to the development of a series of competitive funded projects (SRHE and SEDA: see Research Grants) uncovering migrant academics’ experiences of transitions in teaching.
This series of research has not only established me as an expert in the area but has provided a much needed focus both internationally and nationally on the needs of supporting international academic staff in their pedagogical acculturation. There has also been contributions to this work from Prof Ian Kinchin, Dr Chloe Shu Hua Yeh and Dr Will Mace.
Following on from this, we are in the process of publishing two books on the narratives of leadership in learning and teaching with contributions from Australia, Singapore, USA, Canada, Brazil and Trinidad.
Key Output
Hosein, A., Rao, N., Shu-Hua Yeh, C. & Kinchin, I. (Eds) (2018). Academics International Teaching Journeys – Personal Narratives Transition in Higher Education. Bloomsbury Academic.
Related Outputs
Hosein, A. & Rao, N. (2018). Migrant Academics and their Academic Development Training Needs. Educational Development.
Rao, N., Mace. W., Hosein, A. and Kinchin, I. (2019) “Pedagogic Democracy versus Pedagogic Supremacy: Migrant Academics’ Perspectives”, Teaching in Higher Education 24(5), pp. 599-612
Rao, N. and Hosein, A. (2019) “Towards a more active, embedded and professional approach to the internationalisation of academia”, International Journal of Academic Development 25(4), 375-378.
Kinchin, I., Hosein, A., Rao, N., & Mace, M. W. (2018). Migrant Academics and Professional Learning Gains: Perspectives of the Native Academic. SRHE. London.
Media Knowledge Exchange
University World News (UWN) Lead Story: “Do we provide the right support for migrant academics?” https://www.universityworldnews.com/post.php?story=20180418093851228
Technology Use of Students and Academics
I am interested in how students and academics use technology for their learning (or teaching). In 2009, as a research assistant on an ESRC project (led by Prof Chris Jones), I was investigating the so-called “net generation” (those born after the 1990s) and their use of technology in their first year of university using a longitudinal study. The research was concerned whether those students who were not from the “net generation” if they were being marginalised because of presumptions that their technology use was different to the net generation because of the era they were born. The research thus focused on looking at the frequency and competences of students’ use of technology. Through a series of papers, we were able to contribute to the debate that there did not exist a generational divide between the so-called “digital natives” and “digital immigrants” but rather the competencies in technology were dependent on the frequency of use. In fact, for learning technologies, the competencies were the same amongst older and younger students at the end of the university year.
Key Outputs
Hosein, A., Ramanau, R., & Jones, C. (2010). Learning and living technologies: A longitudinal study of first-year students' frequency and competence in the use of ICT. Learning, Media and Technology, 35(4), 403-418. doi:10.1080/17439884.2010.529913 (IF: 3.175 Citations: 75)
Jones, C., & Hosein, A. (2010). Profiling university students' use of technology: Where is the net generation divide? The International Journal of Technology Knowledge and Society, 6(3), 43-58. (Citations: 52)
Ramanau, R., Hosein, A., & Jones, C. (2010). Learning and living technologies: A longitudinal study of first-year students’ expectations and experiences in the use of ICT. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the Seventh International Conference on Networked Learning 2010. (pp. 627–634). Lancaster: Lancaster University. (Citations: 36)
Impact
Further, the outputs from this project are contributing to the understanding by practitioners and public users on how students use technology as the research is cited in a number of technology handbooks and were quoted by Sir John Daniel (President of the Commonwealth of Learning) in his speech “Higher Education in a Decade of Disruption”.
Early Career Academics’ Transitions and Journeys
Early Career Academics (ECAs) are situated within a precarious higher education landscape. In 2014, I started investigating in my role as an academic developer, the support that professional development programmes (PDP) provide to ECAs in developing their career. It became clear that ECAs needed PDPs to build networks and create supportive structures, and PDPs that were interdisciplinary afforded this. The PDPs allowed ECAs to build sufficient social and academic capital to enable them to negotiate the precarity they faced. Part of this work was published in the premier journal in this field, the International Journal of Academic Development, where it was the “Runner-up for paper of the year” and was assessed as 4*/3* in the REF exercise. Building on this work, I went on to secure funding as PI from the Association of Learning Developing in HE (ALDinHE), where we explored particularly the experiences of Graduate Teaching Assistants (GTAs) who had the support of PDPs and those who did not. This has impacted the PDP programme at the University of Surrey by ensuring that PDPs were available to GTAs and were interdisciplinary.
In this work, I have collaborated with Bart Rienties, Rille Raaper and Namrata Rao.
Key Outputs
Rienties, B., & Hosein, A. (2015). Unpacking (in)formal learning in an academic development programme: A mixed-method social network perspective. International Journal for Academic Development, 20(2), 163-177. (Runner-up for paper of the year)
Related Outputs
Rao, N., Hosein, A., & Raaper, R. (2021). Doctoral students navigating the borderlands of academic teaching in an era of precarity. Teaching in Higher Education, 1-17.
Rienties, B., & Hosein, A. (2020). Complex transitions of early-career academics (ECA): a mixed-method study of with whom ECA develop and maintain new networks. In Frontiers in Education (Vol. 5, p. 137).
Learning and Teaching in Higher Education
This covers a wide range of areas and issues in higher education, but I am interested in using particularly socio-psychological theories to explore pedagogy (learning and teaching).
Learning and Teaching in STEM
During my PhD, I investigated how students learn mathematics using different types of software depending on their confidence.
Recently, working with academics in Turkey, we investigated how the Syrian conflict-affected students learning of mathematics.
And finally working with Phil Coleman, we have a paper that is under review that investigated the use of online laboratories in developing confidence in electronics.
Key Outputs
Omaish, H. A., Hosein, A., Abdullah, M. U., & Aldershewi, A. (2021). University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones. International Journal of Educational Research Open, 2, 100095.
Hosein, A., & Harle, J. (2018). The Vulnerability of a Small Discipline and Its Search for Appropriate Pedagogy: The Case of Medical Physics. In Pedagogical Peculiarities (pp. 69-85). Brill.
Hosein, A., Aczel, J., Clow, D. and Richardson, J.T.E. (2008). Comparison of black-box, glass-box and open-box software for aiding conceptual understanding. In: Proceedings of the 32nd Annual Conference of the International Group for the Psychology of Mathematics Education (PME 32), 17-21 Jul 2008, Morelia, Mexico.
Research Methods Pedagogy
In a series of work with Namrata Rao, we investigated how students are able to learn research methods and the impact this has on their researcher identity.
Key Outputs
Hosein, A., & Rao, N. (2019). The acculturation and engagement of undergraduate students in scientific thinking through research methods. In Redefining Scientific Thinking for Higher Education (pp. 157-175). Palgrave Macmillan, Cham.
Hosein, A., & Rao, N. (2017). Students’ reflective essays as insights into student centred-pedagogies within the undergraduate research methods curriculum. Teaching in Higher Education, 22(1), 109-125.
Hosein, A., & Rao, N. (2012). Students' conception of research and its relationship to employability. In the 8th International Conference in Education (ICE). Samos, Greece.
Pedagogical Implications
In this series of work with a variety of authors, I've worked across different disciplines and different issues in higher education, to consider the implications for teaching practice particularly around issues of marginalisation and diversity.
Key Outputs
Heron, M., Dippold, D., Hosein, A., Khan Sullivan, A., Aksit, T., Aksit, N., ... & McKeown, K. (2021). Talking about talk: tutor and student expectations of oracy skills in higher education. Language and Education, 1-16.
Hosein, A., & Rao, N. (2020). Academic diversity and its implications for teaching and learning. In Understanding Contemporary Issues in Higher Education (pp. 65-78). Routledge.
Hosein, A., & Rao, N. (2019). International Student Voice (s)—Where and What Are They?. In Engaging Student Voices in Higher Education (pp. 71-87). Palgrave Macmillan, Cham.
Hosein, A. (2017). Pedagogic frailty and the research-teaching nexus. In Pedagogic frailty and resilience in the university (pp. 135-149). Brill Sense.
Timus, N., Cebotari, V., & Hosein, A. (2016). Innovating teaching and learning of European Studies: Mapping existing provisions and pathways. Journal of Contemporary European Research, 12(2).
Research projects
The Student Wellbeing & Life Outcomes Project, funded by the Economic and Social Research Council (ESRC), investigates the mental health, wellbeing, and life outcomes (education and employment) of young people, with a particular focus on those who enter higher education.
In this project using secondary data analysis from the LSYPE/ Next Steps project, we are looking to:
- Reduce the evidence gap on how the mental health and wellbeing of adolescents affect their transitions into higher education and their life outcomes after graduating.
- Create information for policymakers (such as government, universities and charities) to implement suitable policies and practices that can enhance mental health and wellbeing outcomes.
- Determine whether any findings vary based on individuals’ social characteristics (particularly the intersectionality of social characteristics, such as differences between white male students and black male students).
The project runs from Jul 2020 to June 2022. I lead this project with a team of Co-Investigators: Kieran Balloo (now at USQ), Nicola Byrom (KCL) and Cecilia Essau (Roehampton).
ERASMUS+ Staff Mobility: Pedagogic Research CollaborationsIn this project funded by ERASMUS+, pedagogical development and collaborations would be explored between academic teaching staff from the University of Trinidad and Tobago (UTT) and the University of Surrey (UoS). We are expecting the exchange to be around 8 staff from UTT and 4 staff from UoS.
I am the lead technical coordinator from the UoS.
Due to delays from Covid, this project is now running from September 2021 to July 2023.
GameAcademy: Link between gaming and careersIn this project, led by Anna-Stiina Wallinheimo, we are working with GameAcademy to determine if there is a link between the types of games people play and their careers. We are using a secondary data set of games that people play.
This project ran from March to October 2021.
With globalisation there has been an increase in cross-border travel of skilled workforces (including academics within Higher Education (HE). Nearly 28% of academics working in the UK HE sector come from other countries. The presence of immigrant academics may offer pedagogic opportunities and challenges not only for themselves but also for their students, colleagues, the HEIs and the HE sector in general. In spite of increased academic mobility, the challenges that may be faced by immigrant academics and adaptations that they may make in their new work environments have been relatively under-researched. Whilst there is a body of literature capturing the experiences of migrant/international students, the research on the experiences of international academics moving to work on a long-term/permanent basis has been limited. The immigrant academics in their new environment may encounter some differences in the pedagogic culture they have experienced in their own learning and teaching journeys in the countries they have been educated and the universities they teach in the UK. This may inhibit/influence their professional practice and development in their new pedagogic context. The study explores the factors which influence the pedagogic practice of immigrants in foreign contexts.
Related papers:
Hosein, A., & Rao, N. (2018). Migrant academics and their academic development training needs. Educational Developments, 19(1).
SRHE funded: Migrant Academics and Professional Learning Gains: Perspectives of the Native Academics This SRHE-funded study addresses an important gap in the internationalisation of the higher education research - that of the pedagogic impact of international staff on the professional practice of the native academic in their host institutions who work alongside those migrant academics. Previous research on academic migration has largely focussed on the experiences of the migrant/ mobile academic and their acculturation. This research, on the contrary, focuses on the possible professional gains/non-gains of academic migration on the professional practice of the native academic in the host institutions.
The aim of this research was to investigate and assess the impact of the four guidance documents for higher education providers published by QAA in August 2013. The intention of the guidance (which was the product of extensive consultation with sector organisations) was to offer support to providers in making detailed and transparent information available to current and prospective students, particularly in relation to informing student choice.
The study examines how the online information differs, taking account of the following factors:
- discipline differences
- size of the institution
- students' perception of the programme quality (as denoted by Question 22 of the National Students' Survey (NSS).
The overarching research question, to be explored through the use of documentary surveys of 38 university websites and interviews with eight universities, was:
To what extent have various HEIs used the guidance documents to disseminate relevant information to prospective students?
The results revealed a variation in the extent of information present on class size, student workload and teaching qualifications, in relation to discipline differences, the size of the institution, and students' perception of the quality of the programmes.
Related papers
Rao, N., & Hosein, A. (2017). The limits of HEI websites as sources of learning and teaching information for prospective students: a survey of professional staff. Perspectives: Policy and Practice in Higher Education. 21(1). pp. 4-10
ESRC UKDS DataRelatorDevelopment of a prototype for building a Recommender System.
British Academy: Investigation of the factors that influence a student's choice to study a STEM subject: a longitudinal data analysisRecently, in the BBC, Sir James Dyson indicated that his company found it difficult to fill science and engineering posts with British graduates. The main reason for this is that students are not choosing to do a science, technology, engineering or
mathematics (STEM) degree. However, the choice of doing a STEM degree occurs earlier in a student’s life when they choose their GCSE and A-level subjects. The reasons for why a student chooses to do a STEM subject are unclear. One way of understanding these choices is to use data collected from the Longitudinal Study of Young People in England (LSYPE) which ran from 2004- 2010. The LSYPE recorded students’ subject choices and their reasons each year from the time they were 13-14 years old. Using students’ socioeconomic data such as gender, household income, school type; the study will model what factors influenced students’ choices. I will be working alongside Alice Sullivan from the Department of Quantitative Social Science at the Institute of Education who has expertise in analysing and modelling longitudinal data including LSPYE.
Related papers
Hosein, A. (2019). Girls' video gaming behaviour and undergraduate degree selection: A secondary data analysis approach. Computers in Human Behavior, 91, 226-235.
The aim of the research was to conduct a literature search and review academic sources such as course outlines, conference and course blogs, and conference presentations/publications that included information on the assessment of research methods at both undergraduate and postgraduate levels. The project sought to gather information on academic practice from around the world. Further, the project aimed to use a framework to evaluate the assessments in terms of their likely effectiveness and provide parameters for developing new approaches.
Indicators of esteem
Member of the ESRC Peer Review College
Research interests
My research broadly focuses on the investigations of the journeys and pathways of young people and academics in higher education, particularly those who are marginalised because of their intersectional identities. I used both quantitative (longitudinal and secondary data analysis) and qualitative methods (autoethnography and personal narratives).
These are the major areas of research that I have an interest in (with many of them having cross-overs):
Life-course and outcomes of young people: gaming and STEM
A gender gap exists in the physical sciences, technology, engineering, and mathematics (PSTEM) degrees. There has been considerable anecdotal evidence that suggests linkages between girls who played video games and the likelihood of them pursuing PSTEM degrees. Girls are currently being marginalised as video game players as there is a dominant stereotype of who video game players are/should be. For this reason, girls have a reluctance to take up gaming which may have an association with PSTEM careers.
Funded by the British Academy, my paper (rated 4*/3*) published in one of the premier experimental psychology journals (Computers in Human Behaviour, IF: 5.0), has been able to provide the long-awaited evidence that there was an association between teenage girl gamers and their likelihood of pursuing a PSTEM degree (girls who were heavy gamers were 3 times more likely to pursue a PSTEM degree).
The paper has had international and national media coverage via radio and newspaper and is starting to impact policy initiatives and funding drive.
Building on this work, I've worked with Anna-Stiina Wallinheimo along with our industry partner, Game Academy to understand how gaming may influence careers.
Output
Hosein, A. (2019). Girls' video gaming behaviour and undergraduate degree selection: A secondary data analysis approach. Computers in Human Behavior, 91, 226-235.
Media Impact
- Social Media Coverage: One of the top ten papers in the journal for social media coverage (PLUMX metrics) in 2019. It currently has over 50,000 views on the Lifehacker and over 40000 views on the Reddit websites.
- Media Coverage: I have spoken on radio, for CBS radio (San Francisco), BBC Sussex, BBC Surrey and produced a podcast for Demystifying Tech.
Newspaper Print:
Covered by Reuters and published in printed newspaper internationally.
International Policy Impact
It was one of the primary piece of evidence used for justifying the expansion of the Play to Learn programme by the Ministry of Education in British Columbia (Canada) through a grant of ($230000) to engage students in video gaming (https://news.gov.bc.ca/releases/2018EDUC0071-002400).
Regularly used by the Entertainment Software Association (ESA) and the Interactive Software Federation of Europe (ISFE), as key evidence for preparing position papers to encourage e-sports and girls into ICT and was cited in a speech by the President of Belgium. ISFE recently featured this work as part of their awareness campaign for Girls in ICT Day.
Longitudinal Studies and the Life Outcomes of Young People: #StudentWellLives ESRC
There is an increased focus on university students’ mental health but what is unclear is how university environments affect students’ mental health and whether those who go to university are more predisposed to poorer mental health. It is also unclear how students’ different intersectionalities may affect their choice and adaptation to university depending on their mental health. Hence, following my research in 2010 on an ESRC project on the longitudinal study of higher education students’ use of technology; in 2018 on the longitudinal relationship of students’ mathematical achievement and their outcomes; and in 2019 with the success of my paper on teenage girl gamers and their undergraduate degree outcomes; I became particularly interested in life course theory and in understanding how early life issues affect the life outcomes of university students and their university environments.
Together with Kieran Balloo, Nicola Byrom and Cecilia Essau, we wrote a grant focusing on mental health and wellbeing and life outcomes of higher education students. We have partnered with Universities UK and WhatWorks Wellbeing to support the grant. In 2020, as PI, we have been successful in securing an ESRC SDAI grant of £218000 (FEC £270000). The grant runs till the end of June 2022, through which we intend to help raise awareness of mental health amongst university students, as well as developed novice approaches for describing the university environment some of which is chronicled at https://studentwelllives.com.
Key Output
Balloo, K. and Hosein, A. (2021). Modelling mental health inequalities within an intersectional framework. https://studentwelllives.com/2020/12/17/modelling-mental-health-inequalities-within-an-intersectional-framework/
Related outputs
Hosein, A and Harle, J. (2018). The relationship between students’ prior mathematical attainment, knowledge and confidence on their self-assessment accuracy. Studies in Educational Evaluation. 56(1) pp. 32-41
Hosein, A., Ramanau, R., & Jones, C. (2010). Learning and living technologies: A longitudinal study of first-year students' frequency and competence in the use of ICT. Learning, Media and Technology, 35(4), 403-418. doi:10.1080/17439884.2010.529913
Narratives of Transition (Migrant Academics and Leaders)
Whilst ample research has explored the cultural adaptation of migrant (international) academics, there had been limited focus on their pedagogical acculturation/adaptation, despite over a quarter of academic staff in UK universities are migrant academics. In 2014, together with Dr Namrata Rao, we lead a 4-year project on the development of an edited collection published by Bloomsbury on international migrant academics’ personal narratives in their teaching journeys which noted that migrant academics were being marginalised based on their pedagogical knowledge and background. This book led to the development of a series of competitive funded projects (SRHE and SEDA: see Research Grants) uncovering migrant academics’ experiences of transitions in teaching.
This series of research has not only established me as an expert in the area but has provided a much needed focus both internationally and nationally on the needs of supporting international academic staff in their pedagogical acculturation. There has also been contributions to this work from Prof Ian Kinchin, Dr Chloe Shu Hua Yeh and Dr Will Mace.
Following on from this, we are in the process of publishing two books on the narratives of leadership in learning and teaching with contributions from Australia, Singapore, USA, Canada, Brazil and Trinidad.
Key Output
Hosein, A., Rao, N., Shu-Hua Yeh, C. & Kinchin, I. (Eds) (2018). Academics International Teaching Journeys – Personal Narratives Transition in Higher Education. Bloomsbury Academic.
Related Outputs
Hosein, A. & Rao, N. (2018). Migrant Academics and their Academic Development Training Needs. Educational Development.
Rao, N., Mace. W., Hosein, A. and Kinchin, I. (2019) “Pedagogic Democracy versus Pedagogic Supremacy: Migrant Academics’ Perspectives”, Teaching in Higher Education 24(5), pp. 599-612
Rao, N. and Hosein, A. (2019) “Towards a more active, embedded and professional approach to the internationalisation of academia”, International Journal of Academic Development 25(4), 375-378.
Kinchin, I., Hosein, A., Rao, N., & Mace, M. W. (2018). Migrant Academics and Professional Learning Gains: Perspectives of the Native Academic. SRHE. London.
Media Knowledge Exchange
University World News (UWN) Lead Story: “Do we provide the right support for migrant academics?” https://www.universityworldnews.com/post.php?story=20180418093851228
Technology Use of Students and Academics
I am interested in how students and academics use technology for their learning (or teaching). In 2009, as a research assistant on an ESRC project (led by Prof Chris Jones), I was investigating the so-called “net generation” (those born after the 1990s) and their use of technology in their first year of university using a longitudinal study. The research was concerned whether those students who were not from the “net generation” if they were being marginalised because of presumptions that their technology use was different to the net generation because of the era they were born. The research thus focused on looking at the frequency and competences of students’ use of technology. Through a series of papers, we were able to contribute to the debate that there did not exist a generational divide between the so-called “digital natives” and “digital immigrants” but rather the competencies in technology were dependent on the frequency of use. In fact, for learning technologies, the competencies were the same amongst older and younger students at the end of the university year.
Key Outputs
Hosein, A., Ramanau, R., & Jones, C. (2010). Learning and living technologies: A longitudinal study of first-year students' frequency and competence in the use of ICT. Learning, Media and Technology, 35(4), 403-418. doi:10.1080/17439884.2010.529913 (IF: 3.175 Citations: 75)
Jones, C., & Hosein, A. (2010). Profiling university students' use of technology: Where is the net generation divide? The International Journal of Technology Knowledge and Society, 6(3), 43-58. (Citations: 52)
Ramanau, R., Hosein, A., & Jones, C. (2010). Learning and living technologies: A longitudinal study of first-year students’ expectations and experiences in the use of ICT. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the Seventh International Conference on Networked Learning 2010. (pp. 627–634). Lancaster: Lancaster University. (Citations: 36)
Impact
Further, the outputs from this project are contributing to the understanding by practitioners and public users on how students use technology as the research is cited in a number of technology handbooks and were quoted by Sir John Daniel (President of the Commonwealth of Learning) in his speech “Higher Education in a Decade of Disruption”.
Early Career Academics’ Transitions and Journeys
Early Career Academics (ECAs) are situated within a precarious higher education landscape. In 2014, I started investigating in my role as an academic developer, the support that professional development programmes (PDP) provide to ECAs in developing their career. It became clear that ECAs needed PDPs to build networks and create supportive structures, and PDPs that were interdisciplinary afforded this. The PDPs allowed ECAs to build sufficient social and academic capital to enable them to negotiate the precarity they faced. Part of this work was published in the premier journal in this field, the International Journal of Academic Development, where it was the “Runner-up for paper of the year” and was assessed as 4*/3* in the REF exercise. Building on this work, I went on to secure funding as PI from the Association of Learning Developing in HE (ALDinHE), where we explored particularly the experiences of Graduate Teaching Assistants (GTAs) who had the support of PDPs and those who did not. This has impacted the PDP programme at the University of Surrey by ensuring that PDPs were available to GTAs and were interdisciplinary.
In this work, I have collaborated with Bart Rienties, Rille Raaper and Namrata Rao.
Key Outputs
Rienties, B., & Hosein, A. (2015). Unpacking (in)formal learning in an academic development programme: A mixed-method social network perspective. International Journal for Academic Development, 20(2), 163-177. (Runner-up for paper of the year)
Related Outputs
Rao, N., Hosein, A., & Raaper, R. (2021). Doctoral students navigating the borderlands of academic teaching in an era of precarity. Teaching in Higher Education, 1-17.
Rienties, B., & Hosein, A. (2020). Complex transitions of early-career academics (ECA): a mixed-method study of with whom ECA develop and maintain new networks. In Frontiers in Education (Vol. 5, p. 137).
Learning and Teaching in Higher Education
This covers a wide range of areas and issues in higher education, but I am interested in using particularly socio-psychological theories to explore pedagogy (learning and teaching).
Learning and Teaching in STEM
During my PhD, I investigated how students learn mathematics using different types of software depending on their confidence.
Recently, working with academics in Turkey, we investigated how the Syrian conflict-affected students learning of mathematics.
And finally working with Phil Coleman, we have a paper that is under review that investigated the use of online laboratories in developing confidence in electronics.
Key Outputs
Omaish, H. A., Hosein, A., Abdullah, M. U., & Aldershewi, A. (2021). University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones. International Journal of Educational Research Open, 2, 100095.
Hosein, A., & Harle, J. (2018). The Vulnerability of a Small Discipline and Its Search for Appropriate Pedagogy: The Case of Medical Physics. In Pedagogical Peculiarities (pp. 69-85). Brill.
Hosein, A., Aczel, J., Clow, D. and Richardson, J.T.E. (2008). Comparison of black-box, glass-box and open-box software for aiding conceptual understanding. In: Proceedings of the 32nd Annual Conference of the International Group for the Psychology of Mathematics Education (PME 32), 17-21 Jul 2008, Morelia, Mexico.
Research Methods Pedagogy
In a series of work with Namrata Rao, we investigated how students are able to learn research methods and the impact this has on their researcher identity.
Key Outputs
Hosein, A., & Rao, N. (2019). The acculturation and engagement of undergraduate students in scientific thinking through research methods. In Redefining Scientific Thinking for Higher Education (pp. 157-175). Palgrave Macmillan, Cham.
Hosein, A., & Rao, N. (2017). Students’ reflective essays as insights into student centred-pedagogies within the undergraduate research methods curriculum. Teaching in Higher Education, 22(1), 109-125.
Hosein, A., & Rao, N. (2012). Students' conception of research and its relationship to employability. In the 8th International Conference in Education (ICE). Samos, Greece.
Pedagogical Implications
In this series of work with a variety of authors, I've worked across different disciplines and different issues in higher education, to consider the implications for teaching practice particularly around issues of marginalisation and diversity.
Key Outputs
Heron, M., Dippold, D., Hosein, A., Khan Sullivan, A., Aksit, T., Aksit, N., ... & McKeown, K. (2021). Talking about talk: tutor and student expectations of oracy skills in higher education. Language and Education, 1-16.
Hosein, A., & Rao, N. (2020). Academic diversity and its implications for teaching and learning. In Understanding Contemporary Issues in Higher Education (pp. 65-78). Routledge.
Hosein, A., & Rao, N. (2019). International Student Voice (s)—Where and What Are They?. In Engaging Student Voices in Higher Education (pp. 71-87). Palgrave Macmillan, Cham.
Hosein, A. (2017). Pedagogic frailty and the research-teaching nexus. In Pedagogic frailty and resilience in the university (pp. 135-149). Brill Sense.
Timus, N., Cebotari, V., & Hosein, A. (2016). Innovating teaching and learning of European Studies: Mapping existing provisions and pathways. Journal of Contemporary European Research, 12(2).
Research projects
The Student Wellbeing & Life Outcomes Project, funded by the Economic and Social Research Council (ESRC), investigates the mental health, wellbeing, and life outcomes (education and employment) of young people, with a particular focus on those who enter higher education.
In this project using secondary data analysis from the LSYPE/ Next Steps project, we are looking to:
- Reduce the evidence gap on how the mental health and wellbeing of adolescents affect their transitions into higher education and their life outcomes after graduating.
- Create information for policymakers (such as government, universities and charities) to implement suitable policies and practices that can enhance mental health and wellbeing outcomes.
- Determine whether any findings vary based on individuals’ social characteristics (particularly the intersectionality of social characteristics, such as differences between white male students and black male students).
The project runs from Jul 2020 to June 2022. I lead this project with a team of Co-Investigators: Kieran Balloo (now at USQ), Nicola Byrom (KCL) and Cecilia Essau (Roehampton).
In this project funded by ERASMUS+, pedagogical development and collaborations would be explored between academic teaching staff from the University of Trinidad and Tobago (UTT) and the University of Surrey (UoS). We are expecting the exchange to be around 8 staff from UTT and 4 staff from UoS.
I am the lead technical coordinator from the UoS.
Due to delays from Covid, this project is now running from September 2021 to July 2023.
In this project, led by Anna-Stiina Wallinheimo, we are working with GameAcademy to determine if there is a link between the types of games people play and their careers. We are using a secondary data set of games that people play.
This project ran from March to October 2021.
With globalisation there has been an increase in cross-border travel of skilled workforces (including academics within Higher Education (HE). Nearly 28% of academics working in the UK HE sector come from other countries. The presence of immigrant academics may offer pedagogic opportunities and challenges not only for themselves but also for their students, colleagues, the HEIs and the HE sector in general. In spite of increased academic mobility, the challenges that may be faced by immigrant academics and adaptations that they may make in their new work environments have been relatively under-researched. Whilst there is a body of literature capturing the experiences of migrant/international students, the research on the experiences of international academics moving to work on a long-term/permanent basis has been limited. The immigrant academics in their new environment may encounter some differences in the pedagogic culture they have experienced in their own learning and teaching journeys in the countries they have been educated and the universities they teach in the UK. This may inhibit/influence their professional practice and development in their new pedagogic context. The study explores the factors which influence the pedagogic practice of immigrants in foreign contexts.
Related papers:
Hosein, A., & Rao, N. (2018). Migrant academics and their academic development training needs. Educational Developments, 19(1).
This SRHE-funded study addresses an important gap in the internationalisation of the higher education research - that of the pedagogic impact of international staff on the professional practice of the native academic in their host institutions who work alongside those migrant academics. Previous research on academic migration has largely focussed on the experiences of the migrant/ mobile academic and their acculturation. This research, on the contrary, focuses on the possible professional gains/non-gains of academic migration on the professional practice of the native academic in the host institutions.
The aim of this research was to investigate and assess the impact of the four guidance documents for higher education providers published by QAA in August 2013. The intention of the guidance (which was the product of extensive consultation with sector organisations) was to offer support to providers in making detailed and transparent information available to current and prospective students, particularly in relation to informing student choice.
The study examines how the online information differs, taking account of the following factors:
- discipline differences
- size of the institution
- students' perception of the programme quality (as denoted by Question 22 of the National Students' Survey (NSS).
The overarching research question, to be explored through the use of documentary surveys of 38 university websites and interviews with eight universities, was:
To what extent have various HEIs used the guidance documents to disseminate relevant information to prospective students?
The results revealed a variation in the extent of information present on class size, student workload and teaching qualifications, in relation to discipline differences, the size of the institution, and students' perception of the quality of the programmes.
Related papers
Rao, N., & Hosein, A. (2017). The limits of HEI websites as sources of learning and teaching information for prospective students: a survey of professional staff. Perspectives: Policy and Practice in Higher Education. 21(1). pp. 4-10
Development of a prototype for building a Recommender System.
Recently, in the BBC, Sir James Dyson indicated that his company found it difficult to fill science and engineering posts with British graduates. The main reason for this is that students are not choosing to do a science, technology, engineering or
mathematics (STEM) degree. However, the choice of doing a STEM degree occurs earlier in a student’s life when they choose their GCSE and A-level subjects. The reasons for why a student chooses to do a STEM subject are unclear. One way of understanding these choices is to use data collected from the Longitudinal Study of Young People in England (LSYPE) which ran from 2004- 2010. The LSYPE recorded students’ subject choices and their reasons each year from the time they were 13-14 years old. Using students’ socioeconomic data such as gender, household income, school type; the study will model what factors influenced students’ choices. I will be working alongside Alice Sullivan from the Department of Quantitative Social Science at the Institute of Education who has expertise in analysing and modelling longitudinal data including LSPYE.
Related papers
Hosein, A. (2019). Girls' video gaming behaviour and undergraduate degree selection: A secondary data analysis approach. Computers in Human Behavior, 91, 226-235.
The aim of the research was to conduct a literature search and review academic sources such as course outlines, conference and course blogs, and conference presentations/publications that included information on the assessment of research methods at both undergraduate and postgraduate levels. The project sought to gather information on academic practice from around the world. Further, the project aimed to use a framework to evaluate the assessments in terms of their likely effectiveness and provide parameters for developing new approaches.
Indicators of esteem
Member of the ESRC Peer Review College
Supervision
Postgraduate research supervision
I am interested in supervising students from a range of higher education areas particularly on the themes I listed under my research. I have a particular interest in research that addresses marginalisation and diversity. I am a cross and inter-disciplinarian with a mixed research methods background.
Current doctoral researchers
- Adeeba Ahmad: Internationalisation of Higher education: Chinese Language Learning in Pakistan
- Hanaa Al-Ghamdi: Promoting English Foreign Language Students’ Willingness to Communicate Through Teacher Classroom Behaviour and Strategies in the Saudi Context
- Samaher Aljabri: An Investigation into the Factors Affecting Self-Regulation of Intentional Vocabulary Learning among Saudi EFL Learners
- Olufunke Ayoola: Encouraging Young Women into STEM in Higher Education (particular focus on Mathematics)
- Anne-Marie Cundy: Ways of Knowing: Multi-modality in Violin practice
- Heba Himdi: The Impact of Instructors’ Non-Verbal Behaviour on EFL Students’ Speaking Anxiety
- Raniah Kabooha: The Effects of Humorous Video Tasks on EFL Students` Task Motivation and Receptive and Productive Vocabulary Performance
- Dina Mousawa: The Role of Using Mobile Assisted Language Learning to promote EFL Female University Learners’ Autonomy in the ELI at KAU
- Parvathy Panicker: What is the role of passion and perseverance in MOOC retention
- Bianca Sanfilippo: Students’ Experiences: Neoliberal expectations and students’ mental health in British Higher Education
- Asif Soofi: Challenges to teaching values: Exploring the effect of changing national context on the professional identity of international academics teaching in UK universities
- Bettina Teegen: Black African International Doctoral Students and Acculturation in the US: A Qualitative Study
- Beyza Ucar: Investigating the effects of online argumentation skills scaffolding on pre-service teachers’ argumentation skills, knowledge, and attitudes.
- Wei Zhang: Academic goals and motivation: A longitudinal study investigating the well-being of higher vocational education students in China
- Junyi Zhou: A comparative study between the speaking test in Pre-sessional Programs (PSPs) and IELTS in terms of authenticity
- Fengmei Zhu: Enhancing EFL students’ feedback literacy in China’s application-oriented universities
- Janice Ansine (The Open University): Exploring citizen science learning journeys: a case study of iSpotnature.org
- Jacob Solomon (The Open University): An investigation into the efficacy of online delivery of pre-university programs as exemplified by the Pamoja Education model.
Past doctoral researchers
- Sinead Cameron (Liverpool Hope University): The impact of setting in comparison to mixed ability grouping in primary mathematics upon pupils’ mathematical attainment and mathematical self-perception.
- Joan Rigg (Liverpool Hope University): How is Year 4 pupils’ performance on three types of word problems influenced by their mathematical self-constructs, self-explanation and metacognitive behaviours?
Past Masters Researchers
- Vicky Milligan: The impact of work placements on professional and student identity of BSc Accounting and Finance students at the University of Surrey and transition to final year studies
- Emma Waight: Doctoral writing as relational practice: materialities and timescapes
- Irina Niculescu: Digital education and learning design during the Covid-19 pandemic– what factors can influence the development of early-career academics’ design and teaching practices?
- Victoria Anderson: Special Education Needs Children Learning Mathematics with ICT in Primary Schools.
- Alan McCarthy: Is a Facebook Friend a Real Friend?
Teaching
My teaching philosophy is based largely on educational psychology principles. I draw heavily from the work of Marton & Säljö (1976) who described students approaches to learning as being either deep (building and trying to relate concepts) or surface (memorising and reproducing work). My teaching, therefore, tends to involve trying to encourage students to take a deep approach to learning by building their conceptual knowledge or relational understanding (Skemp, 1986). I do this by encouraging students' to use metacognitive strategies such as self-explanations (Chi, Bassok, Lewis, Reimann, & Glaser, 1989) together with evaluative reflections.
References
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: how students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning I. Outcome and process. British Journal of Educational Psychology, 46(1), 4-11.
Skemp, R. R. (1986). The Psychology of Learning Mathematics (2nd Edition ed.). London, UK: Penguin Books Ltd.
Courses I teach on
I currently teach on:
- Graduate Certificate in Learning and Teaching (currently on teach-out) - accredited at AFHEA and FHEA level
- Postgraduate Certificate in Learning and Teaching in Higher Education - accredited at AFHEA and FHEA level
- MA in Higher Education (online and distance learning)
I am the module leader for the following Masters modules:
Publications
Journal Articles
Rao, N., Hosein, A., & Raaper, R. (2021). Doctoral students navigating the borderlands of academic teaching in an era of precarity. Teaching in Higher Education, 26(3), 454-470.
Hosein, A., & Rao, N. (2021). Selling lemons? The relationship between learning and teaching information on university programme web pages and future students’ course satisfaction. Journal of Marketing for Higher Education, 1-18.
Heron, M., Dippold, D., Hosein, A., Khan Sullivan, A., Aksit, T., Aksit, N., ... & McKeown, K. (2021). Talking about talk: tutor and student expectations of oracy skills in higher education. Language and Education, 1-16.
Omaish, H. A., Hosein, A., Abdullah, M. U., & Aldershewi, A. (2021). University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones. International Journal of Educational Research Open, 2, 100095.
Gravett, K., Kinchin, I. M., Winstone, N. E., Balloo, K., Heron, M., Hosein, A., ... & Medland, E. (2020). The development of academics’ feedback literacy: Experiences of learning from critical feedback via scholarly peer review. Assessment & Evaluation in Higher Education, 45(5), 651-665.
Rienties, B., & Hosein, A. (2020). Complex transitions of early-career academics (ECA): a mixed-method study of with whom ECA develop and maintain new networks. In Frontiers in Education (Vol. 5, p. 137). Frontiers.
Rao, N., & Hosein, A. (2020). Towards a more active, embedded and professional approach to the internationalisation of academia. International Journal for Academic Development, 25(4), 375-378.
Rao, N., Mace, W., Hosein, A. and Kinchin, I. (2019). Pedagogic Democracy versus Pedagogic Supremacy: Migrant Academics’ Perspectives. Teaching in Higher Education. 24(5), 599-612
Hosein, A. (2019). Girls' video gaming behaviour and undergraduate degree selection: A secondary data analysis approach. Computers in Human Behavior, 91, 226-235.
Kinchin, I., Heron, M., Hosein, A., Lygo-Baker, S., Medland, E., Morley, D., & Winstone, N. (2018). Researcher-led academic development. International Journal for Academic Development, 23(4), 339-354.
Hosein, A and Harle, J. (2018). The relationship between students’ prior mathematical attainment, knowledge and confidence on their self-assessment accuracy. Studies in Educational Evaluation. 56(1) pp. 32-41
Hosein, A. and Rao, N. (2017). Pre-Professional Ideologies and Career Trajectories of the Allied Professional Undergraduate Student. Research in Post-Compulsory Education. 22(2) pp. 252-270
Rao, N., & Hosein, A. (2017). The limits of HEI websites as sources of learning and teaching information for prospective students: a survey of professional staff. Perspectives: Policy and Practice in Higher Education. http://dx.doi.org/10.1080/13603108.2016.1227386 (Winner of the John Smith Essay Prize)
Hosein, A., & Rao, N. (2016). Students' reflective essays as insights into student-centred pedagogies within the undergraduate research methods curriculum. Teaching in Higher Education, 1-17. http://dx.doi.org/10.1080/13562517.2016.1221804
Timus, N., Cebotari, V., & Hosein, A. (2016). Innovating Teaching and Learning of European Studies: Mapping Existing Provisions and Pathways. Journal of Contemporary European Research, 12(2). http://www.jcer.net/index.php/jcer/article/view/729
Rienties, B. and Hosein, A. (2015) 'Unpacking (in)formal learning in an academic development programme: A mixed method social network perspective'. International Journal for Academic Development, 20(2), p.163-177
Kinchin, I.M., Hosein, A., Medland, E., Lygo-Baker, S., Warburton, S., Gash, D., Rees, R., Loughlin, C., Woods, R., Price, S. and Usherwood, S. (2015) Mapping the development of a new MA programme in higher education: Comparing private perceptions of a public endeavour. Journal of Further and Higher Education, DOI: 10.1080/0309877X.2015.1070398
Hosein, A., Ramanau, R. and Jones, C. (2010), "Learning and living technologies: a longitudinal study of first year students' frequency and competence in the use of ICT", Learning, Media and Technology, 35(4), pp. 403-418
Jones, C., & Hosein, A. (2010), "Profiling university students' use of technology: where is the net generation divide?", The International Journal of Technology Knowledge and Society, 6(3), pp. 43-58.
Pun, K.F. and Hosein, A. (2007), “Identification of performance indicators for poultry agribusiness operations”, The Asian Journal on Quality, Vol. 8, No. 3, pp.11-22
Hosein, A. and Pun, K.F. (2004), "Sustaining performance improvement in the poultry industry in Trinidad and Tobago: a decision support paradigm", West Indian Journal of Engineering, Vol. 26, No. 2, pp.45-54
Reports
Kinchin, I., Hosein, A., Rao, N., & Mace, M. W. (2018). Migrant Academics and Professional Learning Gains: Perspectives of the Native Academic. SRHE. London.
Hosein, A., & Rao, N. (2015). An impact study of the guidance documents for higher education providers published by QAA in 2013. Gloucester: Quality Assurance Agency.
Hosein, A., & Rao, N. (2014). The role of assessment in teaching research methods: A literature review. York, UK: Higher Education Academy.
Books
Hosein, A., Rao, N., Shu-Hua Yeh, C., & Kinchin, I. M. (2018). Academics’ International Teaching Journeys: Personal Narratives of Transitions in Higher Education. Bloomsbury.
Medland, E., Watermeyer, R., Hosein, A., Kinchin, I.M. and Lygo-Baker, S. (Eds) (2018). Pedagogical Peculiarities – Conversation at the Edge of University Teaching and Learning. Brill (Sense) Publishers. Leiden, Netherlands.
Book Chapters
Hosein, A., & Rao, N. (2020). Academic diversity and its implications for teaching and learning. In Understanding Contemporary Issues in Higher Education (pp. 65-78). Routledge.
Hosein, A. and Rao, N. (2020). The acculturation and engagement of undergraduate students in scientific thinking through research methods. In M. Murtonen, M and Balloo, K.: Redefining Scientific Thinking for Higher Education (pp-157-175). Palgrave Macmillan.
Hosein, A. and Rao, N. (2019). International Student Voice (s)–Where and What are They?. In S. Lygo-Baker et al: Engaging Student Voices in Higher Education (pp. 71-87). Palgrave Macmillan, Cham.
Rao, N., Yeh, C. S. H., Hosein, A., & Kinchin, I. (2018). Academics’ International Teaching Journeys: An Introduction. In A. Hosein et al: Academics’ International Teaching Journeys: Personal Narratives of Transitions in Higher Education, 1-12. Bloomsbury
Hosein, A. (2018). Examining Pedagogical Autonomy in International Higher Education Systems. In A. Hosein et al: Academics’ International Teaching Journeys: Personal Narratives of Transitions in Higher Education, 93-108. Bloomsbury
Hosein, A., & Harle, J. (2018). The Vulnerability of a Small Discipline and its Search for Appropriate Pedagogy: The Case of Medical Physics. In E. Medland et al: Pedagogical Peculiarities (pp. 69-85). Brill Sense.
Hosein, A. (2017). Pedagogic Frailty and the Research-Teaching Nexus. In I.M. Kinchin and N.E. Winstone (Eds): Pedagogic Frailty and Resilience in the University (pp. 135-149). Sense Publishers.
Rao, N. and Hosein, A. (2013). Comparative education. In Curtis, W., Ward, S., Sharp, J., & Hankin, L. (Eds.). Education Studies: An Issue Based Approach. Learning Matters.
Professional Journals
Hosein, A., & Rao, N. (2018). Migrant academics and their academic development training needs. Educational Developments, 19(1).
Peer-Reviewed Conference Proceedings
Rienties, B. and Hosein, A. (2014) "A need to look beyond the boundaries of professional development - a SNA perspective", EARLI
Rigg, J., Hosein, A. and Psycharis, S. (2014), "Researching children's 'self' constructs and their success at solving word problems: a pilot study", In Pope S. (Ed) Proceedings of the 8th British Congress of Mathematics Education, Nottingham, pp.287-294
Hosein, A. and Rao, N. (2012), “Students' conceptions of research and its relationship to employability”, Proceedings of the 8th International Conference in Education, July 5-7, Samos, Greece
Rao, N. and Hosein, A. (2012), “Opportunities and complexities of two synchronous distance research supervision modes”, Proceedings of the 8th International Conference in Education, July 5-7, Samos, Greece
Ramanau, R., Hosein, A. and Jones, C. (2011), “ Net generation distance learners and patterns of their digital technology use”, In M.B. Nunes and McPherson, M. (Eds) Proceedings of the IADIS International Conference on E-Learning, Rome, Italy, July 20-23, pp. 21-27
Ferguson, R., Clough, G. and Hosein, A. (2010), “Shifting themes, shifting roles: the development of research blogs”, In: 'Into Something Rich and Strange' - Making Sense of the Sea-Change. The 17th Association for Learning Technology Conference (ALT-C 2010), 7-9 September 2010, Nottingham, UK, pp.111-117.
Hosein, A., Ramanau, R., and Jones, C.R. (2010), “Are all net generation students the same? The frequency of technology use at university”, Proceedings of the IADIS International Conference on e-Learning, Frieburg, Germany, 26th-29th July, 2010, Vol. 1, pp.340-348.
Ramanau, R., Hosein, A. and Jones, C.R. (2010)., “Learning and living technologies: A longitudinal study of first-year students' expectations and experiences in the use of ICT”, In Dirckinck-Holmfeld L, Hodgson V, Jones C, McConnell D & Ryberg T. (Eds) Proceedings of the 7th International Conference on Networked Learning, Aalborg 3-4th May 2010.
Hosein, A., Aczel, J., Clow, D., & Richardson, J. T. E. (2008), “Comparison of black-box, glass-box and open-box software for aiding conceptual understanding”, In Figueras, O., Cortina, J., Alatorre, S., Rojano, T. and Sepúlveda, A. (Eds.), Proceedings of the 32nd annual conference of the International Group for the Psychology of Mathematics Education (PME 32), Vol. 3, Morelia, Mexico, pp. 185-192
Hosein, A., Aczel, J., Clow, D., & Richardson, J. T. E. (2008), “Mathematical thinking of undergraduate students when using three types of software”, Proceedings of the International Congress on Mathematics Education, Monterrey, Mexico, http://tsg.icme11.org/document/get/531
Hosein, A., Aczel, J., Clow, D., & Richardson, J. T. E. (2007), “An illustration of student's engagement with mathematical software using remote observation”, In Woo, J.-H., Lew, H.-C., 2. Park, K.-S. & Seo, D.-Y. (Eds.), Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education (PME 31), Vol. 3, Seoul, Korea, pp. 49-56
Ferguson, R., Clough, G. and Hosein, A. (2007), “Postgraduate blogs: beyond the ordinary research journal”, In Wheeler, S. and Whitton, N. (Eds.), Beyond Control: Learning Technology for the Social Network Generation, Research Proceedings of the 14th Association for Learning Technology Conference ALT-C Conference 2007, 4-6 September 2007, Nottingham University, England, UK, pp. 179-189.
Hosein, A., Aczel, J. and Clow, D. (2006), "The teaching of linear programming in different disciplines and in different countries", Proceedings of the International Conference on the Teaching of Mathematics - at the Undergraduate Level, 30th Jun - 5th Jul, Istanbul, Turkey
Pun, K.F. and Hosein A. (2003), "Improving performance of agribusiness operations and production in Trinidad and Tobago - a research agenda for the poultry industry", Proceedings of the APETT Annual Technical Conference, 19th-20th Mar, 2003, pp. 132-141
Pun, K.F. and Hosein, A., (2003), "Development of a journal information system for engineering research studies”, Proceedings of the 2003 ASEE Annual Conference & Exposition, Nashville, Tennessee, USA, no.2003-1588, June (CD version), 11 pages
Hosein, A. and DeFreitas J. (1999), "The feasibility of using bsi bsi (Cyperus articulatus) as a textile fibre", Proceedings of the Caribbean Academy of Science, Paramaribo, Suriname, 7th-9th October