Items where division is "Divisions > Directorate of Education > Centre for the Study of Higher Education"

Brown, Nicole and Leigh, Jennifer S, eds. (2020) Ableism in academia: theorising disabilities and chronic illnesess in higher education. UCL Press, London, UK ISBN 978-1-78735-497-5. (doi:10.14324/111.9781787354975) (KAR id:81407)

Thomas, Dave S. P. and Quinlan, Kathleen M., eds. (2024) Culturally sensitive curricula scales: Researching, evaluating and enhancing higher education curricula. Palgrave studies in race, inequality and social justice in education . Palgrave Macmillan, UK, 193 pp. ISBN 978-3-031-57687-4. E-ISBN 978-3-031-57688-1. (doi:10.1007/978-3-031-57688-1) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:107408)

Jethnani, Hansika and Panesar, Lucy and Patel, Rahul, eds. (2018) Decolonising the Arts Curriculum: Perspectives on Higher Education. Decolonising the Arts Curriculum: Perspectives on Higher Education, 1 . (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96078)

Thomas, Dave S.P and Arday, Jason, eds. (2021) Doing Equity and Diversity for Success in Higher Education: Redressing Structural Inequalities in the Academy. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, Basingstoke, UK, 229 pp. ISBN 978-3-030-65667-6. E-ISBN 978-3-030-65668-3. (doi:10.1007/978-3-030-65668-3) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81895)

Gough, A.Martin, ed. (2009) Evaluating Training and Development Programmes for Postgraduate and Newer Researchers, authored by Tony Bromley. Issues in Postgraduate Education: Management, Teaching and Supervision, 2:7 . Society for Research into Higher Education, London, 49 pp. ISBN 978-0-946376-14-8. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25290)

Hensby, Alexander and Adewumi, Barbara, eds. (2024) Race, Capital, and Equity in Higher Education: Challenging Differential Academic Attainment in UK Universities. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, Basingstoke ISBN 978-3-031-51616-0. E-ISBN 978-3-031-51617-7. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:104295)

Bernstein, Daniel and Quinlan, Kathleen M., eds. (1996) Special Issue on Peer Review of Teaching. Innovative Higher Education, 20 (4). pp. 219-220. ISSN 0742-5627. E-ISSN 1573-1758. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:77439)

Pitt, Edd and Quinlan, Kathleen M., eds. (2021) Special Issue: Signature Assessment and Feedback Practices in the Disciplines. Assessment in Education: Principles, Policy and Practice, 28 (2). pp. 97-207. ISSN 0969-594X. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:90697)

Abdulkerim, Sohayb, Nasir, Abir, Parkinson, Tom, Marais, Debbi, Altaha, Razan, Shaban, Fateh (2022) Enhancing higher education teaching and learning in northern Syria: Academic development needs of teaching staff at Free Aleppo and Sham universities. International Journal of Education Research (Open), 3 . Article Number 100143. ISSN 0883-0355. (doi:10.1016/j.ijedro.2022.100143) (KAR id:95498)

Abdullateef, Shaher, Alajaj, Nidal, Anis, Rida, Shaban, Fateh, Belluigi, Dina Zoe, Parkinson, Tom (2020) Sharing the burdens of responsibility for a better future in transnational academia: Reflections of displaced Syrian academics on an atypical academic development event. ETH Learning and Teaching Journal, 2 (2). pp. 393-397. E-ISSN 2624-7992. (KAR id:84510)

Abdullateef, Shaher, Parkinson, Tom (2017) Securing Syria’s academic knowledge and industrial future through participatory action research: a case study of agricultural engineering education. In: Higher Education Rising to the Challenge: Balancing expectations of students, society and stakeholders. Society for Research in higher education Annual conference, 6-8 December 2017, Newport, Wales, UK. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:70553)

Abdullateef, Shaher, Parkinson, Tom, Sarmini, Iman (2020) Cross Border Connected Learning in Northern Syria: An Agricultural Pilot Study. International Journal of Education Research (Open), 1 . Article Number 100005. ISSN 0883-0355. (doi:10.1016/j.ijedro.2020.100005) (KAR id:81842)

Acac, Nidal (2024) Professional Development for Academics in Exile: A Case Study of Syrian Academics in the City of Gaziantep, Turkey. Doctor of Philosophy (PhD) thesis, University of Kent,. (doi:10.22024/UniKent/01.02.107444) (KAR id:107444)

Adewumi, Barbara, Bailey, Laura R., Mires-Richards, Emma, Quinlan, Kathleen M., Agyeman, Evangeline, Alabi, Aisha, Jeyasingh, Miriam, Konadu-Mensah, Collins, Laviniere, Wayne, Mighton, Patrice, and others. Shortridge, Tore, Thomas, Dave S.P, and Wassamba-Wabelua, Nain (hide) (2022) Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists. London Review of Education, 20 (1). pp. 1-17. ISSN 1474-8460. E-ISSN 1474-8479. (doi:10.14324/lre.20.1.01) (KAR id:82728)

Adewumi, Barbara, Fitton, Triona, Hensby, Alexander, Mires-Richards, Emma (2023) 'acKnowledge: Race and Ethnicity in Sociology' Repository Final Report to the British Sociological Association. British Sociological Association, 20 pp. (KAR id:104722)

Adi, Hakim and Thomas, Dave S.P (2020) Decolonisation or empowerment in Higher Education? In: Thomas, Dave S.P and Arday, Jason, eds. Doing equity and diversity for success in higher education: Redressing structural inequalities in the academy. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan. ISBN 978-3-030-65667-6. E-ISBN 978-3-030-65668-3. (doi:10.1007/978-3-030-65668-3_5) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82351)

Ahn, Mi Young, Davis, Howard H. (2023) Are local students disadvantaged? Understanding institutional, local and national sense of belonging in higher education. British Educational Research Journal, 49 (1). pp. 19-34. ISSN 1469-3518. (doi:10.1002/berj.3826) (KAR id:100032)

Aldridge, Jacqueline (2023) Why is the business school system in perpetual crisis? Explaining the legitimacy paradox. Doctor of Philosophy (PhD) thesis, University of Kent,. (doi:10.22024/UniKent/01.02.100975) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:100975)

Alleyne, Emma, Wood, Jane L. (2010) Gang involvement: Psychological and Behavioral Characteristics of Gang Members, Peripheral Youth, and Nongang Youth. Aggressive Behavior, 36 (6). pp. 423-436. ISSN 0096-140X. (doi:10.1002/ab.20360) (KAR id:27523)

Antoniadou, Marilena, Quinlan, Kathleen M. (2021) Holding True or Caving in? Academics’ Values, Emotions, and Behaviors in Response to Higher Education Reforms. Higher Education Policy, . ISSN 0952-8733. (doi:10.1057/s41307-021-00225-1) (KAR id:86989)

Antoniadou, Marilena, Quinlan, Kathleen M. (2020) Thriving on challenges: how immigrant academics regulate emotional experiences during acculturation. Studies in Higher Education, 45 (1). pp. 71-85. ISSN 1470-174X. (doi:10.1080/03075079.2018.1512567) (KAR id:68981)

Arday, Jason, Belluigi, Dina, Thomas, Dave S.P (2020) Attempting to break the chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum within the Academy. Educational Philosophy and Theory, . ISSN 1469-5812. (doi:10.1080/00131857.2020.1773257) (KAR id:81378)

Arrington, Barbara, Kimmey, James, Brewster, Mikki, Bentley, Judy, Kane, Mary, Van Brunschot, Catherine, Burns, Melissa, Quinlan, Kathleen M., Brownson, Ross C (2008) Building a local agenda for dissemination of research into practice. Journal of Public Health Management and Practice, 14 (2). pp. 185-192. (doi:10.1097/01.phh.0000311898.03573.28) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60323)

Ashmore, Tracey Louise (2018) What is the Role of Academic Support in Contemporary UK HE? Doctor of Philosophy (PhD) thesis, University of Kent,. (KAR id:73885)

Baartman, Liesbeth K. J., Quinlan, Kathleen M. (2023) Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education. Perspectives: Policy and Practice in Higher Education, 28 (2). pp. 57-67. ISSN 1360-3108. E-ISSN 1460-7018. (doi:10.1080/13603108.2023.2283118) (KAR id:104168)

Bailey, R P, Leigh, Jennifer S, Pearce, G, Sharrock, R, Reeves, M, Cope, E, Dismore, H, Quarmby, T, Doughty, L, Peacock, S and others. (hide) (2011) National impact evaluation of the gifted and talented physical education and sport programme. Youth Sport Trust (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47574)

Barrow, Jocelyn Anita and Thomas, Dave S.P (2021) The myth of academic underperformance and notions of truth 52 years after the passing of the Race Relations Act 1968: In conversation with Dame Jocelyn Barrow. In: Thomas, Dave S.P and Arday, Jason, eds. Doing equity and diversity for success in higher education: Redressing structural inequalities in the academy. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, London, UK. ISBN 978-3-030-65667-6. E-ISBN 978-3-030-65668-3. (doi:10.1007/978-3-030-65668-3_2) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82347)

Beaton, F.M. and Hope, J. Exploring the identities of blended professionals in higher education. In: McIntosh, E and Nutt, D, eds. The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism. Taylor & Francis: Routledge, UK. ISBN 978-0-367-48000-4. (KAR id:99079)

Beaton, Fran (2011) Becoming and belonging: locations and identities for early career teachers. In: Improving University Teaching, 19th - 22nd July 2011, University of Bielefeld,Germany. (Unpublished) (KAR id:40864)

Beaton, Fran (2009) Book review: The University and its disciplines. Review of: 'The University and its disciplines'. by UNSPECIFIED. The University and its Disciplines, . pp. 1-3. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:40845)

Beaton, Fran (2010) The Challenge Fund: an initiative supported through TQEF. Educational Developments, . pp. 10-11. ISSN 1469-3267. (KAR id:24747)

Beaton, Fran (2010) Community building among early career teachers: opportunities and tensions. In: SRHE conference, 14th - 16th December 2010, Celtic Manor, Newport, Wales. (Unpublished) (KAR id:40866)

Beaton, Fran (2009) Community building with early career academics as innovators: strategies and applications. In: Improving University Teaching: navigating innovations in learning and teaching, 14th - 17th July 2009, Simon Fraser University,Vancouver BC. (Unpublished) (KAR id:40865)

Beaton, Fran and Gilbert, Amanda, eds. (2012) Developing Effective Part-time teachers in Higher Education: new approaches to professional development. SEDA Series . Routledge, UK, 232 pp. ISBN 978-0-415-51707-2. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:40840)

Beaton, Fran (2015) Developing effective part-time teachers: a sector perspective. In: Go Between, In Between: borders of belonging, 18 - 21 January 2016, Barcelona, Spain. (Unpublished) (KAR id:57993)

Beaton, Fran (2008) Developing new academics' self-perception as agents of change: A cross-disciplinary case study. Practice and Evidence of Scholarship of Learning and Teaching in Higher Education, 3 (2). pp. 181-192. (KAR id:40860)

Beaton, Fran (2008) Developing new academics' self-perception as agents of change: a cross-disciplinary case study. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 3 (2). pp. 181-192. ISSN 1750-8428. (KAR id:24743)

Beaton, Fran (2012) Future directions in Professional Development. In: Beaton, Fran and Gilbert, Amanda, eds. Developing Effective Part-time Teachers in Higher Education: new approaches in professional development. SEDA Series . Routledge, UK, pp. 198-206. ISBN 978-0-415-51707-2. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:40839)

Beaton, Fran (2007) Getting out of the subject silo: the educational developer's role. In: Staff and Educational Development Association Spring Conference. . (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:4958)

Beaton, Fran (2021) How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach. International Journal for Academic Development, 27 (3). pp. 234-248. ISSN 1360-144X. E-ISSN 1470-1324. (doi:10.1080/1360144X.2021.1910953) (KAR id:84842)

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Beaton, Fran (2013) In limbo? Practitioners who teach: professional identities and professional development. In: Society for Research in Higher Education Annual Conference 2014, 10th - 12th December, Newport,Wales. (Unpublished) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:57995)

Beaton, Fran (2016) In limbo? Practitioners who teach: professional identities and professional development. In: 20th Standing Conference on Academic Practice (SCAP), 7th - 8th July 2016, Warwick, UK. (Unpublished) (KAR id:58003)

Beaton, Fran (2017) Just in time and future-proofing? Policy, challenges and opportunities in the professional development of part-time teachers. International Journal for Academic Development, 22 (1). pp. 19-30. ISSN 1360-144X. E-ISSN 1470-1324. (doi:10.1080/1360144X.2016.1261354) (KAR id:57991)

Beaton, Fran (2007) Learning and teaching in context: disciplinary identity in university academic staff. In: University of Crete Faculty of Education. . (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:4959)

Beaton, Fran (2013) Part-time teachers in the 21st century workforce: identifying, supporting and sustaining professional development. In: Research seminar series, 10th October 2013 /3rd December 2013, Queen Mary,University of London / Glasgow School of Art. (Unpublished) (KAR id:40869)

Beaton, Fran (2004) Participation, expectation and motivation. In: Harnisch, Henriette and Swanton, Pauline, eds. Adults Learning Languages: a CILT guide to good practice. CILT, London. ISBN 978-1-904243-08-3. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:5389)

Beaton, Fran (2015) Practitioners who Teach : Professional Identities and Professional Development. In: International Conference on Educational Development, 16th - 18th June 2014, Stockholm, Sweden. (Unpublished) (KAR id:57994)

Beaton, Fran (2017) Professional development for part-time teachers in challenging times. In: Society for Research into Higher Education 2017 Conference: Higher Education Rising to the Challenge: balancing expectations of students, society and stakeholders, 6th - 8th December 2017, Newport, Wales, UK. (Unpublished) (KAR id:68570)

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Beaton, Fran (2000) Student attitudes to learning, assessment and accreditation. In: Huebner, A. and Ibarz, T. and Laviosa, S., eds. Assessment and Accreditation for Languages: the emerging concensus? CILT, London. ISBN 978-1-902031-23-1. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:5376)

Beaton, Fran (2011) Supporting and developing postgraduates who teach: implications and practicalities. In: South-east developers' one-day conference, June 12th 2011, Bucks New University. (Unpublished) (KAR id:40867)

Beaton, Fran (2006) Teaching HE in FE: whose professional teaching standards? Educational Developments, (7.1). p. 12. ISSN 1469-3267. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:5365)

Beaton, Fran (2016) University Graduate Teaching Assistants: policies, trends, perspectives. In: Inaugural Conference on GTA development, 19th - 21st June 2016, Edinburgh, UK. (Unpublished) (KAR id:57996)

Beaton, Fran (2009) The University and its Disciplines. Review of: The University and its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries by Kreber, C.. Higher Education Academy Subject Centre (ESCalate), . p. 1. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:24678)

Beaton, Fran (2016) Where next for language learning? In: King's College London Modern Languages Centre seminar series, 11th October 2016, London ,UK. (Unpublished) (KAR id:58069)

Beaton, Fran (2016) Who pays the piper? Who calls the tune? Implications of policy for the future academic workforce. In: Society for Research in Higher Education (SRHE) Annual Conference 2016, 7th - 9th December 2016, Newport, UK. (Unpublished) (KAR id:58004)

Beaton, Fran, Bradley, Sally, Cope, Sandy (2013) Supporting GTAs Who Teach: Foreword: Supporting Graduate Teaching Assistants: structures and practices. Practice and Evidence of Scholarship in Learning and Teaching in Higher Education, 8 (2). pp. 83-92. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:40862)

Beaton, Fran, Bryne, Nick (2002) A Learning Curve: reflective initial teacher training. In: ILTHE Conference Session. . Heriot-Watt University, Institute for Learning and Teaching in Higher Education, (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:5392)

Beaton, Fran, Gilbert, Amanda (2012) What does the escalating number of part-time teachers in the workforce mean for Higher Education? In: SRHE conference, 12th - 14ty December 2012, Newport,Wales. (Unpublished) (KAR id:40868)

Beaton, Fran and Malcolm, Janice (2008) Anyone can do it? Supporting educational research in other disciplines. In: Houston, Muir, ed. The Teaching-Research Interface: Implications for Practice in HE and FE. The Higher Education Academy, pp. 64-69. ISBN 978-1-905788-81-1. (KAR id:20128)

Beaton, Fran and Sims, Ellen (2016) Supporting part-time teachers and contract faculty. In: Baume, David and Popovic, Celia, eds. Advancing Practice in Academic Development. First edition. Routledge, London & New York. ISBN 978-1-138-85470-3. E-ISBN 978-1-315-72089-0. (doi:10.4324/9781315720890-15) (KAR id:57992)

Beaton, Fran, Tomkinson, Bland (2009) Improving University Teaching: navigating innovations in learning and teaching. Educational Developments, 10 (4). p. 22. ISSN 1469-3267. (KAR id:24745)

Beaton, Fran, Tomkinson, Bland (2009) Improving University Teaching: navigating innovations in teaching and learning. Educational Developments, 10 (4). p. 22. ISSN 1469-3267. (KAR id:40863)

Belluigi, Dina, Parkinson, Tom (2020) Building solidarity through comparative lived experiences of post/conflict: Reflections on two days of dialogue. Education and Conflict Review, 2 (1). (KAR id:81782)

Blumenkron, Ana, Goodall, Alex, Panesar, Lucy (2022) Decolonising Wikipedia: opportunities for digital knowledge activism. Spark: UAL Creative Teaching and Learning Journal, 5 (1). pp. 95-100. ISSN 2397-6594. (KAR id:98223)

Boden, Lisa, Abdullateef, Shaher, Aldakhil, Manaf, Alkhaddour, Anas, Alkhalil, Ahmad, Almohammad Alsbahi, Sara, Atik, Omar, Calia, Clara, Iannizotto, Martina, Keulertz, Martin, and others. Kizildeniz, Tefide, Kleinermann, Charles, Parkinson, Tom, Reid, Corinne, Robertson, Kate, Simm, Geoff, Suilmi, Mona, Taha, Ayham, Velioglu Melis, Ipek, and Yao, Adam (hide) (2019) Briefing paper: Global Health and Food Security in Fragile and Conflict Affected States (FCAS). University of Edinburgh, 24 pp. (KAR id:92046)

Boden, Lisa and Abdullateef, Shaher and Aldakhil, Manaf and Alkhaddour, Anas and Alkhalil, Ahmad and Almohammad, Alsbahi and Atik, Omar and Calia, Clara and Iannizotto, Martina and Keulertz, Martin and Kizildeniz, Tefide and Kleinermann, Charles and Parkinson, Tom and Reid, Corinne and Robertson, Kate and Simm, Geoff and Suilmi, Mona and Taha, Ayham and Velioglu Melis, Ipek and Yao, Adam (2019) Global Health and Food Security in Fragile and Conflict Affected States (FCAS): Syrian Academics and their Role in the Future of Food Security for Syria. Project report. University of Edinburgh, Edinburgh, UK (KAR id:83319)

Boyle, Martin (2008) 50 Conversation Topics on British Society and Culture. Foreign Languages Press, Beijing, 230 pp. ISBN 978-7-119-05600-5. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:8341)

Boyle, Martin Sojourner Adjustment among Chinese Students in UK Universities. In: Focus on the East Asian Learner, 11/7/08 - 13/7/08, Portsmouth. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:8359)

Boyle, Martin Sojourners and Marginal Men - Improving Language Skills through Structured Socialisation in UK Universities. In: Languages in Education, 26/6/08 - 29/6/08, University of Hong Kong. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:8294)

Brown, Nicole and Leigh, Jennifer (2020) Preface. In: Brown, Nicole and Leigh, Jennifer, eds. Ableism in academia: Theorising experiences of disability and chronic illnesses in higher education. UCL Press, London, UK, xiv-xvi. ISBN 978-1-78735-499-9. E-ISBN 978-1-78735-500-2. (doi:10.2307/j.ctv13xprjr.5) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81410)

Brown, Nicole, Leigh, Jennifer S (2018) Ableism in Academia: Where are the disabled and ill academics? Disability and Society, 33 (6). pp. 985-989. ISSN 0968-7599. (doi:10.1080/09687599.2018.1455627) (KAR id:66490)

Brown, Nicole and Leigh, Jennifer S (2018) Creativity and playfulness in Higher Education research. In: Huisman, Jeroen and Tight, Malcolm, eds. Theory and Method in Higher Education Research. Theory and Method in Higher Education Research, 4 . Emerald, pp. 49-66. ISBN 978-1-78769-278-7. E-ISBN 978-1-78769-277-0. (doi:10.1108/S2056-375220180000004005) (KAR id:66492)

Brown, Nicole and Leigh, Jennifer S. (2020) Concluding thoughts: Moving forward. In: Ableism in academia: Theorising lived experiences of disability and chronic illness. UCL Press, London, UK. E-ISBN 978-1-78735-497-5. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81411)

Brown, Nicole, Thompson, Paul, Leigh, Jennifer S (2018) Making Academia More Accessible. Journal of Perspectives in Applied Academic Practice, 6 (2). ISSN 2051-9788. E-ISSN 2051-9788. (doi:10.14297/jpaap.v6i2.348) (KAR id:68917)

Buchy, M., Quinlan, Kathleen M. (2000) Adapting the scoring matrix: A case study of adapting disciplinary tools for learning centred evaluation. Assessment and Evaluation in Higher Education, 25 (1). pp. 81-91. ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/713611419) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60300)

Buckley, Charles and Pitt, Edd (2008) Sport Studies Students’ Approaches to Study and their First Year Experience with Blended Learning. Project report. Higher Education Academy Network for Hospitality, Leisure, Sport and Tourism (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47525)

Buckley, Charles, Pitt, Edd, Norton, Bill, Owens, Tessa (2010) Students’ approaches to study, conceptions of learning and judgements about the value of networked technologies. Active Learning in Higher Education, 11 (1). pp. 55-65. ISSN 1469-7874. (doi:10.1177/1469787409355875) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:35070)

Caltagirone, Claudia, Draper, Emily R., Hardie, Michaele J., Haynes, Cally J. E., Hiscock, Jennifer R., Jolliffe, Katrina A., Kieffer, Marion, Leigh, Jennifer S, McConnell, Anna J. (2021) Calling in support: An inclusive, rigorous strategy for improving equality and diversity. Chemistry World, . p. 5. (KAR id:87044)

Caltagirone, Claudia, Draper, Emily R., Hiscock, Jennifer R., Hardie, Michaele J., Haynes, Cally J. E., Jolliffe, Katrina A., McConnell, Anna J., Leigh, Jennifer S (2021) An Area-Specific, International Community-Led Approach to Understanding and Addressing Equality, Diversity, and Inclusion Issues within Supramolecular Chemistry. Angewandte Chemie, 133 (21). pp. 11676-11683. ISSN 0044-8249. (doi:10.1002/ange.202015297) (KAR id:85675)

Caplehorne, Josie, Leigh, Jennifer S (2022) Ableism and exclusion: Challening academic cultural norms in research and innovation communication to effect changes in practice. In: UKSG: Diversity, Equity and Inclusion Through Multiple Lenses, 16 - 17 Nov 2022, Online. (Unpublished) (KAR id:97961)

Caplehorne, Josie, Leigh, Jennifer S. (2021) Ableism and exclusion: Challenging Academic Cultural Norms in Research Communication to Effect Changes in Practice. In: Association of Research Managers and Administrators (ARMA), 05 - 07 Oct 2021, Online. (Unpublished) (KAR id:90704)

Cohen, J. (2007) Carrot or stick? Student engagement with Turnitin. In: CETL Research Symposium, 26 June 2007, Liverpool Hope University, UK. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:74374)

Cohen, Judy (2010) Engaging subject academics in learning development writing projects: panel presentation. In: 7th Annual LDHEN Symposium: Celebrating partnerships in learning, 29 -31 Mar 2010, Nottingham, UK. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:74346)

Colley, Helen and Hodkinson, Phil and Malcolm, Janice (2006) European policies on 'non-formal' learning: a genealogical review. In: Edwards, Richard and Gallacher, Jim and Whittaker, Susan, eds. Learning outside the academy: international research perspectives on lifelong learning. Taylor & Francis Ltd, Abingdon, pp. 56-76. ISBN 0-415-36585-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:3181)

Collins, Jo and Brown, Nicole and Leigh, Jennifer S (2021) Resources toolkit - Supporting international postgraduate teaching assistants. UCL, UCL, UK. (KAR id:88324)

Conner, Lindsey and Kolajo, Yetunde (2020) The chemistry of critical thinking: the pursuit to do both better. In: Blessinger, Patrick and Sengupta, Enakshi and Makhanya, Mandla, eds. Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education: 27. Emerald Publishing Limited, Bingley, pp. 93-110. ISBN 978-1-83909-473-6. E-ISBN 978-1-83909-472-9. (doi:10.1108/S2055-364120200000027009) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:101751)

Crilly, Jess, Panesar, Lucy (2019) Decolonising Reading Lists. In: Decolonising the Curriculum – the Library's Role: Conference, Goldsmiths University of London, 27 January 2020, London. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96094)

Crilly, Jess, Panesar, Lucy, Suka-Bill, Zey (2020) Co-constructing a Liberated / Decolonised Arts Curriculum. Journal of University Teaching & Learning Practice, 17 (2). Article Number 9. ISSN 1449-9789. (doi:10.53761/1.17.2.9) (KAR id:96074)

Di Gregorio, Luca, Beaton, Fran (2019) Blogs in the modern foreign languages curriculum. A case study on the use of blogging as a pedagogic tool and a mode of assessment for modern foreign languages students. Higher Education Pedagogies, 4 (1). pp. 406-421. ISSN 2375-2696. (doi:10.1080/23752696.2019.1644660) (KAR id:78899)

Dylan Smith, Gareth and Dines, Mike and Parkinson, Tom (2017) Presenting Punk Pedagogies in Practice. In: Dylan Smith, Gareth and Dines, Mike and Parkinson, Tom, eds. Punk Pedagogies: Music, Culture and Learning. First edition. Routledge Taylor & Francis, New York, USA, 1 -10. ISBN 978-1-138-27988-9. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:70374)

Eaton, K. and Reed, D. (2022) Obtaining Funding. In: Santini, A. and Eaton, K., eds. Introduction to Clinical Research for Health and Social Care Professionals. First Edition. AuthorHouse UK, pp. 235-244. ISBN 978-1-6655-9751-7. E-ISBN 978-1-6655-9750-0. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:87980)

Edgerton, Russell, Hutchings, Patricia, Quinlan, Kathleen M. (1991) The Teaching Portfolio: Capturing the Scholarship of Teaching. American Association for Higher Education, Washington, DC, 61 pp. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60325)

Egambaram, Orielia, Hilton, Kira, Leigh, Jennifer, Richardson, Robert, Sarju, Julia, Slater, Anna, Turner, Bethan (2022) The Future of Laboratory Chemistry Learning and Teaching Must be Accessible. Journal of Chemical Education, 99 (12). pp. 3814-3821. ISSN 0021-9584. E-ISSN 1938-1328. (doi:10.1021/acs.jchemed.2c00328) (KAR id:99164)

Elkington, Sam, Arnold, Lydia, Pitt, Edd, Tomas, Carmen (2023) Lessons learned from enabling large-scale assessment change: a collaborative autoethnographic study. Higher Education Research and Development, 43 (4). pp. 844-858. ISSN 0729-4360. (doi:10.1080/07294360.2023.2287730) (KAR id:104312)

Eloi, Serge, Langlois, Vincent, Jarrett, Kendall (2015) The role of the libero in volleyball as a paradoxical influence on the game: logical debate and the proposal for a rule change. The Sport Journal, 19 . pp. 1-21. ISSN 1543-9518. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69839)

Farenga, Stéphane A., Quinlan, Kathleen M. (2015) Classifying university employability strategies: three case studies and implications for practice and research. Journal of Education and Work, 29 (7). pp. 767-787. ISSN 1363-9080. (doi:10.1080/13639080.2015.1064517) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60336)

Finesilver, Carla and Leigh, Jennifer S and Brown, Nicole (2020) Invisible disability, unacknowledged diversity. In: Ableism in academia: Theorising experiences of disabilities and chronic illnesses in higher education. UCL Press, London, UK. ISBN 978-1-78735-499-9. E-ISBN 978-1-78735-497-5. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81408)

Gammon, Thi, Phan, Anh Ngoc Quynh (2024) Too black to be The Little Mermaid? Backlash against Disney’s 2023 The Little Mermaid – continuity of racism, white skin preference and hate content in Vietnam. Feminist Media Studies, . pp. 1-7. ISSN 1468-0777. E-ISSN 1471-5902. (doi:10.1080/14680777.2024.2344102) (KAR id:105776)

Gantogtokh, Orkhon, Quinlan, Kathleen M. (2016) Challenges of designing interdisciplinary postgraduate curricula:Case studies of interdisciplinary master’s programmes at a research-intensive UK university. Teaching in Higher Education, 22 (5). pp. 569-586. ISSN 1356-2517. E-ISSN 1470-1294. (doi:10.1080/13562517.2016.1273211) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:60164)

Goldstein, Laurence, Gough, A.Martin (2010) Design of teaching materials informed by consideration of learning-impaired students. Philosophical And Religious Studies Subject Centre of the Higher Education Academy (KAR id:25959)

Goldstein, Laurence, Gough, A.Martin (2011) Gardner-Inspired Dog-Legged Design of Teaching Materials: a Logical Illustration. In: Learning and teaching conference organised by the Subject Centre for Philosophical and Religious Studies “Foundations for the future”, 13-14 July 2011, University of Greenwich, Greenwich campus, London. (Unpublished) (KAR id:28026)

González-Ocampo, Gabriela, Kiley, Margaret, Lopes, Amélia, Malcolm, Janice, Menezes, Isabel, Morais, Ricardo, Virtanen, Viivi (2015) The curriculum question in doctoral education. Frontline Learning Research, 3 (3). pp. 19-34. ISSN 2295-3159. (doi:10.14786/flr.v3i3.191) (KAR id:51074)

Goodwin, Karl, Quinlan, Kathleen M. (2019) How do we integrate skills and content in classics? An inquiry into students’ use of sources. Arts and Humanities in Higher Education, . ISSN 1474-0222. E-ISSN 1741-265X. (doi:10.1177/1474022219896832) (KAR id:79593)

Gough, A.Martin, ed. (2008) A. McCulloch and P. Stokes, The Silent Majority: Meeting the Needs of Part-time Research Students. Issues in Postgraduate Education: Management, Teaching and Supervision, series . Society for Research into Higher Education, London, 45 pp. ISBN 978-0-946376-12-4. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25289)

Gough, A.Martin (2008) An ‘Acronymous’ (and one by no means exhaustive) Tour Round HE for PGs. In: National Postgraduate Committee Officers Training Workshop, 12 September 2008, University of Keele. (Unpublished) (KAR id:25274)

Gough, A.Martin (2010) Assessment for Learning in Academic and Researcher Support Programmes. In: Assessment: Research and Innovation for Inclusive Practice, 8 July 2010, University of Central Lancashire, Preston, UK. (Unpublished) (KAR id:25159)

Gough, A.Martin (2010) Assessment for Learning in Academic and Researcher Support Programmes. In: “ISSOTL10: Global Theories & Local Practices: institutional, disciplinary & cultural variations”, International Society for the Scholarship of Teaching and Learning Annual Conference, 19-22 October 2010, Arena & Convention Centre, Liverpool. (Unpublished) (KAR id:25930)

Gough, A.Martin (2011) Assessment for Learning in Academic and Researcher Support Programmes. In: BERA Annual conference, 6-8 September 2011, Institute of Education, University of London. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:28165)

Gough, A.Martin (2009) Assessment within development events as evaluation of researcher support programmes. In: Vitae researcher development conference 2009, 8-9 Sept.2009, University of Warwick. (Unpublished) (KAR id:24475)

Gough, A.Martin (2006) Book Review of The Benefits of Learning: The Impact of Education on Health, Family Life and Social Capital, RoutledgeFalmer, London and New York, 2004. 214 pp., 18 illustrations ISBN 0–415–32801–2, £22.99 (pbk); ISBN 0–415–32800–4 (hbk). Review of: The Benefits of Learning: The Impact of Education on Health, Family Life and Social Capital by Schuller, Tom and Preston, John and Bynner, John and Hammond, Cathie and Brassett-Grundy, Angela. Theory and Research in Education, 4 (3). pp. 357-361. ISSN 1477-8785. (doi:10.1177/1477878506069106) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:11144)

Gough, A.Martin (2006) Centre for Excellence in Preparing for Academic Practice. In: National Postgraduate Committee Annual Conference, 3-5 Aug.2006, Aston University. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25327)

Gough, A.Martin (2007) Conference on Preparing for Academic Practice: plenary session panel feedback. In: McAlpine, Lynn, ed. Centre for Excellence in Preparing for Academic Practice website. . pp. 2-5. Centre for Excellence in Preparing for Academic Practice (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25165)

Gough, A.Martin (2007) Defining the Doctorate: What was it? What is it now? And what should it be? Society for Research into Higher Education Postgraduate Issues Network website, . pp. 1-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:24422)

Gough, A.Martin (2002) Demonstration of Using FirstClass Client for electronic seminars. In: Electrifying Seminars: Learning Technologies in Philosophical and Religious Studies workshop, organised by the PRS-LTSN in conjunction with ASTER, 8 March 2002, University of Leeds. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25312)

Gough, A.Martin (2009) Developing academic practice as fragmentation and the problem of definition. In: 3rd international conference on Preparing for Academic Practice “Beyond teaching and research: inclusive understandings of Academic Practice”, 13-15 December 2009, St Anne’s College, Oxford. (Unpublished) (KAR id:25280)

Gough, A.Martin (2001) Developing and Implementing Institutional Policy on Personal Development Planning (reflections from a postgraduate perspective on proceedings of the conference, 23 Oct.2001, Jury's Inn, Birmingham, organised by the Centre for Recording Achievement and the LTSN Generic Centre). . The LTSN Generic Centre web pages. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:10988)

Gough, A.Martin (2008) DifFEErentiation in Higher Education: postgraduate perspectives and speculations on the market in postgraduate education. In: Society for Research into Higher Education Annual Conference, 9-11 Dec.2008, Adelphi Hotel, Liverpool. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:24480)

Gough, A.Martin (2011) Education as Philosophy and Philosophy as Education: lessons for disciplinarity from running a philosophy course within an academic development programme. In: Learning and teaching conference organised by the Subject Centre for Philosophical and Religious Studies “Foundations for the future”, 13-14 July 2011, University of Greenwich, Greenwich campus, London. (Unpublished) (KAR id:28025)

Gough, A.Martin (2003) Ethics, Science & Our Human Future: a pedagogical response to Brenda Almond. In: Philosophical Society of England conference in association with the University of London School of Advanced Studies Philosophy Programme, 15 Nov.2003, University of London Senate House. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25318)

Gough, A.Martin (2009) Evaluating the Impact of Newer Researcher Training & Development: Which Direction Forward? (Report of a Joint Seminar). International Journal for Researcher Development, 1 (2). pp. 1-10. ISSN 1759-751X. (doi:10.1108/1759751X201100008) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25306)

Gough, A.Martin (2010) Evaluation of researcher support programmes: assessment within development events, and the attitudes and experiences towards academic careers provision, of early career academics (ECAs). Centre for Excellence in Preparing for Academic Practice, 4 pp. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:24423)

Gough, A.Martin (2002) FirstClass Electronic Seminars. . The Subject Centre for Philosophical and Religious Studies web pages. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:10977)

Gough, A.Martin (2010) For assessing researcher development but against grading the PhD in a framework of phonocentric and grammatocentric tensions: a response to Gill Clarke and Janet Bohrer. In: A Debate: Assessment, Accreditation and the Elusive Notion of ‘Doctorateness’, 24 May 2010, SRHE Offices, London. (Unpublished) (KAR id:25160)

Gough, A.Martin (2010) Fragmented academic identity: lessons from defining academic practice. In: Society for Research into Higher Education Annual Conference, 14-16 Dec.2010, Celtic Manor, Newport, South Wales. (Unpublished) (KAR id:26332)

Gough, A.Martin (2011) Fragmented academic identity: lessons from defining academic practice. In: BERA annual conference, 6-8 September 2011, Institute of Education, University of London. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:28166)

Gough, A.Martin (2009) The Higher Skills Agenda. In: Enhancing the Research Culture, 3 June 2009, Thistle Hotel, Middlesbrough. (Unpublished) (KAR id:25302)

Gough, A.Martin (2002) Identity as a Wider Benefit of Learning. In: Philosophy of Education Society of Great Britain Annual Conference, 5-7 April 2002, New College Oxford. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25310)

Gough, A.Martin (2001) In at the deep end of essay marking. . The Philosophical & Religious Studies Learning & Teaching Support Network subject centre webpage. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25166)

Gough, A.Martin (2005) Interdisciplinarity as Transdisciplinarity, Being Professional, Lifelong Learning and the Skills Agenda. In: Centre for Research in the Arts, Social Sciences and Humanities (CRASSH) “The Future of Interdisciplinarity” Conference, 10 Dec.2005, University of Cambridge. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25323)

Gough, A.Martin (2008) Internationalisation and International Research Students: the basic issues. In: Supervising International Postgraduate Research Students: Challenges and Opportunities, 17 April 2008, Wide Lane Pavilion, University of Southampton. (Unpublished) (KAR id:25271)

Gough, A.Martin (2002) Lessons from Computer-Mediated Conferencing. In: Society for Applied Philosophy Annual Conference, 28-30 June 2002, Mansfield College Oxford. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25311)

Gough, A.Martin (2007) Lifelong Learning, Professional Expertise and Opportunity. In: Birkbeck Institute for Lifelong Learning “Pedagogies of Practice” series conference on “Innovation in Lifelong Learning", 29 June 2007, Birkbeck, University of London. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:11153)

Gough, A.Martin (2011) Paradoxes for lifelong learning arising out of a professional formation. In: European Society for Research on the Education of Adults Life History and Biographical Research Network Conference “Human Agency and Biographical Transformations: Adult education and life paths”, 3-6 March 2011, University of Geneva, Switzerland. (Unpublished) (KAR id:27868)

Gough, A.Martin (2001) Philosophical Themes in the Wider Benefits of Learning. In: Institute of Education London Philosophy of Education Research Seminar, 14 Nov.2001, University of London Institute of Education. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25309)

Gough, A.Martin (2006) Postgraduate Education as a form of Lifelong Learning, in the context of the Dimensions of Economic and Wider Benefits. Journal of Graduate Education, 3 (4). pp. 116-132. ISSN 1354-0653. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:11150)

Gough, A.Martin (2004) Postgraduate Student Associations: an analytic, a synthetic, or an a posteriori ontology? Journal of Graduate Education, 3 (3). pp. 68-81. ISSN 1354-0653. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:10966)

Gough, A.Martin (2007) Practical Pedagogy for Novice Researchers: Implications of the Skills Agenda for Developing Research Autonomy. In: Anglia Ruskin University Research Supervisors’ Conference “Challenges and Rewards in Postgraduate Supervision”, 17 May 2007, Anglia Ruskin University, Chelmsford. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:11160)

Gough, A.Martin (2004) Practicalized Pedagogy for Research Students. In: Society for Research into Higher Education Annual Conference, 14-16 Dec.2004, University of Bristol. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25321)

Gough, A.Martin (2007) Preparing for academic practice: but what is it that is being prepared for? In: The Philosophy of Education Society of Great Britain annual conference 2007, 30 March - 1 April 2007, New College Oxford. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:11166)

Gough, A.Martin (2008) Presentation Skills – An Introduction. In: Society for Research into Higher Education Postgraduate Issues & Newer Researchers Networks joint workshops “Presenting your Research”, 21 Oct.2008 & 2 June 2009, Institute of Physics, London. (Unpublished) (KAR id:25275)

Gough, A.Martin (2008) Problems in Valuing Graduate Careers. In: Society for Research into Higher Education Annual Conference, 9-11 Dec.2008, Adelphi Hotel, Liverpool. (Unpublished) (KAR id:25276)

Gough, A.Martin (2009) Professional Expertise, Integration and Lifelong Learning. In: RWL6: The 6th International Conference on Researching Work and Learning, 28 June – 1 July 2009, Roskilde University, Denmark. (Unpublished) (KAR id:24476)

Gough, A.Martin (2005) Research, Skills & Autonomy; God, Sex & Death: Practicalized Pedagogy as a Philosophy of Science. In: Philosophy of Education Society of Great Britain Annual Conference, 1-3 April 2005, New College Oxford. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25322)

Gough, A.Martin (2008) Researcher Development: prospects for pedagogical and social research. In: Centre For International Studies of Diversity and Participation Seminar, 19 June 2008, Canterbury Christ Church University. (Unpublished) (KAR id:25272)

Gough, A.Martin (2008) The Self and Transcendence of Emotion. In: European Society for Research on the Education of Adults Life History and Biographical Research Network Conference “Researching and theorising the emotional dimensions of learning and researching lives: a neglected species?”, 6-9 March 2008, Canterbury Christ Church University. (Unpublished) (KAR id:25277)

Gough, A.Martin (2010) Shades of Sartre and Polanyi: a review of the Conference. In: Canterbury Christ Church University Post Graduate Research Association’s 9th Annual Conference, “The Adventure of Research: Is Research Enough of an Adventure?”, 17 June 2010, Canterbury Christ Church University. (Unpublished) (KAR id:25297)

Gough, A.Martin, ed. (2008) The Silent Majority: Meeting the Needs of Part-time Research Students. Issues in Postgraduate Education: Management, Teaching and Supervision, series . Society for Research into Higher Education, London, 45 pp. ISBN 978-0-946376-12-4. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25278)

Gough, A.Martin (2004) Skills Development and its Place in Postgraduate Programmes: Practicalized Pedagogy for Postgraduate Students and New Researchers. In: National Postgraduate Committee Annual Conference, 12-15 Aug.2004, Coventry University. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25320)

Gough, A.Martin (2001) The Social Benefits of Learning (co-authored report of the inaugural conference of the Centre for Research on the Wider Benefits of Learning, held at the Institute of Education London, 3-4 July 2001). . web page. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:11002)

Gough, A.Martin (2004) Social Capital Requirements for Learning and Prosperity. In: Philosophy of Education Society of Great Britain Annual Conference, 2-4 April 2004, New College Oxford. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25319)

Gough, A.Martin (2005) Social and Human Capital as Outputs of Higher Education. In: Society for Research into Higher Education Annual Conference, 13-15 Dec.2005, Edinburgh University. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25324)

Gough, A.Martin (2010) Society for Research into Higher Education Postgraduate Issues Network 2004-2006: a review. Society for Research into Higher Education website, . pp. 1-8. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25163)

Gough, A.Martin and Carenas, Francoise, eds. (2007) Supervising International Research Students (2nd Edition), authored by Eunice Okorocha. Issues in Postgraduate Education: Management, Teaching and Supervision, Series . Society for Research into Higher Education, London, 25 pp. ISBN 978-0-946376-11-7. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25285)

Gough, A.Martin (2010) Sustaining the researcher development agenda: the proper place for skills and autonomy. In: Vitae researcher development conference 2010: realising the potential of researchers, 6-7 Sept.2010, Manchester Midland Hotel. (Unpublished) (KAR id:25630)

Gough, A.Martin (2001) Themes of Identity in the Wider Benefits of Learning Programme. In: British Educational Research Association Annual Conference, 13-15 Sept.2001, University of Leeds. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25308)

Gough, A.Martin (2010) Trust as Social Capital as Output of (Higher) Education. In: DPR9 – Trust, 9th conference of the series “Discourse, Power, Resistance", 30 March – 1 April 2010, University of Greenwich. (Unpublished) (KAR id:24436)

Gough, A.Martin (2007) The UCL Utility Project Longitudinal Career Path Study (Pilot Phase 1) Public Statement. . (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:9085)

Gough, A.Martin (2006) The UCL Utility Project Longitudinal Career Path Study Interim Report. University College London Centre for the Advancement of Learning & Teaching, 23 pp. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:10707)

Gough, A.Martin (2009) Update from the project – ‘Evaluation of Researcher Support Programmes: Assessment within Development Events, and the Attitudes and Experiences towards Academic Careers Provision, of Early Career Academics (ECAs)’. In: Society for Research into Higher Education Postgraduate Issues & Academic Practice Networks joint event with Vitae “Evaluating the Impact of Newer Researcher Training & Development: Which Direction Forward?”, 30 April 2009, University of Leeds. (Unpublished) (KAR id:25303)

Gough, A.Martin (2009) Wisdom beyond language in research and the place of narrative. In: European Society for Research on the Education of Adults Life History and Biographical Research Network Conference “Wisdom and knowledge in researching and learning lives: diversity, differences and commonalities”, 12-15 March 2009, Società Umanitaria, Milano, Italy. (Unpublished) (KAR id:25299)

Gough, A.Martin (2006) Workshop on Exploring Writing and Agency in Asynchronous CMC. In: Society for Research into Higher Education Annual Conference, 12-14 Dec.2006, Thistle Hotel, Brighton. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25326)

Gough, A.Martin (2006) Writing and Agency in Asynchronous Computer-Mediated Conferencing as a Learning Technology. In: Philosophy of Education Society of Great Britain Annual Conference, 31 March - 2 April 2006, New College Oxford. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25325)

Gough, A.Martin (2008) Writing for Research Students and the Skills Agenda. In: National Postgraduate Conference `Postgraduate Welfare?´, 14-16 Aug.2008, The Open University, Walton Hall. (Unpublished) (KAR id:25273)

Gough, A.Martin (2011) The language of research and the importance of the tacit dimension. In: Philosophy of Education Society of Great Britain Annual Conference, 1-3 April 2011, New College, Univ.of Oxford. (Unpublished) (KAR id:27869)

Gough, A.Martin (2011) The proper place for skills and autonomy in conceptualising academic work and development. In: 4th international conference on Preparing for Academic Practice “Academia as workplace: Linking past, present and future”, 4-6 April 2011, St Hugh’s College, Univ.of Oxford. (Unpublished) (KAR id:27870)

Gough, A.Martin, Brown, Tim W.C. (2004) Reflections on Selected Recent Highlights in the Postgraduate Events Calendar: The NPC's Annual Conference 2003 'Access All Areas'; the UK GRAD conference, 'Profiting from Postgraduate Talent 2003'; and the revival of the SRHE Postgraduate Issues Network, Spring 2004. Journal of Graduate Education, 3 (3). pp. 93-101. ISSN 1354-0653. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:10971)

Gough, A.Martin, Denicolo, Pam (2007) Research Supervisors and the Skills Agenda: Learning Needs Analysis and Personal Development Profiling. Issues in Postgraduate Education: Management, Teaching and Supervision, Series (One). Society for Research into Higher Education, London, 50 pp. ISBN 978-0-946376-08-7. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25288)

Gough, A.Martin, Green, Andy, Preston, John (2001) Workshop on Learning and Social Cohesion Qualitative Research Findings. In: The Social Benefits of Learning, inaugural conference of the Centre for Research on the Wider Benefits of Learning, 3-4 July 2001, University of London Institute of Education. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25307)

Gough, A.Martin, Hoskin, Keith, Anderson, Fiona, Chatterjee, Papiya, Lucas, Ursula (2003) The Transdisciplinary Accountant: New Possibilities for Critical Accounting Education and Ethical Professional Identity. In: 7th Interdisciplinary Perspectives in Accounting Conference, 13-16 July 2003, Madrid. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25317)

Gough, A.Martin, Hoskin, Keith, Anderson, Fiona, Chatterjee, Papiya, Lucas, Ursula, Bates, Ken (2004) Mind the Gap: bridging theory and practice in Accountancy Education and Training. In: XXVI Annual Conference of the European Accounting Association, 2-4 April 2003, Seville. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25315)

Gough, A.Martin, Lucas, Ursula (2002) Accounting for Professional Judgement: what should students learn? In: Society for Research into Higher Education Annual Conference, 10-12 Dec.2002, University of Glasgow. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25314)

Gough, A.Martin, Lucas, Ursula Professional Practice, Judgement and Lifelong Learning: How 'Hot' is Accountancy? In: Philosophy of Education Society of Great Britain Annual Conference, 11-13 April 2003, New College Oxford. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:11247)

Gough, A.Martin, Reeves, Julie, Race, Richard, Denicolo, Pam (2010) The Postgraduate Domain: an invitation to discuss the main research issues. In: Society for Research into Higher Education Annual Conference, 14-16 Dec.2010, Celtic Manor, Newport, South Wales. (Unpublished) (KAR id:26331)

Gough, A.Martin, Schuller, Tom, Bynner, John, Green, Andy, Blackwell, Louisa, Hammond, Cathie, Preston, John (2001) Modelling and Measuring the Wider Benefits of Learning: A Synthesis. The Wider Benefits of Learning Series, 1 . Institute of Education, London, 84 pp. ISBN 0-85473-634-4. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:10994)

Gough, A.Martin, Schuller, Tom, Preston, John, Hammond, Cathie, Brassett-Grundy, Angela, Green, Andy (2002) Learning, continuity and change in adult life. The Centre for Research on the Wider Benefits of Learning, Institute of Education London, 90 pp. ISBN 1-898453-34-9. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25296)

Gough, A.Martin and Turner, Jon and Metcalfe, Janet (2010) Preparing for Academic Practice: sites of integration and disruption. Review of: Conference on Preparing for Academic Practice, St Anne's College Oxford, 19 December 2006 by UNSPECIFIED. Society for Research into Higher Education website, . pp. 4-13. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25164)

Gough, A.Martin, Young, Michael F.D., Coen, Anna, Anderson, Fiona (2002) Developing the Ethical Professional. In: Society for Applied Philosophy London Workshop, 1 Nov.2002, University of London Senate House. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25313)

Graham, A.L., Kerner, J.F., Quinlan, Kathleen M., Vinson, C., Best, A. (2008) Translating Cancer Control Research Into Primary Care Practice: A Conceptual Framework. American Journal of Lifestyle Medicine, 2 (3). pp. 241-249. ISSN 1559-8276. E-ISSN 1559-8284. (doi:10.1177/1559827608314146) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60293)

Grant, Aimee, Jones, Sara, Williams, Kathryn, Leigh, Jennifer, Brown, Amy (2022) Autistic women’s views and experiences of infant feeding: A systematic review of qualitative evidence. Autism, . ISSN 1362-3613. E-ISSN 1461-7005. (doi:10.1177/13623613221089374) (KAR id:94023)

Gravani, Maria, Gough, A.Martin, Vassilia, Hatzinikita, Zarifis, Georgios, Michaelides, Michalis, Eufthimiadis, Stefanos, Petrides, Antonis, Yütte, Wolfgang, Sarakinioti, Antoni (2010) Researching adult distance teaching and learning at the Open University of Cyprus and the Hellenic Open University. In: Proceedings of the IODL & ICEM 2010 Joint Conference & Media Days 6-8 October 2010. . pp. 355-363. Anadolu Üniversitesi, Eskisehir, Turkey ISBN 978-975-06-0799-8. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:25929)

Harrington, Katherine and Elander, James and Norton, Lin and Reddy, Pete and Pitt, Edd (2006) A qualitative analysis of staff-student differences in understandings of assessment criteria. In: Rust, Chris, ed. Improving Student Learning Through Assessment. Oxford, Oxford Centre for Staff and Learning Development, Oxford, pp. 235-247. ISBN 978-1-873576-73-1. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:35072)

Harrington, Katherine and Norton, Lin and Elander, James and Lusher, Jo and Aiyegbayo, Ola and Pitt, Edd and Robinson, Hannah and Reddy, Pete (2006) Using core assessment criteria to improve essay writing. In: Bryan, Cordelia and Clegg, Karen, eds. Innovative Assessment in Higher Education. Routledge, Oxon, pp. 110-122. ISBN 978-0-415-35641-1. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:35073)

Harvey, Stephen, Jarrett, Kendall (2014) A review of game centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19 (3). pp. 278-300. ISSN 1740-8989. (doi:10.1080/17408989.2012.754005) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69778)

Hensby, Alexander and Adewumi, Barbara (2024) Becoming a Higher Education Student: Managing Expectations and Adapting to Independent Learning. In: Hensby, Alexander and Adewumi, Barbara, eds. Race, Capital, and Equity in Higher Education: Challenging Differential Academic Attainment in UK Universities. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, Basingstoke, pp. 59-84. ISBN 978-3-031-51616-0. E-ISBN 978-3-031-51617-7. (doi:10.1007/978-3-031-51617-7) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:106228)

Hensby, Alexander and Adewumi, Barbara (2024) Editors’ Conclusion. In: Hensby, Alexander and Adewumi, Barbara, eds. Race, Capital, and Equity in Higher Education: Challenging Differential Academic Attainment in UK Universities. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, Basingstoke, pp. 261-274. ISBN 978-3-031-51616-0. E-ISBN 978-3-031-51617-7. (doi:10.1007/978-3-031-51617-7) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:106233)

Hensby, Alexander and Adewumi, Barbara (2024) Race, Class, and Student Choice: Negotiating Competing Rationalities. In: Hensby, Alexander and Adewumi, Barbara, eds. Race, Capital, and Equity in Higher Education: Challenging Differential Academic Attainment in UK Universities. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, Basingstoke, pp. 31-58. ISBN 978-3-031-51616-0. E-ISBN 978-3-031-51617-7. (doi:10.1007/978-3-031-51617-7) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:106227)

Hensby, Alexander and Adewumi, Barbara and Thomas, Dave S.P and Twumasi, Anne-Marie (2024) BAME Students’ Extracurricular Belonging at University: Building Networks, Representation, and Capital. In: Hensby, Alexander and Adewumi, Barbara, eds. Race, Capital, and Equity in Higher Education: Challenging Differential Academic Attainment in UK Universities. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, Basingstoke, pp. 85-113. ISBN 978-3-031-51616-0. E-ISBN 978-3-031-51617-7. (doi:10.1007/978-3-031-51617-7) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:106229)

Hensby, Alexander and Naylor, Louise H. (2024) Academic Advising in the Massified University: Facilitating Meaningful Staff–Student Interactions. In: Hensby, Alexander and Adewumi, Barbara, eds. Race, Capital, and Equity in Higher Education: Challenging Differential Academic Attainment in UK Universities. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, Basingstoke, pp. 195-219. ISBN 978-3-031-51616-0. E-ISBN 978-3-031-51617-7. (doi:10.1007/978-3-031-51617-7) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:106232)

Heron, Marion, Medland, Emma, Winstone, Naomi, Pitt, Edd (2021) Developing the relational in teacher feedback literacy: exploring feedback talk. Assessment and Evaluation in Higher Education, 48 (2). pp. 172-185. ISSN 0260-2938. (doi:10.1080/02602938.2021.1932735) (KAR id:90660)

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Heron, Marion and Parkinson, Tom (2024) Contesting narratives of the deficit writer: A writing for publication workshop programme for displaced Syrian academics. In: Breen, Paul and Le Roux, Michele, eds. Social Justice in EAP and ELT Contexts: Global Higher Education Perspectives. Bloomsbury, London, pp. 157-176. ISBN 978-1-350-35120-2. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:107506)

Heron, Marion, Parkinson, Tom, Alajaj, Nidal, Khuder, Baraa (2020) Interdisciplinary collaborative writing for publication with exiled academics: the nature of relational expertise. Compare: A Journal of Comparative and International Education, . ISSN 0305-7925. E-ISSN 1469-3623. (doi:10.1080/03057925.2020.1845953) (KAR id:84219)

Hiscock, Jennifer R. and Leigh, Jennifer S. (2021) Teaching with and supporting teachers with dyslexia in higher education. In: Brown, Nicole, ed. Lived Experiences of Ableism in Academia Strategies for Inclusion in Higher Education. 1st edition. Policy Press, London, UK, pp. 249-264. ISBN 978-1-4473-5411-6. (doi:10.2307/j.ctv1nh3m5m) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81414)

Hope, Julia (2014) Cutting 'rough diamonds' : first generation students in higher education. Doctor of Philosophy (PhD) thesis, University of Chichester. An accredited institution of the University of Southampton. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:48144)

Hope, Julia (2017) 'Cutting Rough Diamonds' The Transition Experiences of First Generation Students in HE. In: Kyndt, Eva and Donche, Vincent and Trigwell, Keith and Lindblom-Ylanne, Sari, eds. Higher Education Transitions: Theory and research. First Edition. New Perspectives on Learning and Instruction . Taylor & Francis. ISBN 978-1-138-67089-1. E-ISBN 978-1-315-61736-7. (KAR id:58456)

Hope, Julia and Colaiacomo, Silvia (2020) Educational leaders: The value of professional development schemes for recognising influence in learning and teaching. In: Sengupta, Enakshi and Blessinger, Patrick and Subhi Yamin, Taisir, eds. Introduction to Sustainable Development Leadership and Strategies in Higher Education. Innovations in Higher Education Teaching and Learning . Emerald, pp. 159-173. ISBN 978-1-78973-648-9. E-ISBN 978-1-78973-647-2. (doi:10.1108/S2055-364120200000022015) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:77753)

Hope, Julia, Quinlan, Kathleen M. (2020) Staying local: how mature, working-class students on a satellite campus leverage community cultural wealth. Studies in Higher Education, . ISSN 0307-5079. (doi:10.1080/03075079.2020.1725874) (KAR id:77754)

Hutchings, PA, Quinlan, Kathleen M. (1991) The teaching portfolio. The Department Chair 2 (1), . pp. 33-35. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60330)

Jarrett, Kendall (2019) Developing the art of storytelling as a pedagogical tool for academics. In: Developing the art of storytelling as a pedagogical tool for academics. Navigating with Practical Wisdom: Articles from the 2018 University of Brighton Learning and Teaching Conference. . pp. 83-89. , Brighton, UK (KAR id:78882)

Jarrett, Kendall (2020) Maintaining the connection: story sharing as a function of home institution support for study abroad students. Journal of University Teaching and Learning Practice, 17 (3). Article Number 2. (KAR id:80230)

Jarrett, Kendall (2019) Managing a decentralized student recruitment initiative in a higher education institution: the experience of using a double-adoptive approach. Journal of Higher Education Management, 34 (1). pp. 61-69. (KAR id:78883)

Jarrett, Kendall (2016) Re-presenting teachers’ experiences of game based approaches through poetic transcription. In: Bruce, J. and North, C., eds. Conference Proceedings: 2015 Game Sense for Teaching and Coaching Conference. . pp. 53-63. School of Sport and Physical Education, University of Canterbury College of Education, Health and Human Development ISBN 978-0-473-35320-9. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69840)

Jarrett, Kendall (2011) Undergraduate sports students’ perceptions of a change to game sense pedagogy. Asian Journal of Exercise & Sports Science, 8 . pp. 1-18. ISSN 1975-2938. (KAR id:69775)

Jarrett, Kendall (2015) ‘What else can I do?’ Radical suggestions to help physical education teachers successfully implement a game based approach to teach games. ACHPER Active & Healthy Magazine, 22 (2). pp. 27-30. ISSN 1837-7378. E-ISSN 1837-7378. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69838)

Jarrett, Kendall (2016) A phenomenographical inquiry into experiences of using game based approaches among physical education teachers in England and Australia. Doctor of Philosophy (PhD) thesis, University of Canterbury. (KAR id:80229)

Jarrett, Kendall, Eloi, Serge, Harvey, Stephen (2014) Teaching Games for Understanding (TGfU) as a positive and versatile approach to teaching adapted games. European Journal of Adapted Physical Activity, 7 (1). pp. 6-20. ISSN 1803-3857. (KAR id:69837)

Jarrett, Kendall and Harvey, Stephen (2014) Recent trends in research literature on game based approaches to teaching and coaching games. In: Light, Richard and Quay, John and Harvey, Stephen and Mooney, Amanda, eds. Contemporary developments in games teaching. First edition. Routledge Studies in Physical Education and Youth Sport . Routledge, London, UK, pp. 87-102. ISBN 978-0-415-82119-3. (KAR id:69781)

Jarrett, Kendall, Harvey, Stephen (2016) Similar, but not the same: comparing the game based approaches of TGfU and Game Sense. eJournal de la Recherche sur l'Intervention en Education Physique et Sportive, 38 . pp. 92-113. ISSN 2105-0821. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69841)

Jarrett, Kendall, Light, Richard (2017) In-service teachers’ experiences of using game based approaches to teach games: implications for physical education teacher educators. International Journal of Physical Education, Sports & Health, 4 (2). pp. 73-81. ISSN 2394-1685. E-ISSN 2394-1693. (KAR id:69842)

Jarrett, Kendall, Light, Richard (2018) The experience of teaching as a learner, collaborator, and a catalyst: collective experiences of using game based approaches to teach games. European Physical Education Review, . ISSN 1356-336X. E-ISSN 1741-2749. (doi:10.1177/1356336X17753023) (KAR id:69843)

Jarrett, Kendall, Mouchet, Alain, Harvey, Stephen, Scott, Curie, Light, Richard (2014) Using elicitation interview within a phenomenographic framework: developing the breadth of research designs associated with game based approaches. Agora for Physical Education and Sport, 16 (3). pp. 291-306. E-ISSN 1989-7200. (KAR id:69782)

Kagan, Jonathan M., Kane, Mary, Quinlan, Kathleen M., Rosas, Scott, Trochim, William M.K. (2009) Developing a conceptual framework for an evaluation system for the NIAID HIV/AIDS clinical trials networks. Health Research Policy and Systems, 7 . ISSN 1478-4505. E-ISSN 1478-4505. (doi:10.1186/1478-4505-7-12) (KAR id:60292)

Kayrooz, Carole, Pearson, Margot, Quinlan, Kathleen M. (1997) Development from within academe: Eschewing imperialism, managerialism and missionary zeal? The International Journal for Academic Development, 2 (2). pp. 64-71. ISSN 1360-144X. (doi:10.1080/1360144970020210) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60332)

Kelly, Anne, Brown, Sarah, Honess, Andrea, McCaffrey, Michelle, Parkinson, Tom, Skoura-Kirk, E (2023) Action replay role-play: promoting social work students’ communication skills through video enhanced reflective practice. Social Work Education, . ISSN 0261-5479. (doi:10.1080/02615479.2023.2275654) (KAR id:103840)

Kerner, Jon F, Best, A, Quinlan, Kathleen M. (2006) Integrating Research with practice: the Canadian-US cancer control alliance action framework. In: UICC World Cancer Congress 2006. . (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60340)

Kolajo, Yetunde (2020) Developing Critical Thinking in a First-Year University Chemistry Course. Doctor of Philosophy (PhD) thesis, Flinders University. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:101900)

Kolajo, Yetunde, Berko, A. (2023) The TRI Framework - A Reflective Teaching Framework to Promote Enhanced Student Learning and Success. In: Medway Learning & Teaching Conference 2023, 22 June 2023, Medway, UK. (Unpublished) (KAR id:107829)

Kolajo, Yetunde, Conner, Lindsey (2020) The Challenges of Planning, Enacting, and Assessing Critical Thinking. In: American Educational Research Association. . (Unpublished) (KAR id:101895)

Lehane, Maria, Beaton, Fran (2020) Getting the Gist (Guided Individual Study Time): Flexible learning and the co-production of knowledge: A journey from theory to implementation. The Journal of Educational Innovation, Partnership and Change, 6 (1). ISSN 2055-4990. (doi:10.21100/jeipc.v6i1.1013) (KAR id:80413)

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Leigh, Jennifer (2019) An Embodied Approach in a Cognitive Discipline. In: Breeze, M. and Taylor, Y. and Costa, C., eds. Time and Space in the Neoliberal University: Futures and Fractures in Higher Education. Palgrave Macmillan. ISBN 978-3-030-15246-8. E-ISBN 978-3-030-15246-8. (doi:10.1007/978-3-030-15246-8) (KAR id:69913)

Leigh, Jennifer (2022) Hearing marginalised voices in science. . , 1 pp. Blog. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:95342)

Leigh, Jennifer (2022) Pathways to inclusivity and diversity: building communities for women in science. . blog post. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:95343)

Leigh, Jennifer (2019) Using creative research methods and movement to encourage reflection in children. Journal of Early Childhood Research, 18 (2). pp. 130-142. ISSN 1476-718X. E-ISSN 1741-2927. (doi:10.1177/1476718X19885992) (KAR id:75252)

Leigh, Jennifer S (2013) Academic development needs of part-time teachers in higher education: Are they being met? In: SRHE Conference 2013, December 2013, Wales. (Unpublished) (KAR id:58592)

Leigh, Jennifer S (2017) Being Hefty. . Leadership Foundation 4 HE, 1 pp. Online blog. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:70567)

Leigh, Jennifer S (2017) Book review: “Different speeds & different needs: how to teach sports to every kid”. Review of: Different Speeds and Different Needs: How to Teach Sports to Every Kid by Barber, Gary. Journal of Policy and Practice in Intellectual Disabilities, 14 (3). pp. 262-263. ISSN 1741-1122; 1741-1130. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47569)

Leigh, Jennifer S (2012) Book review: “Effective action research: developing reflective thinking and practice”. Review of: Effective action research: developing reflective thinking and practice by Costello, Patrick. Educational Research and Evaluation, 18 (4). pp. 395-398. ISSN 1380-3611. (doi:10.1080/13803611.2011.643357) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47571)

Leigh, Jennifer S (2022) Boundaries of research: Between qualitative research, art, therapy, education, and science. Policy Press, Bristol, UK (Submitted) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:96769)

Leigh, Jennifer S (2018) Concluding thoughts. In: Leigh, Jennifer S, ed. Conversations on embodiment across higher education: Teaching, practice and research. 1st Edition. Routledge Research in Higher Education . Routledge, Abingdon, UK, 227 -232. ISBN 978-1-138-29004-4. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69918)

Leigh, Jennifer S (2018) Embodied practice and embodied identity. In: Leigh, Jennifer S, ed. Conversations on embodiment across higher education: Teaching, practice and research. 1st Edition. Routledge Research in Higher Education . Routledge, Abingdon, UK, 151 -172. ISBN 978-1-138-29004-4. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69916)

Leigh, Jennifer S (2017) Experiencing emotion: Children’s perceptions, reflections and self-regulation. Body, Movement, and Dance in Psychotherapy, 12 (2). pp. 128-144. ISSN 1743-2979. (doi:10.1080/17432979.2017.1303544) (KAR id:60720)

Leigh, Jennifer S (2018) Exploring academic identity. SRHE, 7 pp. (KAR id:69919)

Leigh, Jennifer S (2019) Exploring multiple identities: An embodied perspective on academic development and higher education research. Journal of Dance and Somatic Practices, 11 (1). pp. 99-114. ISSN 1757-1871. E-ISSN 1757-188X. (doi:10.1386/jdsp.11.1.99_1) (KAR id:73308)

Leigh, Jennifer S (2014) "I still feel isolated and disposable": Perceptions of professional development for part-time teachers in HE. Journal of Perspectives in Applied Academic Practice, 2 (2). p. 105. ISSN doi:10.14297/jpaap.v2i2.105. (doi:10.14297/jpaap.v2i2.105) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:47562)

Leigh, Jennifer S (2022) Jennifer Leigh. In: ResearcHER by the Women in Academia Support Network. Emerald. ISBN 978-1-80382-734-6. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:96772)

Leigh, Jennifer S (2018) Jennifer Leigh in conversation with Mike Poltorak. In: Leigh, Jennifer S, ed. Conversations on embodiment across higher education: Teaching, practice and research. 1st Edition. Routledge Research in Higher Education . Routledge, Abingdon, UK, 209 -210. ISBN 978-1-138-29004-4. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69917)

Leigh, Jennifer S (2017) Perceptions, tensions and expectations of programmes for academic and professional development. Journal of Perspectives in Applied Academic Practice, 5 (1). pp. 31-38. ISSN 2051-9788. (doi:10.14297/jpaap.v5i1.220) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:58479)

Leigh, Jennifer S (2016) Reflective practice across the CDD. CDD (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69920)

Leigh, Jennifer S (2012) Somatic Movement and Education: a phenomenological study of young children’s perceptions, expressions and reflections of embodiment through movement. Doctor of Philosophy (PhD) thesis, University of Birmingham. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47561)

Leigh, Jennifer S (2013) Touch, and parents of children with autism and tactile defensiveness. In: ABA Conference 2012, June 2013, Portland, USA. (Unpublished) (KAR id:70480)

Leigh, Jennifer S (2018) Where are the boundaries around research? In: International Journal of Qualitative Methods. International Journal of Qualitative Methods. 17 (1). Sage (doi:10.1177/1609406918801621) (KAR id:70571)

Leigh, Jennifer S (2016) An embodied perspective on judgements of written reflective practice for professional development in Higher Education. Reflective Practice: International and Multidisciplinary Perspectives, 17 (1). pp. 72-85. ISSN 1462-3943. E-ISSN 1470-1103. (doi:10.1080/14623943.2015.1123688) (KAR id:54426)

Leigh, Jennifer S (2018) An introduction: practice and theory, teaching, and research in higher education. In: Leigh, Jennifer S, ed. Conversations on embodiment across higher education: Teaching, practice and research. 1st Edition. Routledge Research in Higher Education . Routledge, Abingdon, UK, 1 -7. ISBN 978-1-138-29004-4. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69915)

Leigh, Jennifer S. (2021) Book review: Doing excellent social research with documents – Aimee Grant. Review of: Doing excellent social research with documents by Grant, Aimee. Qualitative Research, . ISSN 1468-7941. E-ISSN 1741-3109. (doi:10.1177/14687941211028804) (KAR id:91702)

Leigh, Jennifer S. (2022) Creative social research with scientists. Research Matters, (June22). p. 9. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:95467)

Leigh, Jennifer S. (2021) Embodiment and authenticity: how embodied research might shed light on experiences of disability and chronic illness. In: Brown, Nicole, ed. Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education. 1st edition. Policy Press, Bristol, UK, pp. 53-72. ISBN 978-1-4473-5411-6. (doi:10.2307/j.ctv1nh3m5m.10) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81413)

Leigh, Jennifer S. (2021) What Would a Rhythmanalysis Of a Qualitative Researcher’s Life Look Like? In: Temporality in Qualitative Inquiry: Theories, Methods and Practices. 1st edition. Routledge, Abingdon, UK. E-ISBN 978-1-003-08350-4. (doi:10.4324/9781003083504) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81406)

Leigh, Jennifer S. and Brown, Nicole (2020) Internalised ableism: Of the political and the personal. In: Ableism in academia: Theorising experiences of disabilities and chronic illnesses in higher education. UCL Press, London, UK. E-ISBN 978-1-78735-497-5. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81409)

Leigh, Jennifer S., Brown, Nicole (2021) Researcher experiences in practice based interdisciplinary research. Research Evaluation, 30 (4). pp. 421-430. ISSN 0958-2029. E-ISSN 1471-5449. (doi:10.1093/reseval/rvab018) (KAR id:88211)

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Leigh, Jennifer S, Bailey, Richard (2013) Reflection, Reflective Practice and Embodied Reflective Practice. Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice, 8 (3). pp. 160-171. (doi:10.1080/17432979.2013.797498) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:33919)

Leigh, Jennifer S, Brown, Nicole (2018) Academia needs to talk about invisible disabilities. Times Higher Education Supplement, . ISSN 0049-3929. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:70570)

Leigh, Jennifer S and Brown, Nicole (2020) Afterword. In: Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education. UCL Press, London, UK, pp. 237-238. E-ISBN 978-1-78735-497-5. (doi:10.2307/j.ctv13xprjr.21) (KAR id:81412)

Leigh, Jennifer S, Brown, Nicole (2021) Embodied Inquiry as a Research Method. . blog. (KAR id:91215)

Leigh, Jennifer S, Brown, Nicole (2017) If I tell my university about my disability will I be seen as a weak link? The Guardian, . ISSN 0261-3077. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:70568)

Leigh, Jennifer S, Brown, Nicole, Petsilas, Phaedra, Blackburn, Catriona (2019) Creative and embodied methods to teach reflections and support students’ learning. Research in Dance Education, 20 (1). pp. 19-35. ISSN 1464-7893. E-ISSN 1470-1111. (doi:10.1080/14647893.2019.1572733) (KAR id:73309)

Leigh, Jennifer S, Busschaert, N., Haynes, Cally J. E., Hiscock, Jennifer R., Hutchins, Kristin, von Krbrek, Larissa, McConnell, Anna J., Slater, Anna, Smith, David, Draper, Emily R. and others. (hide) (2022) Planning a family. Nature Reviews Chemistry, 6 (10). pp. 673-675. E-ISSN 2397-3358. (doi:10.1038/s41570-022-00427-0) (KAR id:96770)

Leigh, Jennifer S, Caplehorne, Josie, Slowe, Sarah (2023) Ableism and exclusion: Challenging academic cultural norms in research communication. Journal of Research Management and Administration, 2 (1). ISSN 2753-9245. (doi:10.18552/jorma.v2i1.764) (KAR id:90560)

Leigh, Jennifer S, Hiscock, Jennifer R., Haynes, Cally J. E., McConnell, Anna J., von Krbrek, Larissa, Slater, Anna G., Kieffer, Marion, Hind, Charlotte, Caltagirone, Claudia, Draper, Emily R. and others. (hide) (2022) Women in Supramolecular Chemistry. Transforming Society, . (KAR id:93063)

Leigh, Jennifer S, Hiscock, Jennifer R., Koops, Sarah, McConnell, Anna J., Haynes, Cally J. E., Caltagirone, Claudia, Kieffer, Marion, Draper, Emily R., Slater, Anna G., Hutchins, Kristin, and others. Watkins, Davita, Busschaert, N., von Krbrek, Larissa, Jolliffe, Katrina A., and Hardie, Michaele J. (hide) (2022) Managing research throughout COVID-19: Lived experiences of supramolecular chemists. Chem, 8 (2). pp. 299-311. ISSN 2451-9294. (doi:10.1016/j.chempr.2022.01.001) (KAR id:92353)

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Leigh, Jennifer S, Hiscock, Jennifer R., McConnell, Anna J., Haynes, Cally J. E., Caltagirone, Claudia, Draper, Emily R., Slater, Anna G., von Krbrek, Larissa, Hind, Charlotte, Kieffer, Marion and others. (hide) (2022) Pathways to inclusivity and diversity: building communities for women in science. SRHE News, . (KAR id:93062)

Leigh, Jennifer S and Hiscock, Jennifer R. and McConnell, Anna J. and Haynes, Cally J. E. and Caltagirone, Claudia and Kieffer, Marion and Draper, Emily R. and Slater, Anna G. and von Krbrek, Larissa and Hutchins, Kristin and Watkins, Davita and Busschaert, N. and Jolliffe, Katrina A. and Hardie, Michaele J. (2023) Women in Supramolecular Chemistry – Narratives of Resilience and Community Building in a Gender-Constrained Field. In: Ronksley-Pavia, Neumann,, Michelle and Neumann, Michelle and Manakil, Jane and Pickard-Smith, Kelly, eds. Academic Women: Voicing Narratives of Gendered Experiences. Bloomsbury Gender and Education . Bloomsbury, London, UK. ISBN 978-1-350-27426-6. E-ISBN 978-1-350-27429-7. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:96771)

Leigh, Jennifer S, Leech, Helen K., Collins, Jo (2018) Summer research vacation competition: An opportunity for post-docs and undergraduates. In: SRHE conference 2018, 5-7 December 2018. (Unpublished) (KAR id:47570)

Leigh, Jennifer S, Petsilas, Phaedra, Brown, Nicole, Blackburn, Catriona (2019) Embodied Reflection – Exploring creative routes to teaching reflective practice within dance training. Journal of Dance and Somatic Practices, 11 (2). pp. 177-195. ISSN 1757-1871. E-ISSN 1757-188X. (doi:10.1386/jdsp_00004_1) (KAR id:73306)

Leigh, Jennifer, Hiscock, Jennifer, McConnell, Anna, Haynes, Cally, Caltagirone, Claudia, Kieffer, Marion, Draper, Emily, Slater, Anna, von Krbrek, Larissa K.S., Hutchins, Kristin, and others. Watkins, Davita, and Busschaert, Nathalie (hide) (2022) Women In Supramolecular Chemistry: Collectively crafting the rhythms of our work and lives in STEM. Policy Press Shorts Policy & Practice . Policy Press, Bristol, 178 pp. ISBN 978-1-4473-6237-1. E-ISBN 978-1-4473-6239-5. (doi:10.47674/9781447362395) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:92756)

Leigh, Jennifer, Spaeth, Elliott (2022) Supervising disabled and chronically ill PGRs. . Blog. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:95470)

Lim, Miguel Antonio, Anabo, Icy Fresno, Phan, Anh Ngoc Quynh, Elepaño, Mark Andrew, Kuntamarat, Gunjana (2022) Graduate Employability in ASEAN: The Contribution of Student Mobility. European Union Support to Higher Education in the ASEAN Region (SHARE) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102986)

Lim, Miguel Antonio, Anabo, Icy Fresno, Phan, Anh Ngoc Quynh, Elepaño, Mark Andrew, Kuntamarat, Gunjana (2022) The State of Higher Education in Southeast Asia. European Union Support to Higher Education in the ASEAN Region (SHARE) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102984)

Malcolm, Irene, Malcolm, Janice, Slade, Bonnie, Kilminster, Sue (2013) Professional practice in transition: making workplace pedagogies visible. In: Researching Work and Learning Conference 8th International Conference, 19-21 June 2013, University of Stirling. (Unpublished) (KAR id:34843)

Malcolm, Janice (2007) Academic practice as disciplinary work and learning. In: SRHE Conference 2007. . Society for Research into Higher Education (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:3199)

Malcolm, Janice (2010) Academic workplace(s) and the shaping of academic work. In: Society for Research into Higher Education Annual Conference 2010, 14-16 December 2010, Newport, Wales. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:28449)

Malcolm, Janice (2005) Class in the Classroom. New Directions in Adult and Continuing Education, 2005 (106). pp. 45-52. ISSN 1052-2891. (doi:10.1002/ace.178) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:4614)

Malcolm, Janice (2013) Discipline and workplace learning in practice: researching academic work in a historical context. In: Consortium of Higher Education Researchers (CHER) 26th Annual Conference: The roles of higher education and research in the fabric of societies, 9-11 September 2013, University of Lausanne. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:41938)

Malcolm, Janice (2000) Joining, invading, reconstructing: participation for a change? In: Thompson, Jane, ed. Stretching the Academy:The Politics and Practice of Widening Participation in Higher Education. NIACE, Leicester, pp. 12-22. ISBN 1-86201-091-9. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:13486)

Malcolm, Janice (2011) Management and the shaping of academic work. In: Consortium of Higher Education Researchers 24th Conference: What are the prospects for higher education in the 21st century? Ideas, research and policy, 23rd-25th June 2011, Institute for Research in Higher Education, University of Iceland School of Education, Reykjavík. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:28450)

Malcolm, Janice (2012) Not here, not now: reconstructing academic work from a distance. In: Society for Research into Higher Education Annual Conference, 12-14 December 2012, Newport, Wales. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:34842)

Malcolm, Janice (2008) Research and curriculum in professional development for academic practice. In: Higher Education Close-Up 4, 25-27 June 2008, University of Cape Town. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:24323)

Malcolm, Janice (2014) Time, space and 'real work': researching social scientists' everyday work practices. In: Society for Research into Higher Education Annual Conference 2014, 10-12 December 2014, Newport, Wales. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:46159)

Malcolm, Janice (1995) The competence of worker bees: the implications of competence-based education for educators of adults. In: Collins, Michael, ed. The Canmore Proceedings. International Conference on Educating the Adult Educator: Role of the University. University of Saskatchewan, pp. 61-74. ISBN 0-88880-338-9. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:45630)

Malcolm, Janice (2010) The university and its disciplines: teaching and learning within and beyond disciplinary boundaries. Review of: The university and its disciplines: teaching and learning within and beyond disciplinary boundaries by Kreber, C.. Teaching in Higher Education, 15 (1). pp. 117-119. ISSN 1470-1294 (electronic) 1356-2517 (paper). (doi:10.1080/13562510903414747) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:24324)

Malcolm, Janice, Hodkinson, Phil, Colley, Helen (2003) Informality and Formality in Learning: a report for the Learning and Skills Research Centre. Learning and Skills Research Centre, 75 pp. ISBN 1-85338-872-6. (doi:031492) (KAR id:4647)

Malcolm, Janice, Hodkinson, Phil, Colley, Helen (2003) The interrrelationships between informal and formal learning. Journal of Workplace Learning, 15 (7-8). pp. 312-318. ISSN 1366-5626. (doi:10.1108/13665620310504783) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:13485)

Malcolm, Janice, O'Rourke, Rebecca (2001) Lifelong Learning and the Legacy of Social Purpose. In: British Educational Research Association Annual Conference, 13-15 Sept 2001, University of Leeds. (KAR id:59487)

Malcolm, Janice and Zukas, Miriam (2000) Becoming an educator: communities of practice in higher education. In: McNay, Ian, ed. Higher Education and its Communities. Open University Press/SRHE, Milton Keynes, pp. 51-64. ISBN 978-0-335-20734-3. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:23406)

Malcolm, Janice, Zukas, Miriam (2007) Beyond the fringe: adult educators, work and discipline. In: 5th International Conference on Researching Work and Learning: rethinking the 'centre' and the 'margins' in researching work and learning. . (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:4668)

Malcolm, Janice, Zukas, Miriam (2001) Bridging pedagogic gaps: conceptual discontinuities in higher education. Teaching in Higher Education, 6 (1). pp. 33-42. ISSN 1356-2517. (doi:10.1080/13562510020029581) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:4660)

Malcolm, Janice, Zukas, Miriam (2015) Disciplinary identity and early-career social scientists: changing allegiances and practices. In: 16th Biennial Conference EARLI 2015, 25-29 August, Cyprus University of Technology, Limassol. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:51087)

Malcolm, Janice, Zukas, Miriam (2014) Discipline and workplace learning in practice: an exploratory study of academic work: Society for Research into Higher Education Research Award Report. Society for Research into Higher Education (KAR id:46160)

Malcolm, Janice, Zukas, Miriam (2009) Making a mess of academic work: experience, purpose and identity. Teaching in Higher Education, 14 (5). pp. 495-506. ISSN 1356-2517. (doi:10.1080/13562510903186659) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:23407)

Malcolm, Janice, Zukas, Miriam (2007) Moving on up: academic work and learning after adult education. In: CRLL Conference: the times they are a-changin: researching transitions in lifelong learning, 22-24 June 2007, University of Stirling. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:4672)

Malcolm, Janice and Zukas, Miriam (2006) Pedagogic learning in the pedagogic workplace. In: Edwards, Richard and Gallacher, Jim and Whittaker, Susan, eds. Learning outside the academy: international research perspectives on lifelong learning. Taylor & Francis, Abingdon, pp. 90-102. ISBN 0-415-36585-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:3180)

Malcolm, Janice and Zukas, Miriam (2001) Pedagogies for lifelong learning: building bridges or building walls? In: Harrison, R. and Reeves, F. and Hanson, A. and Clarke, J., eds. Supporting Lifelong Learning: Volume 1 - Perspectives on Learning. Supporting Lifelong Learning, 1 (1). Roughtledge Falmer/Open University, London, pp. 203-219. ISBN 0-415-25927-4. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:4649)

Malcolm, Janice and Zukas, Miriam (2007) Poor relations: exploring discipline, research and pedagogy in academic identity. In: Osborne, Michael and Houston, Muir and Toman, Nuala, eds. The pedagogy of lifelong learning: understanding effective teaching and learning in diverse contexts. Routledge, Abingdon, pp. 15-25. ISBN 0-415-42495-X. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:3178)

Mama, Amina and Thomas, Dave S.P (2021) Travelling between historical memory and the current predicament of educational reforms in higher education: A transnational perspective. In: Thomas, Dave S.P and Arday, Jason, eds. Doing equity and diversity for success in higher education: Redressing structural inequalities in the academy. Palgrave Macmillan, pp. 77-86. ISBN 978-3-030-65667-6. E-ISBN 978-3-030-65668-3. (doi:10.1007/978-3-030-65668-3_6) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82353)

Mitton, Lavinia and Hensby, Alexander (2024) Bringing Vocational Qualifications into the Inclusivity Agenda: The Case of the BTEC. In: Hensby, Alexander and Adewumi, Barbara, eds. Race, Capital, and Equity in Higher Education: Challenging Differential Academic Attainment in UK Universities. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, Basingstoke, pp. 115-139. ISBN 978-3-031-51616-0. E-ISBN 978-3-031-51617-7. (doi:10.1007/978-3-031-51617-7) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:106231)

Naidoo, R., Williams, Joanna (2014) Student Agreements and Student Consumers:The Marketization of Learning and the Erosion of Higher Education as a Public Good. Peking University Education Review, 1 (1). pp. 36-52. ISSN 1671-9468. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:40835)

Naidoo, Rajani, Williams, Joanna (2015) The neoliberal regime in English higher education: charters, consumers and the erosion of the public good. Critical Studies in Education, 56 (2). pp. 208-223. ISSN 1750-8487. (doi:10.1080/17508487.2014.939098) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:46255)

Ngo, Ha N, Phan, Anh Ngoc Quynh (2023) COVID-19 and higher education in Vietnam: Systematically rethinking the quality assurance system and practices towards the `new normal' in post-crisis era. Policy Futures in Education, 21 (4). pp. 355-371. (doi:10.1177/14782103221095924) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:102973)

Norton, Lin and Harrington, Katherine and Elander, James and Sinfield, Sandra and Reddy, Pete and Pitt, Edd and Aiyegbayo, Ola (2005) Supporting students to improve their essay writing through assessment criteria focused workshops. In: Improving Student Learning 12: Diversity and Inclusivity. The Oxford Centre for Staff and Learning Development., Oxford, pp. 1-15. ISBN 1-873576-72-2. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:35074)

Norton, Lin, Pitt, Edd, Elander, James, Reddy, Pete (2009) Writing Essays at University: A guide for students, by students. Write Now Centre for Excellence, London, 126 pp. ISBN 978-0-9560695-0-4. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:35075)

Otele, Olivette and Thomas, Dave S.P (2021) Fencing the Race: Responding to the past to help shape the future. In: Thomas, Dave S.P and Arday, Jason, eds. Doing equity and diversity for success in higher education: Redressing structural inequalities in the academy. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, pp. 87-95. ISBN 978-3-030-65667-6. E-ISBN 978-3-030-65668-3. (doi:10.1007/978-3-030-65668-3_7) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82348)

Ozaki, Yuto, Tierney, Adam, Pfordresher, Peter Q., McBride, John M., Benetos, Emmanouil, Proutskova, Polina, Chiba, Gakuto, Liu, Fang, Jacoby, Nori, Purdy, Suzanne C., and others. Opondo, Patricia, Fitch, W. Tecumseh, Hegde, Shantala, Rocamora, Martín, Thorne, Rob, Nweke, Florence, Sadaphal, Dhwani P., Sadaphal, Parimal M., Hadavi, Shafagh, Fujii, Shinya, Choo, Sangbuem, Naruse, Marin, Ehara, Utae, Sy, Latyr, Parselelo, Mark Lenini, Anglada-Tort, Manuel, Hansen, Niels Chr., Haiduk, Felix, Færøvik, Ulvhild, Magalhães, Violeta, Krzyżanowski, Wojciech, Shcherbakova, Olena, Hereld, Diana, Barbosa, Brenda Suyanne, Varella, Marco Antonio Correa, van Tongeren, Mark, Dessiatnitchenko, Polina, Zar, Su Zar, El Kahla, Iyadh, Muslu, Olcay, Troy, Jakelin, Lomsadze, Teona, Kurdova, Dilyana, Tsope, Cristiano, Fredriksson, Daniel, Arabadjiev, Aleksandar, Sarbah, Jehoshaphat Philip, Arhine, Adwoa, Meachair, Tadhg Ó, Silva-Zurita, Javier, Soto-Silva, Ignacio, Millalonco, Neddiel Elcie Muñoz, Ambrazevičius, Rytis, Loui, Psyche, Ravignani, Andrea, Jadoul, Yannick, Larrouy-Maestri, Pauline, Bruder, Camila, Teyxokawa, Tutushamum Puri, Kuikuro, Urise, Natsitsabui, Rogerdison, Sagarzazu, Nerea Bello, Raviv, Limor, Zeng, Minyu, Varnosfaderani, Shahaboddin Dabaghi, Gómez-Cañón, Juan Sebastián, Kolff, Kayla, der Nederlanden, Christina Vanden Bosch, Chhatwal, Meyha, David, Ryan Mark, Setiawan, I. Putu Gede, Lekakul, Great, Borsan, Vanessa Nina, Nguqu, Nozuko, and Savage, Patrick E. (hide) (2024) Globally, songs and instrumental melodies are slower and higher and use more stable pitches than speech: A Registered Report. Science Advances, 10 (20). Article Number eadm9797. ISSN 2375-2548. (doi:10.1126/sciadv.adm9797) (KAR id:106068)

Panesar, Lucy (2021) 1911 Festival of Empire | Project Roundtable. UAL London College of Communication Video. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96092)

Panesar, Lucy (2017) Academic support and the BAME attainment gap: Using data to challenge assumptions. Spark: UAL Creative Teaching and Learning Journal, 2 (1). pp. 45-49. ISSN 2397-6594. (KAR id:96075)

Panesar, Lucy (2023) Addressing Inequity in Education via Mandatory Staff development. In: Reimagining Higher Education: journeys of decolonising, 8 November 2023, Leicester, United Kingdom. (Unpublished) (KAR id:103828)

Panesar, Lucy (2022) Bridges and Borders. In: VOICE Conference, University for the Creative Arts, 29 June 2022, Online. (Unpublished) (KAR id:96080)

Panesar, Lucy (2019) Colonial Confessions Continued. Decolonising the Arts Curriculum: Perspectives on Higher Education, 2 . pp. 17-18. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96076)

Panesar, Lucy (2018) Confessions of a Colonial Lecturer. Decolonising the Arts Curriculum: Perspectives on Higher Education, 1 . pp. 42-43. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96077)

Panesar, Lucy (2023) Decolonising Educational Development: Opportunities and Challenges. In: Decolonising Knowledge in Academic Practice Lecture Series, May 2023, Online. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:101377)

Panesar, Lucy (2022) Decolonising Wikipedia x London's Colonial Her/Histories: Panel Discussion 2. UAL London College of Communication Video. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96089)

Panesar, Lucy (2022) Decolonising Wikipedia x London's Colonial Her/Histories: Panel Discussion 3. UAL London College of Communication Video. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96090)

Panesar, Lucy (2022) Decolonising Wikipedia x London’s Colonial Her/Histories. In: DEL in Between: practice sharing in arts and design Higher Education, 13 May 2022, Online. (Unpublished) (KAR id:96081)

Panesar, Lucy (2021) Decolonising Wikipedia x London’s Colonial Her/Histories: Panel Discussion 1. UAL London College of Communication Video. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96088)

Panesar, Lucy (2024) (Discreetly) Decolonising Educational Development. In: Thomas, Dave and Quinlan, Kathleen M., eds. Culturally Sensitive Curricula Scales: Researching, Evaluating and Enhancing Higher Education Curricula. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave, pp. 153-169. ISBN 978-3-031-57687-4. E-ISBN 978-3-031-57688-1. (doi:10.1007/978-3-031-57688-1) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:106325)

Panesar, Lucy (2024) Representing Our Marginalised Selves: Reflections on UAL projects circa 2018-2022. In: Racial Inequality and the Representation of Marginalised Communities in Creative Education, 21 February 2024, Online. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:105221)

Panesar, Lucy (2021) Troublesome knowledge and conversations: Learning how to talk about race at UAL. . Teaching and Learning Exchange, University of the Arts London internet blog. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96079)

Panesar, Lucy (2018) A workshop based on UAL’s approach to inclusive attainment. In: Advance HE Attainment Symposium - Closing the gap, 23 May 2018, York. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96096)

Panesar, Lucy, Berko, A., Montgomery, Joel, Mirza, Rinchan Ali, Abbasian, Kaveh (2023) Developing Culturally Appropriate Curricula: a cross-disciplinary exchange. In: Medway Learning & Teaching Conference 2023, 22 June 2023, Medway, UK. (Unpublished) (KAR id:102114)

Panesar, Lucy, Boucher, Claire Melanie, Phillips, Jo, Cornell, Mark (2024) Inspiring inclusive teaching across the disciplines. In: Oxford Brookes University International Teaching and Learning Conference, 19 June 2024, Online. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:107697)

Panesar, Lucy and Clarke, Cassia and Kataria, Rumneek and Omo, Chuky and Danner, Terena (2022) Changemakers Talk: Decolonising the Curriculum London x Sao Paulo. UAL London College of Communication Video. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96087)

Panesar, Lucy and Clarke, Cassia and Roland Martins, Rachel and Nijawan, Amita (2022) Changemakers Talk: Decolonising the Curriculum London x Kent. UAL London College of Communication online video. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:99262)

Panesar, Lucy, Houghton, Max, Langford, Tara, Kabala, Justyna (2021) Embedding Anti-Racism and Decolonisation into LCC curricula. In: ExEd 2021 Education Conference Online, University of the Arts London, 6 July 2021, Online. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96091)

Panesar, Lucy, Kolajo, Yetunde (2024) Understanding Student Outcomes: Snakes and Ladders. In: University of Kent’s 2024 Learning and Teaching Conference - Educating for the future: Curricula to address a changing world, 12 September 2024, University of Kent. (Unpublished) (KAR id:107791)

Panesar, Lucy, Patel, Rahul (2018) Decolonising the Arts Curriculum: Perspectives on Higher Education. In: iJADE Conference 2019. Creating spaces: Inclusivity, ethics and participation in art and design education, 22-23 February 2019, Goldsmiths, London. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96095)

Panesar, Lucy, Tulley, Adrienne, Leewis, Lee (2022) Connecting Our Change Agendas. In: Change Agents Network (CAN) Conference 2022: Sustaining Partnerships in Transformative Times, 12 May 2022, University College London. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:96086)

Panesar, Lucy, Vickers, Harriet (2022) Places Never Seen: A youth led, digital exploration of the 1911 Festival of Empire. In: Opening Archives dissemination event, 30 May 2022, Online. (KAR id:100373)

Parkinson, Tom (2019) Banana Punk Rawk Trails: A Euro-fool’s Metal Punk Journeys in Malaysia, Borneo and Indonesia, Marco Ferrarese (2016). Review of: Banana Punk Rawk Trails: A Euro-fool’s Metal Punk Journeys in Malaysia, Borneo and Indonesia by Ferrarese, Marco. Journal of Popular Music Education, 3 (1). pp. 161-163. ISSN 2397-6721. (doi:10.1386/jpme.3.1.161_5) (KAR id:70556)

Parkinson, Tom (2016) Being punk in higher education: subcultural strategies for academic practice. Teaching in Higher Education, 22 (2). pp. 143-157. ISSN 1356-2517. E-ISSN 1470-1294. (doi:10.1080/13562517.2016.1226278) (KAR id:58290)

Parkinson, Tom (2013) Canon (Re)formation in Popular Music Pedagogy. In: Stakelum, Mary, ed. Developing the Musician. Contemporary Perspectives on Teaching and Learning. First edition. Sempre Studies in the Psychology of Music . Ashgate, Farnham, UK, pp. 155-170. ISBN 978-1-4094-5017-7. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:69458)

Parkinson, Tom (2017) Dilemmas of purpose in higher popular music education: A critical portrait of an academic field. Journal of Popular Music Education, 1 (2). pp. 133-150. ISSN 2397-6721. E-ISSN 2397-673X. (doi:10.1386/jpme.1.2.133_1) (KAR id:69353)

Parkinson, Tom and Smith, Gareth Dylan and Dines, Mike, eds. (2017) Punk Pedagogies: Music, Culture and Learning. First edition. Routledge Taylor & Francis, New York, USA, 236 pp. ISBN 978-1-138-27988-9. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:69352)

Parkinson, Tom (2017) Teaching the Devil’s Music: Some Intersections of Popular Music, Education and Morality in a Faith School Setting. In: Smith, Gareth Dylan and Moir, Zack and Brennan, Matt and Rambarran, Shara and Kirkman, Phil, eds. The Routledge Research Companion to Popular Music Education. Routledge, New York, USA, pp. 382-394. ISBN 978-1-4724-6498-9. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:69356)

Parkinson, Tom (2018) A Trialectic Framework for Large Group Processes in Educational Action Research: The Case of Academic Development for Syrian Academics in Exile. Educational Action Research, 27 (5). pp. 798-814. ISSN 0965-0792. E-ISSN 1747-5074. (doi:10.1080/09650792.2018.1532803) (KAR id:69358)

Parkinson, Tom (2014) Values of Higher Popular Music Education: Perspectives from the UK. Doctor of Philosophy (PhD) thesis, University of Reading. (KAR id:70399)

Parkinson, Tom, Brewer, Sarah, Camps, Cath, Turner, Jon, Jenkins, Michael, Whiteside, Karin, Zoubir, Tarek (2018) Supporting Syrian Academics to be Agents for Change: The role of UK universities. Educational Developments, . ISSN 1469-3267. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:69359)

Parkinson, Tom, Heron, Marion, Alajaj, Nidal (2022) Report for British Academy: Supporting Syrian Academics in Collaborative Research Writing: Preparing Outputs from Research Projects (Ref: WW20200128). British Academy, 15 pp. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:96158)

Parkinson, Tom and Hunter, Mark and Campanello, Kimberly and Dines, Mike and Dylan Smith, Gareth (2015) Understanding Small Music Venues: A report by the Music Venues Trust. Project report. UK Music, London, UK (KAR id:70372)

Parkinson, Tom and Hunter, Mark and Dines, Mike and Campanello, Kimberley (2015) Understanding Small Music Venues: An interim findings report. Discussion paper. Music Venue Trust (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:87758)

Parkinson, Tom, McDonald, Kevin, Quinlan, Kathleen M. (2019) Reconceptualizing Academic Development as Community Development: Lessons from Working with Syrian Academics in Exile. Higher Education, 79 . p. 183. ISSN 0018-1560. (doi:10.1007/s10734-019-00404-5) (KAR id:70555)

Parkinson, Tom and Muslu Gardner, Olcay (2021) Nation, Memory and Music Education in the Republic of Turkey: A Hegemonic Analysis. In: Wright, Ruth and Johansen, Geir and Kanellopoulos, Panagiotis and Schmidt, Patrick, eds. The Routledge Handbook to Sociology of Music Education. First edition. Routledge Music Handbooks . Routledge, London. ISBN 978-1-138-58636-9. (doi:10.4324/9780429504631) (KAR id:70375)

Parkinson, Tom, Muslu Gardner, Olcay (2019) National Identity, Official Culture and Music Education in Turkey. In: 11th Research In Music Education (RIME) Conference 2019. . (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:73677)

Parkinson, Tom, Muslu Gardner, Olcay (2020) Protectionism and rapprochement in Turkish higher music education: An analysis of the mission and vision statements of conservatoires and university music departments in the Republic of Turkey. Arts and Humanities in Higher Education, . ISSN 1474-0222. E-ISSN 1741-265X. (doi:10.1177/1474022220983255) (KAR id:84511)

Parkinson, Tom, Smith, Gareth Dylan (2015) Hybrid Authenticities of Popular Music Education. In: Reflective Conservatoire Conference: Creativity and Changing Cultures. . pp. 180-181. Guildhall School of Music and Drama, London: UK ISBN 978-0-9571888-4-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:70475)

Parkinson, Tom, Smith, Gareth Dylan (2015) Towards an Epistemology of Authenticity in Higher Popular Music Education. Action, Criticism and Theory for Music Education, 14 (1). pp. 93-127. ISSN 1545-4517. E-ISSN 1545-4517. (KAR id:69350)

Parkinson, Tom and Vyner, Luke (2021) Maximising English language acquisition through music: Composing Songs for Second Language (SL) Learners. Practice Portfolio. (Unpublished) (KAR id:92056)

Parkinson, Tom, Zoubir, Tarek, Abdullateef, Shaher, Abedtalas, Musallam, Alyamani, Ghana, Al Ibrahim, Ziad, Al Husni, Majdi, Alhaj Omar, Fuad, Iboor, Fadi, Allito, Husam, and others. Jenkins, Michael, Rashwani, Abdelkader, Sennou, Adnan, and Shaban, Fateh (hide) (2018) 'We are still here': The stories of Syrian academics in exile. International Journal of Comparative Education and Development, 20 (3/4). pp. 132-147. ISSN 2396-7404. (doi:10.1108/IJCED-06-2018-0013) (KAR id:69355)

Petrucci, C.J., Quinlan, Kathleen M. (2007) Bridging the research-practice gap: Concept mapping as a mixed methods strategy in practice-based research and evaluation. Journal of Social Service Research, 34 (2). pp. 25-42. ISSN 0148-8376. E-ISSN 1540-7314. (doi:10.1300/J079v34n02_03) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:60294)

Pham, Hoa, Phan, Anh Ngoc Quynh, Tesar, Marek (2024) Because of thương: Listening to the voices of Vietnamese early childhood educators. Policy Futures in Education, . ISSN 1478-2103. (doi:10.1177/14782103241291090) (KAR id:107557)

Pham, Linh Thi Thuy, Phan, Anh Ngoc Quynh (2023) “Let's accept it”: Vietnamese university language teachers' emotion in online synchronous teaching in response to COVID-19. Educational and Developmental Psychologist, 40 (1). pp. 115-124. (doi:10.1080/20590776.2021.2000321) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102980)

Pham, Linh Thi Thuy, Phan, Anh Ngoc Quynh (2022) Whilst COVID-19: The Educational Migration to Online Platforms and Lessons Learned. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95 (4). pp. 159-165. (doi:10.1080/00098655.2022.2065230) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102989)

Pham, Linh Thi Thuy, Phan, Anh Ngoc Quynh (2022) Why Teaching? Vietnamese Dance Teachers' Experiences, Motivations, and Professional Challenges. Journal of Dance Education, . (doi:10.1080/15290824.2022.2085873) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102988)

Phan, Anh Ngoc Quynh (2022) The Academic Identity Development of International Doctoral Students. Journal of International Students, 13 (4). (doi:10.32674/jis.v13i4.5120) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102985)

Phan, Anh Ngoc Quynh (2023) “And I surrender to maternity”: a poetic autoethnographic inquiry into juggling roles of a doctoral student mother during the pandemic. Journal of Poetry Therapy, 36 (2). pp. 172-181. (doi:10.1080/08893675.2022.2162198) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102976)

Phan, Anh Ngoc Quynh (2023) ‘Dear Epsom’: a poetic autoethnography on campus as home of an international doctoral student in Aotearoa New Zealand. London Review of Education, 21 (1). Article Number 28. ISSN 1474-8460. E-ISSN 1474-8479. (doi:10.14324/LRE.21.1.28) (KAR id:102442)

Phan, Anh Ngoc Quynh (2022) Emigrate out of National Borders, Immigrate into Diasporic Spaces. Diaspora Studies, 15 (3). pp. 297-321. (doi:10.1163/09763457-bja10015) (KAR id:102995)

Phan, Anh Ngoc Quynh (2022) The Emotional Geographies of Being Stranded Due to COVID-19: A Poetic Autoethnography of an International Doctoral Student. Cultural Studies / Critical Methodologies, 22 (1). pp. 66-75. (doi:10.1177/15327086211054049) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:102994)

Phan, Anh Ngoc Quynh (2022) Immobility in Mobility during COVID-19: Reflections on 'Being Stuck' in the Home Country of an International Doctoral Student. Journal of International Students, 13 (1). pp. 85-93. (doi:10.32674/jis.v13i1.4157) (KAR id:102981)

Phan, Anh Ngoc Quynh (2023) Into the darkness. Journal of Poetry Therapy, 36 (1). p. 93. (doi:10.1080/08893675.2022.2161754) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:102979)

Phan, Anh Ngoc Quynh (2022) Learning to Teach: Vietnamese Preservice Teacher Development Through Microteaching. International Journal of Teacher Education and Professional Development, 5 (1). pp. 1-15. (doi:10.4018/ijtepd.295545) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102993)

Phan, Anh Ngoc Quynh (2023) “My Supervisors Never Cease to Believe in Me”: A Reflection of an Intercultural Doctoral Supervision Relationship. About Campus: Enriching the Student Learning Experience, . (doi:10.1177/10864822231195810) (KAR id:102971)

Phan, Anh Ngoc Quynh (2022) On Space, On Place. Art / Research International: A Transdisciplinary Journal, 7 (1). pp. 186-209. (doi:10.18432/ari29638) (KAR id:102997)

Phan, Anh Ngoc Quynh (2022) Quality Assurance of Higher Education From the Glonacal Agency Heuristic: An Example From Vietnam. In: Magd, Hesham and Kariyilaparambu Kunjumuhammed, Siraj, eds. Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions. IGI Global, pp. 136-155. ISBN 978-1-7998-8085-1. (doi:10.4018/978-1-7998-8085-1.ch008) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102998)

Phan, Anh Ngoc Quynh (2022) Sojourning as a wife, a mother and a daughter: a critical autoethnography of a Vietnamese doctoral student in New Zealand. Journal of Gender Studies, 31 (1). pp. 114-124. (doi:10.1080/09589236.2021.1988531) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:102999)

Phan, Anh Ngoc Quynh (2021) Under the impacts of globalisation: the rising power of English as a foreign language (EFL) and the corresponding response of EFL policy in Vietnam. SN Social Sciences, 1 (1). Article Number 31. (doi:10.1007/s43545-020-00047-9) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:103000)

Phan, Anh Ngoc Quynh (2024) ‘Under the magnolia tree, our youth’: an autoethnography on friendship and sisterhood among female international doctoral students in New Zealand. Kōtuitui: New Zealand Journal of Social Sciences Online, . pp. 1-16. ISSN 1177-083X. (doi:10.1080/1177083x.2024.2368521) (KAR id:106496)

Phan, Anh Ngoc Quynh (2022) Vietnamese doctoral students' imaginative geographies of their destination countries. Globalisation, Societies and Education, . (doi:10.1080/14767724.2022.2048798) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102991)

Phan, Anh Ngoc Quynh (2022) Why overseas? Vietnamese doctoral students' motivations for a doctoral study abroad. Journal of Adult and Continuing Education, 29 (1). pp. 5-24. (doi:10.1177/14779714221105912) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102975)

Phan, Anh Ngoc Quynh (2022) Writing From Diasporic Space: A Poetic Narrative of a Refugee Daughter. Qualitative Inquiry, 28 (3-4). pp. 381-382. (doi:10.1177/10778004211042347) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:102992)

Phan, Anh Ngoc Quynh (2022) The why of where: Vietnamese doctoral students' choice of PhD destinations. Studies in Continuing Education, 45 (3). pp. 283-299. (doi:10.1080/0158037x.2022.2054978) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:102972)

Phan, Anh Ngoc Quynh and Pham, Linh Thi Thuy (2022) Coming Home Internationally-Trained Vietnamese English Language Teachers' Perceived Employability. In: Zhao, Xin and Kung, Michael and Bista, Krishna and Ma, Yingyi, eds. Home and Abroad: International Student Experiences and Graduate Employability. StAR Scholars. ISBN 978-1-957480-03-9. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102990)

Phan, Anh Ngoc Quynh, Pham, Linh Thi Thuy (2023) Dancing into maternity: the lived experiences of Vietnamese professional dancers. Research in Dance Education, 24 (1). pp. 72-89. (doi:10.1080/14647893.2023.2172559) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102978)

Phan, Anh Ngoc Quynh, Pham, Linh Thi Thuy (2023) Online teaching during the COVID-19 pandemic: Vietnamese language teachers’ emotions, regulation strategies and institutional policy and management. Policy Futures in Education, 21 (4). pp. 350-502. E-ISSN 1478-2103. (doi:10.1177/14782103231178644) (KAR id:101799)

Phan, Anh Ngoc Quynh and Pham, Linh Thi Thuy (2023) "The Seat Has Now Switched": Vietnamese International Doctoral Students' Supervisory Experiences. In: Bista, Krishna, ed. Navigating International Doctoral Student Experience: Strengthening Resources, Relationships, and Resilience. STARS Scholar. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102983)

Phan, Anh Ngoc Quynh, Pham, Linh Thi Thuy, Ngo, Ha Ngan (2023) Countering stuckness: international doctoral students' experiences of disrupted mobility amidst COVID-19. Asia Pacific Journal of Education, . (doi:10.1080/02188791.2023.2175349) (KAR id:102977)

Phan, Anh Ngoc Quynh, Pham, Linh Thi Thuy, Pham, Tho Xuan (2024) Vietnamese university teacher mothers’ juggling roles when teaching online. PRACTICE, . pp. 1-17. ISSN 2578-3858. E-ISSN 2578-3866. (doi:10.1080/25783858.2024.2359903) (KAR id:106314)

Phan, Anh Ngoc Quynh, Pham, Tho Xuan (2021) Gender Stereotypes As Hidden Curriculum: A Case of Vietnamese English Textbooks. International Journal of Education, 14 (1). pp. 30-38. ISSN 1978-1342. (doi:10.17509/ije.v14i1.30553) (KAR id:103001)

Phan, Anh Ngoc Quynh, Pham, Tho Xuan (2022) Mentoring programme and the transition of beginning teachers: view of the insiders. Practice: Contemporary Issues in Practitioner Education, 4 (3). pp. 154-170. (doi:10.1080/25783858.2022.2086060) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:102987)

Pitt, Edd (2017) Anonymous Marking Pilot Project at the University of Kent. In: University of Kent Annual Learning & Teaching Conference, 21 June 2017, Kent, UK. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:64489)

Pitt, Edd (2019) Developing Students Emotional Literacy in Assessment and Feedback. In: Bryan, Cordelia and Clegg, Karen, eds. Innovative Assessment in Higher Education: A Handbook for Academic Practitioners. Second edition. Routledge, Abingdon, UK, pp. 121-128. ISBN 978-1-138-58119-7. E-ISBN 978-0-429-50685-7. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:75361)

Pitt, Edd (2017) Drawing: a visual method as an expressive data collection technique. In: watt, sal and Wakefield, Caroline, eds. Teaching Visual Methods in the Social Sciences. Routledge. ISBN 978-1-138-10135-7. E-ISBN 978-1-315-65701-1. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:61740)

Pitt, Edd (2011) The Feedback Conundrum in Higher Education: Students’ emotional actions and reactions. In: Assessment in Higher Education Conference, July 2011, Cumbria. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47520)

Pitt, Edd (2014) Feedback in Higher Education: Exploring students’ appraisal, comprehension and utilisation. Doctor of Philosophy (PhD) thesis, University of Liverpool. (KAR id:47524)

Pitt, Edd (2007) The Impact of Blended Learning Methods on Sport Studies Students’ Approaches to Study. In: Higher Education Academy Annual Conference, July 2007, Harrogate. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47523)

Pitt, Edd (2021) Introduction: assessment and feedback in a post-pandemic era. Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion. In: Baughan, Patrick, ed. Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion. Advance HE, UK, pp. 5-9. (KAR id:90382)

Pitt, Edd (2019) Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback. In: Henderson, Michael and Ajjawi, Rola and Boud, David and Molloy, Elizabeth, eds. The Impact of Feedback in Higher Education:Improving Assessment Outcomes for Learners. First. Palgrave Macmillan, pp. 129-146. ISBN 978-3-030-25111-6. (doi:10.1007/978-3-030-25112-3) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:78088)

Pitt, Edd (2015) Phenomenographically exploring students’ utilisation of feedback. In: Fifth International Assessment in Higher Education Conference, 24-25th June 2016, Birmingham, UK. (KAR id:54014)

Pitt, Edd (2017) Student Utilisation of Feedback: A Cyclical Model. In: Scaling up assessment for learning in higher education. The Enabling Power of Assessment . Springer, Singapore, pp. 145-158. ISBN 978-981-10-3045-1. (doi:10.1007/978-981-10-3045-1) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:60304)

Pitt, Edd (2007) Students’ approaches to study, conceptions of learning and judgments about the value of networked technologies. In: British Educational Research Association Conference, September 2007, University of London. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47522)

Pitt, Edd (2015) Students’ utilisation of feedback: A cyclical mode. In: Assessment for Learning in Higher Education, 14-15th May 2015, University of Hong Kong. (KAR id:54013)

Pitt, Edd (2020) Towards the Development of Student Feedback Literacy: Somewhere for Feedback to Land. In: Baughan, Patrick, ed. On your marks : learner-focused feedback practices and feedback literacy. Advance HE, London, UK, pp. 32-38. ISBN 978-1-9163593-2-1. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:82764)

Pitt, Edd (2013) Understanding Student’s Conceptions of Feedback to Improve the Student Learning Experience. In: SRHE Conference, December 2013, Wales. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47519)

Pitt, Edd (2011) Why is feedback in Higher Education not more effective? Exploring students’ emotional actions and reactions. In: 7th Annual BESA Conference, June 2011, Institute of Education, Manchester Metropolitan University. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:47521)

Pitt, Edd (2017) The effects of emotional backwash in feedback situations: Experiences of UK undergraduate’s. In: Re-Imagining Assessment Symposium, 17 October 2017, Melbourne, Australia. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:64437)

Pitt, Edd, Bearman, Margaret, Esterhazy, Rachelle (2020) The Conundrum of Low Achievement and Feedback for Learning. Assessment and Evaluation in Higher Education, 45 (2). pp. 239-250. ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/02602938.2019.1630363) (KAR id:75359)

Pitt, Edd, Carless, David (2021) Signature Feedback Practices in the Creative Arts: Integrating Feedback Within the Curriculum. Assessment and Evaluation in Higher Education, . ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/02602938.2021.1980769) (KAR id:90379)

+1 more...

Pitt, Edd, Norton, Lin (2016) ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment and Evaluation in Higher Education, 42 (4). pp. 499-516. ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/02602938.2016.1142500) (KAR id:54055)

Pitt, Edd, Quinlan, Kathleen M. (2022) Impacts of higher education assessment and feedback policy and practice on students: A review of the literature 2016-2021. Advance HE, 112 pp. (KAR id:95307)

Pitt, Edd, Quinlan, Kathleen M. (2021) Signature assessment and feedback practices in the disciplines. Assessment in Education: Principles, Policy and Practice, 28 (2). pp. 97-100. ISSN 0969-594X. E-ISSN 1465-329X. (doi:10.1080/0969594X.2021.1930444) (KAR id:88880)

Pitt, Edd and Quinlan, Kathleen M. (2021) The impact of Covid-19 on assessment and feedback practice: From the emergency phase to the preparation phase and beyond. In: Baughan, Patrick, ed. Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion. Advance HE, UK, pp. 22-30. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:90381)

Pitt, Edd, Stone, Zita (2019) Students’ Enactment of Feedback Through a Series of Graded Low-Stake Learning-Oriented Presentations. In: 7th International AHE Conference 2019. . (Unpublished) (KAR id:75363)

Pitt, Edd, Winstone, Naomi (2022) Enabling and valuing feedback literacies. Assessment and Evaluation in Higher Education, 48 (2). pp. 149-157. ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/02602938.2022.2107168) (KAR id:99479)

Pitt, Edd, Winstone, Naomi (2017) Feedback is a two-way street. So why does the NSS only look one way? Times Higher Education Supplement, 2323 . p. 30. ISSN 0049-3929. (KAR id:63586)

Pitt, Edd, Winstone, Naomi (2018) The Impact of Anonymous Marking on Students’ Perceptions of Fairness, Feedback and Relationships with Lecturers. Assessment and Evaluation in Higher Education, 43 (7). pp. 1183-1193. ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/02602938.2018.1437594) (KAR id:64430)

Pitt, Edd and Winstone, Naomi (2020) Towards technology enhanced dialogic feedback. In: Bearman, Margaret and Dawson, Philip and Ajjawi, Rola and Tai, Joanna and Boud, David, eds. Re-imagining university assessment in a digital world. The Enabling Power of Assessment . Springer, Cham, Switzerland, pp. 79-94. ISBN 978-3-030-41955-4. E-ISBN 978-3-030-41956-1. (KAR id:82761)

Pitt, Edd, Winstone, Naomi, Nash, Rob (2019) Responsibility sharing in the feedback process: Perspectives of educators. In: 7th International AHE Conference 2019. . (Unpublished) (KAR id:75362)

Pleschová, Gabriela and Simon, Eszter and Quinlan, Kathleen M. and Murphy, Jennifer and Roxa, Torgny (2012) The professionalisation of academics as teachers in higher education. Discussion paper. European Science Foundation, France (KAR id:60324)

Pleshakova, Anna, Quinlan, Kathleen M. (2013) Toward a theory of interdisciplinarity: an example of conceptual integration/blending in teaching and learning in Russian and east European language-based area studies. Russian Language Journal, 63 . pp. 169-193. ISSN 0036-0252. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:78569)

Polglase, Giles (2013) Higher education as soft power in the Eastern Partnership: the case of Belarus. Eastern Journal of European Studies, 4 (2). pp. 111-121. ISSN 2068-6633. (KAR id:39004)

Leigh, Jennifer S, ed. (2018) Conversations on embodiment across higher education: Teaching, practice and research. 1st Edition. Routledge Research in Higher Education . Routledge, Abingdon, UK, 242 pp. ISBN 978-1-138-29004-4. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:69914)

Quinlan, Kathleen M. (2015) Adding feeling to discourses of teaching and learning in higher education. Asian Journal of the Scholarship of Teaching and Learning, 5 (1). pp. 5-8. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60357)

Quinlan, Kathleen M. (1997) Case studies of academics’ educational beliefs about their discipline: Toward a discourse on scholarly dimensions of teaching. In: annual conference of the Higher Education Research and Development Society of Australasia, July 1997, Adelaide, South Australia. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60321)

Quinlan, Kathleen M. (1996) Collaboration and cultures of teaching in university departments: Faculty beliefs about teaching and learning in history and engineering. Doctor of Philosophy (PhD) thesis, Stanford University. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60327)

Quinlan, Kathleen M. (2019) Commentary Cluster 5: Enhancing Student Motivation, Interest and Participation: Young Academics’ Experiments with Active Learning. In: Early career academics’ reflections on learning to teach in Central Europe. First edition. Staff and Educational Development Association, London, pp. 58-67. ISBN 978-1-902435-63-3. (KAR id:77208)

Quinlan, Kathleen M. (1999) Commonalities and controversy in context: A study of academic historians' educational beliefs. Teaching and Teacher Education, 15 (4). pp. 447-463. ISSN 0742-051X. (doi:10.1016/S0742-051X(98)00066-3) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60301)

Quinlan, Kathleen M. (2014) Conceptualising emotion in research on teaching and learning in higher education. In: Presentation at the annual conference of the Society for Research in Higher Education. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60338)

Quinlan, Kathleen M. (2014) Developing student character through disciplinary curricula: an analysis of UK QAA subject benchmark statements. Studies in Higher Education, 41 (6). pp. 1041-1054. ISSN 0307-5079. (doi:10.1080/03075079.2014.966069) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60284)

Quinlan, Kathleen M. (2011) Developing the whole student: leading higher education initiatives that integrate mind and heart. UNSPECIFIED. Leadership Foundation for Higher Education London (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60322)

Quinlan, Kathleen M. (2021) Do Higher Education Students Really Seek ‘Value for Money’? Debunking the Myth. London Review of Education, 19 (1). pp. 1-12. ISSN 1474-8460. E-ISSN 1474-8479. (doi:10.14324/LRE.19.1.03) (KAR id:84872)

Quinlan, Kathleen M. (2002) Doing the Scholarship of Teaching in Veterinary Education: Learning from Science Education Literature. Journal of veterinary medical education, 29 (4). pp. 225-226. ISSN 0916-7250. (doi:10.3138/jvme.29.4.225) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60351)

Quinlan, Kathleen M. (2003) Effects of problem-based learning curricula on faculty learning: new lenses, new questions. Advances in Health Sciences Education, 8 (3). pp. 249-259. ISSN 1382-4996. E-ISSN 1573-1677. (doi:10.1023/A:1026034029468) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60296)

Quinlan, Kathleen M. (2018) Emotion and moral purposes in higher education teaching: Poetic case examples of teacher experiences. Studies in Higher Education, 44 (9). pp. 1662-1675. ISSN 0307-5079. (doi:10.1080/03075079.2018.1458829) (KAR id:66890)

Quinlan, Kathleen M. (2020) Emotions in Learning. In: David, Miriam E. and Amey, Marilyn J., eds. Sage Encyclopedia of Higher Education. Sage, Thousand Oaks, CA. ISBN 978-1-4739-4291-2. (KAR id:95134)

Quinlan, Kathleen M. (1999) Enhancing mentoring and networking of junior academic women: what, why, and how? Journal of higher education policy and management, 21 (1). pp. 31-42. ISSN 1360-080X. (doi:10.1080/1360080990210103) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60316)

Quinlan, Kathleen M. (1995) Faculty Perspectives on Peer Review. Thought & Action, 11 (2). pp. 5-22. ISSN 0748-8475. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60329)

Quinlan, Kathleen M. (2019) From pedagogic innovation to publication: resituating your pedagogic research. In: Research Matters — Articles from the Pedagogic Research Conference 2018. University of Brighton Press, Brighton, UK, pp. 11-20. ISBN 978-1-910172-20-9. (KAR id:77209)

Quinlan, Kathleen M. (2013) From therapy to poetry and back again: One writer's journey. Journal of Poetry Therapy, 26 (2). pp. 115-125. ISSN 0889-3675. E-ISSN 1567-2344. (doi:10.1080/08893675.2013.794537) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60287)

Quinlan, Kathleen M. (2000) Generating productive learning issues in PBL tutorials: an exercise to help tutors help students. Medical Education Online, 5 (1). p. 4310. ISSN 1087-2981. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60334)

Quinlan, Kathleen M. (2016) How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education. College Teaching, 64 (3). pp. 101-111. ISSN 8756-7555. (doi:10.1080/87567555.2015.1088818) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60343)

Quinlan, Kathleen M. (2016) How Higher Education Feels: Commentaries on Poems That Illuminate Emotions in Learning and Teaching. Imagination and Praxis: Criticality and Creativity in Education and Educational Research . Sense Publishers, 278 pp. E-ISBN 978-94-6300-636-1. (doi:10.1007/978-94-6300-636-1) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60342)

Quinlan, Kathleen M. (2002) Inside the peer review process: How academics review a colleague's teaching portfolio. Teaching and Teacher Education, 18 (8). pp. 1035-1049. ISSN 0742-051X. (doi:10.1016/S0742-051X(02)00058-6) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60298)

Quinlan, Kathleen M. (1996) Involving peers in the evaluation and improvement of teaching: A menu of strategies. Innovative Higher Education, 20 (4). pp. 299-307. ISSN 0742-5627. E-ISSN 1573-1758. (doi:10.1007/BF01185805) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60302)

Quinlan, Kathleen M. (2014) Leadership of teaching for student learning in higher education: What is needed? Higher Education Research and Development, 33 (1). pp. 32-45. ISSN 0729-4360. (doi:10.1080/07294360.2013.864609) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60285)

Quinlan, Kathleen M. (2020) Leading for learning: Building on values and teaching expertise to effect change. In: Jarrett, Kendall and Newton, Stephen, eds. The Practice of Leadership in Higher Education: Real-world Perspectives on Becoming, Being and Leaving. First edition. Routledge, London, pp. 71-86. E-ISBN 978-0-367-82384-9. (doi:10.4324/9780367823849) (KAR id:95132)

Quinlan, Kathleen M. (2012) One Frozen Smile. Journal of Family Social Work, 15 (4). ISSN 1052-2158. E-ISSN 1540-4072. (doi:10.1080/10522158.2012.698980) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60290)

Quinlan, Kathleen M. (1998) Promoting faculty learning about collaborative teaching. College Teaching, 46 (2). pp. 43-47. ISSN 8756-7555. (doi:10.1080/87567559809596233) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60318)

Quinlan, Kathleen M. (2002) Scholarly dimensions of academics' beliefs about engineering education. Teachers and Teaching: Theory and Practice, 8 (1). pp. 41-64. ISSN 1354-0602. E-ISSN 1470-1278. (doi:10.1080/13540600120110565) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60297)

Quinlan, Kathleen M. (2016) Seven Stances on Emotion in Education. In: How Higher Education Feels: Commentaries on Poems That Illuminate Emotions in Learning and Teaching. Imagination and Praxis: Criticality and Creativity in Education and Educational Research . Sense Publishers, Netherlands, pp. 9-21. ISBN 978-94-6300-635-4. E-ISBN 978-94-6300-636-1. (doi:10.1007/978-94-6300-636-1_2) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60344)

Quinlan, Kathleen M. (2000) Striking the Right Balance: An Evaluation of a Literature Database To Support Problem Based Learning. . (KAR id:60326)

Quinlan, Kathleen M. (1998) A Study of the Reading of Course Portfolios. In: Hutchings, Patricia, ed. The Course Portfolio: How faculty can examine their teaching to advance practice and improve student learning. American Association for Higher Education, Washington, DC, pp. 102-106. ISBN 1-56377-043-1. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:77438)

Quinlan, Kathleen M. (2020) Teaching Values: Ethical and Emotional Attunement through an Educational Humanities Approach. Educational Developments, 21 (1). pp. 8-11. ISSN 1469-3267. (KAR id:83752)

Quinlan, Kathleen M. (2021) Towards an Educational Humanities for Teacher Education: Building the Relational, Emotional, and Ethical Bases of Teaching Practice. Oxford Review of Education, . ISSN 0305-4985. (doi:10.1080/03054985.2021.1886915) (KAR id:87010)

Quinlan, Kathleen M. (1994) Uncovering Discipline-Specific Interpretations of the" Scholarship of Teaching": Peer Review and Faculty Perceptions of Scholarly Teaching. ASHE Annual Meeting Paper. In: UNSPECIFIED. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60335)

Quinlan, Kathleen M. (2019) What triggers students’ interest during higher education lectures? Personal and situational variables associated with situational interest. Studies in Higher Education, 44 (10). pp. 1781-1792. ISSN 0307-5079. E-ISSN 1470-174X. (doi:10.1080/03075079.2019.1665325) (KAR id:77207)

Quinlan, Kathleen M. (2016) Where we’ve Been, Where we’re Going. In: How Higher Education Feels: Commentaries on Poems That Illuminate Emotions in Learning and Teaching. Imagination and Praxis: Criticality and Creativity in Education and Educational Research . Sense Publishers, Netherlands, pp. 237-264. E-ISBN 978-94-6300-636-1. (doi:10.1007/978-94-6300-636-1_11) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60345)

Quinlan, Kathleen M. (2013) Writing the First Person Singular. Qualitative Inquiry, 19 (5). ISSN 1077-8004. E-ISSN 1552-7565. (doi:10.1177/1077800413479568) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60288)

Quinlan, Kathleen M., Ahn, Mi Young, Adewumi, Barbara, Dowie, Ellen (2022) Approaches to addressing continuation and attainment gaps for Black Asian and Minority Ethnic (BAME) students at the University of Kent. Transforming Access and Student Outcomes (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:95143)

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Quinlan, Kathleen M. and Berndtson, E. (2012) The emerging European higher education area: Implications for instructional development. In: Simon, Eszter and Pleschová, Gabriela, eds. Teacher Development in Higher Education: Existing Programs, Program Impact, and Future Trends. Taylor and Francis, London, UK, pp. 129-150. ISBN 978-0-415-50266-5. E-ISBN 978-0-203-09682-6. (doi:10.4324/9780203096826) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60289)

Quinlan, Kathleen M. and Buelens, Herman and Clements, Mieke and Horn, Julia and Osterberg Rump, Camilla (2017) Educational Enhancement in the Disciplines: Models, Lessons and Challenges from Three Research-intensive Universities. In: Stensaker, Bjorn and Breslow, Lori and Bilbow, Grahame and van der Vaart, Rob, eds. Strengthening teaching and learning in research-intensive universities: Strategies and initiatives for Institutional change. Springer, London, UK, pp. 43-71. ISBN 978-3-319-56499-9. (doi:10.1007/978-3-319-56499-9) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:60165)

Quinlan, Kathleen M., Corbin, James (2023) How and why do students’ career interests change during higher education? Studies in Higher Education, 48 (6). pp. 771-783. ISSN 1470-174X. (doi:10.1080/03075079.2023.2166916) (KAR id:99700)

Quinlan, Kathleen M. and Corbin, James and Gentry, Natalie W. and Cameron, Lindsey (2021) How and why do students’ career interests change during higher education? Project report. Prospects Luminate JISC, Bristol, UK (KAR id:95142)

Quinlan, Kathleen M. and Gangogtokh, Orkhon (2018) Lessons in programme leadership from two cases of designing new interdisciplinary master’s programmes. In: Supporting programme leadership: SEDA Special 39. Seda Special . Staff and Educational Development Association. ISBN 978-1-902435-61-9. (KAR id:66891)

Quinlan, Kathleen M. and Haider, Muhammad Arslan (2022) How Culturally Sensitive is our Curriculum? A Multi-Institutional Study. Project report. NERUPI Network Evaluating and Researching University Participation Interventions, Canterbury, UK (Unpublished) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:99494)

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Quinlan, Kathleen M., Handley, Mary, Pappas, Jesse, Kander, Ronald (2007) Managing program and curricular change toward faculty consensus. Academic Leader, . ISSN 8750-7730. (doi:10.1093/acprof:oso/9780195172119.003.0001) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60349)

Quinlan, Kathleen M., Kane, Mary, Trochim, William MK (2008) Evaluation of large research initiatives: outcomes, challenges, and methodological considerations. New Directions for Evaluation, 2008 (118). pp. 61-72. ISSN 1097-6736. E-ISSN 1534-875X. (doi:10.1002/ev.261) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60320)

Quinlan, Kathleen M., Male, S., Baillie, C., Stamboulis, A., Fill, J., Jaffer, Z. (2013) Methodological challenges in researching threshold concepts: A comparative analysis of three projects. Higher Education, 66 (5). pp. 585-601. ISSN 0018-1560. E-ISSN 1573-174X. (doi:10.1007/s10734-013-9623-y) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60286)

Quinlan, Kathleen M., Male, S, Fill, J, Jaffer, Z, Stamboulis, A, Baillie, C (2012) Understanding thresholds in first year engineering: Digging beneath Mohr’s circle. In: 2012 ISEE International Symposium on Engineering Education. . (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60333)

Quinlan, Kathleen M., Pitt, Edd (2021) Towards signature assessment and feedback practices: a taxonomy of discipline-specific elements of assessment for learning. Assessment in Education: Principles, Policy and Practice, 28 (2). pp. 191-207. ISSN 0969-594X. E-ISSN 1465-329X. (doi:10.1080/0969594X.2021.1930447) (KAR id:88881)

Quinlan, Kathleen M., Renninger, K. Ann (2022) Rethinking employability: How students build on interest in a subject to plan a career. Higher Education, . ISSN 0018-1560. (doi:10.1007/s10734-021-00804-6) (KAR id:95130)

Quinlan, Kathleen M., Salmen, Alina (2018) The missing link in college student engagement research: What students want from their learning experience. In: Annual Meeting of the American Association for Educational Research, 5-9 April 2019, Toronto, ON Canada. (Unpublished) (KAR id:83405)

Quinlan, Kathleen M., Sellei, Guadalupe, Fiorucci, Wissia (2024) Educationally authentic assessment: reframing authentic assessment in relation to students’ meaningful engagement. Teaching in Higher Education, . pp. 1-18. ISSN 1470-1294. (doi:10.1080/13562517.2024.2394042) (KAR id:107151)

Quinlan, Kathleen M., Slonim, Amy, Wheeler, Fran C., Smith, Suzanne M. (2010) Designing competencies for chronic disease practice. Preventing Chronic Disease: Public Health Research, Practice and Policy, 7 (2). pp. 1-9. ISSN 1545-1151. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:78572)

Quinlan, Kathleen M., Thomas, Dave (2021) How to enhance PGR research culture. . Advance HE, 3 pp. internet blog. (KAR id:95145)

Quinlan, Kathleen M., Thomas, Dave S. P. (2024) The Culturally Sensitive Curricula Educator Self-Reflection Tool as a step toward curricular transformation. International Journal for Academic Development, . ISSN 1470-1324. (doi:10.1080/1360144x.2024.2338218) (KAR id:105754)

Quinlan, Kathleen M., Thomas, Dave S. P., Hayton, Annette, Astley, Jo, Blackwood, Leda, Daramy, Fatmata K., Duffin, Morag, Haider, Muhammad Arslan, Husbands, Deborah, Joiner, Richard, and others. Kay, Helen, Mosoeunyane, Mary, Turner, Ian J., Walsh, Claire, and West, Dan (hide) (2024) Promoting students’ interest through culturally sensitive curricula in higher education. Higher Education, 88 (4). pp. 1331-1351. ISSN 0018-1560. E-ISSN 1573-174X. (doi:10.1007/s10734-023-01172-z) (KAR id:107467)

Quinlan, Kathleen M., Åkerlind, Gerlese S (2000) Factors affecting departmental peer collaboration for faculty development: Two cases in context. Higher Education, 40 (1). pp. 23-52. ISSN 0018-1560. (doi:10.1023/A:1004096306094) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60317)

Quinlan, Kathleen M, Guadalupe, Sellei, Fiorucci, Wissia (2023) What Features of Assessments Do Higher Education Students Find Most Engaging? In: American Educational Research Association, 11-14 April 2024, Philadelphia, Pennsylvania, USA. (Unpublished) (KAR id:105445)

Rasooli, Amirhossein, Turner, Jim, Varga-Atkins, Tünde, Pitt, Edd, Asgari, Shaghayegh, Moindrot, Will (2024) Students’ perceptions of fairness in groupwork assessment: validity evidence for peer assessment fairness instrument. Assessment and Evaluation in Higher Education, . pp. 1-16. ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/02602938.2024.2354510) (KAR id:106176)

Rawson, R.E., Quinlan, Kathleen M., Cooper, B.J., Fewtrell, C., Matlow, J.R. (2005) Writing-skills development in the health professions. Teaching and Learning in Medicine, 17 (3). pp. 233-239. ISSN 1040-1334. E-ISSN 1532-8015. (doi:10.1207/s15328015tlm1703_6) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60295)

Rawson, Richard E, Quinlan, Kathleen M. (2002) Evaluation of a computer-based approach to teaching acid/base physiology. Advances in physiology education, (2). pp. 85-97. ISSN 1043-4046. (doi:10.1152/advan.00042.2001) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60352)

Rederiene, Gitana, Bol‐van den Hil, Ellen, Pajak‐Lysek, Ewa, Eaton, Kenneth A. (2024) The employment of dental hygienists in European countries: Report of a European Dental Hygienists Federation/European Association of Dental Public Health Survey in 2021. International Journal of Dental Hygiene, 22 (4). pp. 814-824. ISSN 1601-5029. E-ISSN 1601-5037. (doi:10.1111/idh.12796) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:105363)

Rovagnati, Veronica (2022) Exploring Assessment and Feedback Histories, Literacies, and Intercultural Competence Development: Longitudinal Narratives of International Postgraduate Students. Doctor of Education (DEd) thesis, University of Kent,. (doi:10.22024/UniKent/01.02.96620) (KAR id:96620)

Rovagnati, Veronica, Pitt, Edd (2021) Exploring intercultural dialogic interactions between individuals with diverse feedback literacies. Assessment & Evaluation in Higher Education, . ISSN 0260-2938. (doi:10.1080/02602938.2021.2006601) (KAR id:91541)

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Rovagnati, Veronica, Pitt, Edd, Winstone, Naomi (2021) Feedback cultures, histories and literacies: international postgraduate students’ experiences. Assessment & Evaluation in Higher Education, . ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/02602938.2021.1916431) (KAR id:88115)

Schoenefeldt, Henrik (2016) Architectural Pedagogy. Kent School of Architecture, Canterbury. (KAR id:55981)

Shaddel, Farshad, Ghazirad, Marjan, O'Leary, Denise, Quinlan, Kathleen M., Hafferty, Jonathan, Bajorek, Tomasz (2016) Cognitive apprenticeship in clinical practice; Can it be extended to postgraduate psychiatry training programmes? Mathews Journal of Psychiatry and Mental Health, 1 (2). ISSN 2474-7564. (KAR id:78568)

Shaw, Lynn Joan (2021) The Contribution of Financial Services-related Higher Education to the Development of Global Citizenship and the Influence of Global Citizenship on Employability in the Financial Services Sector. Doctor of Philosophy (PhD) thesis, University of Kent,. (doi:10.22024/UniKent/01.02.87940) (KAR id:87940)

Shulman, Lee S. and Quinlan, Kathleen M. (1996) The comparative psychology of school subjects. In: Handbook of Educational Psychology. Routledge, pp. 399-422. ISBN 978-0-8058-5080-2. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60276)

Smith, Gareth Dylan, Dines, Mike, Parkinson, Tom (2017) Perspectives on Punk Pedagogies. In: 10th International Symposium on the Sociology of Music Education, Institute of Contemporary Music Performance, 11-14 June 2017, London, UK. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:70551)

Smith, Gareth Dylan and Dines, Mike and Parkinson, Tom (2017) Preface. In: Punk Pedagogies: Music, culture and Learning. First edition. Routledge, New York, ix-x. ISBN 978-1-138-27988-9. E-ISBN 978-1-315-27625-0. (doi:10.4324/9781315276250-1) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:87759)

Smith, Gareth Dylan, Parkinson, Tom, Dines, Mike (2017) Punk pedagogies in practice (symposium session). In: 10th Research in Music Education conference, Bath Spa University, April 24-27 2017, Bath, UK. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:70550)

Smith, Mark, Polglase, Giles, Parry, Carolyn (2012) Construction of Student Groups Using Belbin: Supporting Group Work in Environmental Management. Journal of Geography in Higher Education, 36 (4). pp. 585-601. ISSN 0309-8265. (doi:10.1080/03098265.2012.692156) (KAR id:39002)

Sommeillier, Raoul, Quinlan, Kathleen M., Robert, Frédéric (2020) Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering. Studies in Science Education, . ISSN 0305-7267. E-ISSN 1940-8412. (doi:10.1080/03057267.2020.1824472) (KAR id:84130)

Sun, Bo, Lu, Yang, Hu, Xiaoyan (2013) An interactive tool for teaching right management in 3D e-learning platform. In: Proceedings of the 12th ACM SIGGRAPH International Conference on Virtual-Reality Continuum and Its Applications in Industry. . pp. 313-316. Association for Computing Machinery, New York, NY, United States ISBN 978-1-4503-2590-5. (doi:10.1145/2534329.2534368) (KAR id:80975)

Thomas, Dave (2019) Belonging for ‘Outsiders Within’, A Critical Race Perspective on Whiteness as a Means of Promoting the ‘Insider Without’ Syndrome. Belonging for ‘Outsiders Within’, A Critical Race Perspective on Whiteness as a Means of Promoting the ‘Insider Without’ Syndrome, . (doi:10.1007/978-981-13-1179-6_372-1) (KAR id:79219)

Thomas, Dave (2018) Critical Race Theory: A framework for liberation of the curriculum in higher education through the promotion of cultural democracy, outsider pedagogy and micro-affirmation. In: Liberating Education Conference, 24 February 2018, Leeds, UK. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82185)

Thomas, Dave (2020) Decolonising the University of Kent: Where it still must go and what it still must be. In: Thomas, Dave S.P and Jivraj, Suhraiya, eds. Towards decolonising the university: A kaleidoscope for empowered action. Counterpress, pp. 59-63. ISBN 978-1-910761-10-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82357)

Thomas, Dave (2020) Don’t let the pandemic overshadow racial inequalities in higher education. Times Higher Education Supplement, . ISSN 0049-3929. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81149)

Thomas, Dave (2018) Equality, Diversity, Inclusivity, Internationalisation: Institutional inertia to curriculum decolonisation. In: British Sociological Association Sociology of Religion Study Group (SocRel) Annual Response Day, 21 November 2018, London UK. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82186)

Thomas, Dave (2019) Student-staff collaboration in decolonising the university. In: HERAG Race Equity through pedagogy Conference, 1 July 2019, Sheffield, UK. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82187)

Thomas, Dave (2021) Why Equality, Diversity and Inclusion matters to me. . Health and Care Professions Council Website. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:85726)

Thomas, Dave (2015) The real challenges with widening participation. In: Lea, John, ed. Enhancing Learning and Teaching in Higher Education. First. McGraw Hill, Berkshire, UK, pp. 137-139. ISBN 978-0-335-26416-2. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81239)

Thomas, Dave S.P (2020) Becoming a leader. In: Jarrett, Kendall and Newton, Stephen, eds. The Practice of Leadership in Higher Education: Real-world Perspectives on Becoming, Being and Leaving. First edition. Routledge, London, UK. ISBN 978-0-367-42367-4. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81266)

Thomas, Dave S.P (2020) Culturally sensitive Curricula Scales as new tools for evaluating students' perceptions of the cultural sensitivity of the curriculum. In: NERUPI network BAME Outcome Gap Event 2. . (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:84066)

Thomas, Dave S.P (2020) Democracy, Diversity and Decolonisation: Staff-student partnerships in a reading list review. Advance HE, . (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82183)

Thomas, Dave S.P (2021) The Owl of Minerva has flown, the university is dead: Can equity and diversity be done for success in higher education now? In: Thomas, Dave S.P and Arday, Jason, eds. Doing equity and diversity for success in higher education: Redressing structural inequalities in the academy. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan, pp. 1-18. ISBN 978-3-030-65667-6. E-ISBN 978-3-030-65668-3. (doi:10.1007/978-3-030-65668-3_1) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82354)

Thomas, Dave S.P. (2022) An investigation into the cultural sensitivity of the curriculum: Its impact on students' engagement in higher education. Doctor of Philosophy (PhD) thesis, University of Kent,. (doi:10.22024/UniKent/01.02.94817) (KAR id:94817)

Thomas, Dave S.P., Quinlan, Kathleen M. (2022) Reimagining curricula: effects of cultural (in)sensitivity of curricula on racially minoritised students’ engagement. Studies in Higher Education, 48 (2). pp. 283-298. ISSN 0307-5079. E-ISSN 1470-174X. (doi:10.1080/03075079.2022.2134332) (KAR id:99496)

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Thomas, Dave S.P., Quinlan, Kathleen M. (2021) Reimagining the curricula in higher education: Increasing students’ interaction with teachers and Interest through Culturally Sensitive Curricula. In: 6th Biennial International Conference on Access, Participation, and Success, 15-18 March 2021, Virtual. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:87038)

Thomas, Dave S.P and Jivraj, Suhraiya (2020) Introduction: The dissonant state of affairs in the academy and the audacity of a kaleidoscope for change. In: Thomas, Dave and Jivraj, Suhraiya, eds. Towards decolonising the university: A kaleidoscope for empowered action. Counterpress, Oxford, UK, pp. 1-14. ISBN 978-1-910761-10-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82356)

Thomas, Dave S.P and Mikel, Malik (2021) Understanding and Interrupting Systemic Racism: A ‘Race Equality Receipt’ as a mechanism to promote transformational conversations and stimulate actions to redress race inequality. In: Thomas, Dave S.P and Arday, Jason, eds. Doing equity and diversity for success in higher education: Redressing structural inequalities in the academy. Palgrave Studies in Race, Inequality and Social Justice in Education . Palgrave Macmillan. ISBN 978-3-030-65667-6. E-ISBN 978-3-030-65668-3. (doi:10.1007/978-3-030-65668-3_24) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:82355)

Thomas, Dave S.P, Quinlan, Kathleen M. (2021) The Culturally Sensitive Curricula Scales (CSCS): Measuring BAME vs White students’ perspectives on the cultural sensitivity of the curriculum. In: Advance HE Surveys & Insights Conference 2021: Adapting to challenging times. . (KAR id:87875)

Thomas, Dave S.P, Quinlan, Kathleen M. (2021) Reimagining Curricula: Supporting Minority Ethnic Students’ Interest through Culturally Sensitive Curricula. In: Annual Meeting of the American Educational Research Association, 08-12 Apr 2021, Orlando, Florida, USA. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:87272)

Thomas, Dave S.P, Quinlan, Kathleen M. (2021) Why we need to reimagine the curricula in higher education to make it more culturally sensitive. Widening Participation and Lifelong Learning, 23 (3). pp. 37-47. ISSN 1466-6529. (doi:10.5456/WPLL.23.3.37) (KAR id:95131)

Thomas, Dave S.P. and Jivraj, Suhraiya, eds. (2020) Towards decolonising the university: A kaleidoscope for empowered action. Counterpress, 204 pp. ISBN 978-1-910761-10-6. (KAR id:82358)

Thomas, Dave, Wilson, Marcia (2020) From inertia to contagion towards immunity: keeping ‘race’ on the UK university agenda post-COVID-19. AdvanceHE Blog, . (KAR id:81257)

Trevitt, C., Stocks, C., Quinlan, Kathleen M. (2012) Advancing assessment practice in continuing professional learning: Toward a richer understanding of teaching portfolios for learning and assessment. International Journal for Academic Development, 17 (2). pp. 163-175. ISSN 1360-144X. E-ISSN 1470-1324. (doi:10.1080/1360144X.2011.589004) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60291)

Wakefield, Caroline, Adie, James, Pitt, Edd, Owens, Tessa (2014) Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool. Assessment and Evaluation in Higher Education, 39 (2). pp. 253-262. ISSN 0206-2938. (doi:10.1080/02602938.2013.822845) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:35068)

Watson, Ben and Leigh, Jennifer S (2021) Using photo diaries as an inclusive method to explore information experiences in Higher Education. In: Cao, Xuemeng and Henderson, Emily F., eds. Exploring diary methods in higher education research: Opportunities, choices and challenges. 1st edition. Routledge, Abingdon, UK. E-ISBN 978-0-429-32631-8. (doi:10.4324/9780429326318) (KAR id:81403)

Watson, Ben and Rhodes, George Mees and Leigh, Jennifer S (2021) Technology and accessibility in further education (FE) Blind and partially sighted student access to information and assistive technology (AT) in further education. Project report. Thomas Pockliington Trust (KAR id:91929)

Wei, Yun-gang, Lu, Yang, Hu, Xiaoyan, Sun, Bo (2013) Research and Application of Access Control Technique in 3D Virtual Reality System OpenSim. In: 2013 Sixth International Symposium on Computational Intelligence and Design. . pp. 65-68. IEEE E-ISBN 978-0-7695-5079-4. (doi:10.1109/ISCID.2013.130) (KAR id:80976)

Williams, Joanna (2016) Academic Freedom in an Age of Conformity: Confronting the Fear of Knowledge. 1. Palgrave, UK ISBN 978-1-137-51477-6. E-ISBN 978-1-137-51479-0. (doi:10.1057/9781137514790) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:83800)

Williams, Joanna (2004) Afraid to teach? In: The RoutledgeFalmer Guide to Key Debates in Education. Routledge, pp. 37-42. E-ISBN 978-0-415-33244-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:45318)

Williams, Joanna (2007) A Beginner's Guide to Lecturing. In: Hayes, D. and Marshall, T. and Turner, A., eds. A Lecturer's Guide to Further Education. Open University Press, Milton Keynes, pp. 33-48. ISBN 0-335-22018-5. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:2708)

Williams, Joanna (2010) Constructing consumption: what media representations reveal about today's students. In: The Marketisation of Higher Education and the Student as Consumer. Routledge, pp. 170-183. E-ISBN 978-0-415-58447-0. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:45314)

Williams, Joanna (2008) Constructing social inclusion through further education – the dangers of instrumentalism. Journal of Further and Higher Education, 32 (2). pp. 151-160. ISSN 0309-877X. (doi:10.1080/03098770801911095) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:45315)

Williams, Joanna (2012) Consuming Higher Education: Why Learning Can't Be Bought. Continuum, New York, 208 pp. ISBN 978-1-4411-8360-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:40836)

Williams, Joanna (2014) Defending knowledge as the public good of higher education. In: Goastellec, G. and Picard, F., eds. Higher Education in Societies:A Multi Scale Perspective. Sense. ISBN 978-94-6209-745-2. (doi:10.1007/978-94-6209-746-9_6) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:45212)

Williams, Joanna (2011) Raising Expectations or Constructing Victims? Problems with promoting social inclusion through lifelong learning. International Journal of Lifelong Education, 30 (4). pp. 451-467. ISSN 0260-1370. (doi:10.1080/02601370.2011.588461) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:40838)

Williams, Joanna (2005) Skill as metaphor: an analysis of terminology used in Success for All and 21st Century Skills. Journal of Further and Higher Education, 29 (2). pp. 181-190. ISSN 0309-877X. (doi:10.1080/03098770500103598) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:45317)

Williams, Joanna (2012) Where's the learning in lifelong participation? Journal of Further and Higher Education, 36 (1). pp. 95-107. ISSN 0309-877X. (doi:10.1080/0309877X.2011.596197) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:40837)

Williams, Joanna (2016) A critical exploration of changing definitions of public good in relation to higher education. Studies in Higher Education, 41 (4). pp. 619-630. ISSN 0307-5079. (doi:10.1080/03075079.2014.942270) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:45208)

Williams, Joanna (2011) A review of the Higher Education Close Up 5 conference. Teaching in Higher Education, 16 (3). pp. 353-363. ISSN 1356-2517. (doi:10.1080/13562517.2011.569173.) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:45215)

Williams, Joanna (2007) The social construction of inclusion through Further Education. In: British Educational Research Association Annual Conference, 5 September 2007, Institute of Education, University of London. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:4613)

Winstone, Naomi and Pitt, Edd (2019) How can you establish an appropriate rapport and respect in doctoral assessment? In: Denicolo, Pam and Duke, Dawn and Reeves, Julie, eds. Delivering Inspiring Doctoral Assessment. First edition. Success in Research . Sage, pp. 74-91. ISBN 978-1-5264-6500-9. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:80279)

Winstone, Naomi, Pitt, Edd, Nash, Robert (2021) Educators’ perceptions of responsibility-sharing in feedback processes. Assessment and Evaluation in Higher Education, 46 (1). pp. 118-131. ISSN 0260-2938. (doi:10.1080/02602938.2020.1748569) (KAR id:80702)

Wong, S.S.H., Lim, S.W.H., Quinlan, Kathleen M. (2016) Integrity in and beyond contemporary higher education: What does it mean to university students? Frontiers in Psychology, 7 . ISSN 1664-1078. (doi:10.3389/fpsyg.2016.01094) (KAR id:60283)

Wood, James, Pitt, Edd (2024) Empowering agency through learner-orchestrated self-generated feedback. Assessment & Evaluation in Higher Education, . pp. 1-17. ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/02602938.2024.2365856) (KAR id:106454)

Zukas, Miriam, Malcolm, Janice (2015) Academic work, the academic workplace and disciplinary identity: the implications for doctoral development. In: Symposium "Disciplinarity and Identity in Doctoral Education: the Forgotten Side of the Employability Reform Agendas" American Educational Research Association Annual Meeting, 16-20 April 2015, Chicago, Illinois. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:48574)

Zukas, Miriam, Malcolm, Janice (2017) Learning academic work practices in department, discipline and university. Journal of Workplace Learning, 29 (7/8). pp. 512-523. ISSN 1366-5626. (doi:10.1108/JWL-04-2016-0025) (KAR id:58182)

Zukas, Miriam, Malcolm, Janice (2015) Learning to be a social scientist: discipline, department and university academic work practices. In: 9th International Conference on Researching Work and Learning: Work and Learning in the Era of Globalisation: Challenges for the 21st Century, 9-11 December, School of the Arts Singapore. (Unpublished) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:51085)

Zukas, Miriam and Malcolm, Janice (2008) Pedagogic identities and lifelong learning. In: Herzberg, Heidrun, ed. Lebenslanges Lernen: theoretische Perspektiven und empirische Befunde im Kontext der Erwachsenenbildung. Peter Lang, Frankfurt, pp. 175-187. ISBN 978-3-631-55982-6. (KAR id:3179)

Zukas, Miriam, Malcolm, Janice (2017) Researching professionals' workplace learning: the case of academics. In: Researching professionals' workplace learning: the case of academics. . , Linköping, Sweden (Unpublished) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:62276)

Zukas, Miriam and Malcolm, Janice (2007) Teaching, discipline, net-work. In: Skelton, Alan, ed. International perspectives on teaching excellence in higher education: improving knowledge and practice. Routledge, Abingdon, pp. 60-73. ISBN 0-415-40362-6. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:12697)

de Burca, Sancha (2024) How do transformative experiences in a 'design-for-good' pedagogy enable ethical responsibility in undergraduate designers? Doctor of Philosophy (PhD) thesis, University of Kent,. (doi:10.22024/UniKent/01.02.105805) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:105805)

Åkerlind, GS, Quinlan, Kathleen M. (2001) Strengthening collegiality to enhance teaching research and scholarly practice: An untapped resource for academic development. To improve the academy, 19 . pp. 306-321. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:60331)