Abdulghani Muthanna is an Associate Professor at the Centre for Pedagogical Development and Learning, Østfold University College, Norway. His research interests include critical pedagogy, teaching professionalism and collaboration. He has recently co-edited a book about professional identity development, published by Routledge.Håkon Naasen Tandberg is the head of the Centre for Pedagogical Development and Learning at Østfold University College, Norway. He is currently a board member of the Norwegian Network for University and College Pedagogy. His research interests include teaching cultures and dialectical pedagogy.Myint Swe Khine is an academic staff member at Curtin University, Australia. He has worked at the Learning Science and Technology Academic Group at Nanyang Technological University, Singapore, and published widely on teacher education and educational research.

• List of ContributorsSection I: Theoretical and Conceptual Foundations of Pedagogical Competence1. A Conceptual Clarification and Advancement of Pedagogical Competence in Higher Education2. Why Do Higher Education Teachers Need Pedagogical Competence on Supporting Students’ Learning of Generic Skills? 3. Handling Standardisation in Higher Education: Approaches and Paths Ahead4. Technical Pedagogy and the Dialectial Alternative in Higher Education5. Standardized or Situated? Rethinking Professional Learning in University Pedagogy6. Validation of Practical Experience as a Supplement to Formal Training for Teaching and Learning in Higher Education7. The Impact of the Pedagogical Competences on the Accreditation Processes of the Teaching Staff in the Spanish Higher Education InstitutionsSection II: Contextual and Institutional Dimensions of Pedagogical Practices8. Self-Initiated Professional Development of English Faculty in Yemen9. A Holistic Approach to Updating English Education Programs at Yemeni Public Universities10. A Model for Establishing a University Pedagogy Program in a Conflict-Affected Context11. Graduate Research Supervision as Pedagogical Craft: Perspectives of the Professoriate in a College of Humanities in a Postcolonial Context12. Digitalization and Datafication in Higher Education: Experiences of English Language Instructors

Abdulghani Muthanna is an Associate Professor at the Centre for Pedagogical Development and Learning, Østfold University College, Norway. His research interests include critical pedagogy, teaching professionalism and collaboration. He has recently co-edited a book about professional identity development, published by Routledge.Håkon Naasen Tandberg is the head of the Centre for Pedagogical Development and Learning at Østfold University College, Norway. He is currently a board member of the Norwegian Network for University and College Pedagogy. His research interests include teaching cultures and dialectical pedagogy.Myint Swe Khine is an academic staff member at Curtin University, Australia. He has worked at the Learning Science and Technology Academic Group at Nanyang Technological University, Singapore, and published widely on teacher education and educational research.

• List of ContributorsSection I: Theoretical and Conceptual Foundations of Pedagogical Competence1. A Conceptual Clarification and Advancement of Pedagogical Competence in Higher Education2. Why Do Higher Education Teachers Need Pedagogical Competence on Supporting Students’ Learning of Generic Skills? 3. Handling Standardisation in Higher Education: Approaches and Paths Ahead4. Technical Pedagogy and the Dialectial Alternative in Higher Education5. Standardized or Situated? Rethinking Professional Learning in University Pedagogy6. Validation of Practical Experience as a Supplement to Formal Training for Teaching and Learning in Higher Education7. The Impact of the Pedagogical Competences on the Accreditation Processes of the Teaching Staff in the Spanish Higher Education InstitutionsSection II: Contextual and Institutional Dimensions of Pedagogical Practices8. Self-Initiated Professional Development of English Faculty in Yemen9. A Holistic Approach to Updating English Education Programs at Yemeni Public Universities10. A Model for Establishing a University Pedagogy Program in a Conflict-Affected Context11. Graduate Research Supervision as Pedagogical Craft: Perspectives of the Professoriate in a College of Humanities in a Postcolonial Context12. Digitalization and Datafication in Higher Education: Experiences of English Language Instructors

Abdulghani Muthanna is an Associate Professor at the Centre for Pedagogical Development and Learning, Østfold University College, Norway. His research interests include critical pedagogy, teaching professionalism and collaboration. He has recently co-edited a book about professional identity development, published by Routledge.Håkon Naasen Tandberg is the head of the Centre for Pedagogical Development and Learning at Østfold University College, Norway. He is currently a board member of the Norwegian Network for University and College Pedagogy. His research interests include teaching cultures and dialectical pedagogy.Myint Swe Khine is an academic staff member at Curtin University, Australia. He has worked at the Learning Science and Technology Academic Group at Nanyang Technological University, Singapore, and published widely on teacher education and educational research.

• List of ContributorsSection I: Theoretical and Conceptual Foundations of Pedagogical Competence1. A Conceptual Clarification and Advancement of Pedagogical Competence in Higher Education2. Why Do Higher Education Teachers Need Pedagogical Competence on Supporting Students’ Learning of Generic Skills? 3. Handling Standardisation in Higher Education: Approaches and Paths Ahead4. Technical Pedagogy and the Dialectial Alternative in Higher Education5. Standardized or Situated? Rethinking Professional Learning in University Pedagogy6. Validation of Practical Experience as a Supplement to Formal Training for Teaching and Learning in Higher Education7. The Impact of the Pedagogical Competences on the Accreditation Processes of the Teaching Staff in the Spanish Higher Education InstitutionsSection II: Contextual and Institutional Dimensions of Pedagogical Practices8. Self-Initiated Professional Development of English Faculty in Yemen9. A Holistic Approach to Updating English Education Programs at Yemeni Public Universities10. A Model for Establishing a University Pedagogy Program in a Conflict-Affected Context11. Graduate Research Supervision as Pedagogical Craft: Perspectives of the Professoriate in a College of Humanities in a Postcolonial Context12. Digitalization and Datafication in Higher Education: Experiences of English Language Instructors