Items where division is "Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education"

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Abdullateef, Shaher and 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. (Submitted) (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)

Antoniadou, Marilena and Quinlan, Kathleen M. (2018) Thriving on challenges: how immigrant academics regulate emotional experiences during acculturation. Studies in Higher Education, . ISSN 1470-174X. (doi:https://doi.org/10.1080/03075079.2018.1512567) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

Arrington, Barbara and Kimmey, James and Brewster, Mikki and Bentley, Judy and Kane, Mary and Van Brunschot, Catherine and Burns, Melissa and Quinlan, Kathleen M. and 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. (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)

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Bailey, R P and Leigh, Jennifer S and Pearce, G and Sharrock, R and Reeves, M and Cope, E and Dismore, H and Quarmby, T and Doughty, L and Peacock, S (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)

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 (Unpublished) (Full text available)

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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)

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

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 (Unpublished) (Full text available)

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) (Full text available)

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) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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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. (Full text available)

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. (Full text available)

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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)

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)

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)

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) (Full text available)

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:https://doi.org/10.1080/1360144X.2016.1261354) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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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)

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) (Full text available)

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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)

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

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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) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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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)

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) (Full text available)

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Beaton, Fran (2016) Supporting part-time teachers and contract faculty. In: Advancing Practice in Academic Development. Routledge, London & New York. ISBN 978-1-138-85471-0. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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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)

Beaton, Fran (2016) University Graduate Teaching Assistants: policies, trends, perspectives. In: Inaugural Conference on GTA development, 19th - 21st June 2016, Edinburgh, UK. (Unpublished) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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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)

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

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) (Full text available)

Beaton, Fran and Bradley, Sally and 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)

Beaton, Fran and 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)

Beaton, Fran and 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) (Full text available)

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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: Selection of conference papers. ESCALATE(Education) Subject Centre,Higher Education Academy, UK pp. 64-69. ISBN 978190578811. (Full text available)

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

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

Brown, Nicole and 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:https://doi.org/10.1080/09687599.2018.1455627) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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:https://doi.org/10.1108/S2056-375220180000004005) (Full text available)

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Brown, Nicole and Thompson, Paul and 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:https://doi.org/10.14297/jpaap.v6i2.348) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Buchy, M. and 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:https://doi.org/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)

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)

Buckley, Charles and Pitt, Edd and Norton, Bill and 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:https://doi.org/10.1177/1469787409355875) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Calnan, Michael .W. and Silvester, S. and Manley, Graham and Taylor-Gooby, Peter (2000) Doing business in the NHS: exploring dentists' decisions to practise in the public and private sectors. Sociology of Health & Illness, 22 (6). pp. 742-764. ISSN 0141-9889. (doi:https://doi.org/10.1111/1467-9566.00229) (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)

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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. 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)

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Edgerton, Russell and Hutchings, Patricia and Quinlan, Kathleen M. (1991) The teaching portfolio. Capturing the scholarship in teaching. Washington, DC: American Association for 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)

Eloi, Serge and Langlois, Vincent and 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)

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Farenga, Stéphane A and 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:https://doi.org/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)

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Gantogtokh, Orkhon and 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:https://doi.org/10.1080/13562517.2016.1273211) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

Goldstein, Laurence and 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 (Full text available)

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Goldstein, Laurence and 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) (Full text available)

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

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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)

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) (Full text available)

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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) (Full text available)

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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) (Full text available)

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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)

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) (Full text available)

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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:https://doi.org/10.1177/1477878506069106) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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)

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. Centre for Excellence in Preparing for Academic Practice pp. 2-5. (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)

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)

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)

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) (Full text available)

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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)

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)

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) (Full text available)

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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)

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:https://doi.org/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)

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)

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)

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) (Full text available)

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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) (Full text available)

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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)

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

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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)

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)

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)

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) (Full text available)

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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)

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)

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) (Full text available)

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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)

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)

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)

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)

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)

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)

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) (Full text available)

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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) (Full text available)

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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) (Full text available)

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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)

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) (Full text available)

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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) (Full text available)

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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) (Full text available)

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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)

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)

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)

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)

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)

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) (Full text available)

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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)

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) (Full text available)

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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)

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)

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) (Full text available)

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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) (Full text available)

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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)

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)

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) (Full text available)

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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) (Full text available)

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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) (Full text available)

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Gough, A.Martin and 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)

Gough, A.Martin and 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)

Gough, A.Martin and Green, Andy and 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)

Gough, A.Martin and Hoskin, Keith and Anderson, Fiona and Chatterjee, Papiya and Lucas, Ursula and 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)

Gough, A.Martin and Hoskin, Keith and Anderson, Fiona and Chatterjee, Papiya and 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)

Gough, A.Martin and 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)

Gough, A.Martin and 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)

Gough, A.Martin and Reeves, Julie and Race, Richard and 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) (Full text available)

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Gough, A.Martin and Schuller, Tom and Bynner, John and Green, Andy and Blackwell, Louisa and Hammond, Cathie and 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)

Gough, A.Martin and Schuller, Tom and Preston, John and Hammond, Cathie and Brassett-Grundy, Angela and 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)

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)

Gough, A.Martin and Young, Michael F.D. and Coen, Anna and 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)

Graham, A.L. and Kerner, J.F. and Quinlan, Kathleen M. and Vinson, C. and 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:https://doi.org/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)

Gravani, Maria and Gough, A.Martin and Vassilia, Hatzinikita and Zarifis, Georgios and Michaelides, Michalis and Eufthimiadis, Stefanos and Petrides, Antonis and Yütte, Wolfgang and 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. Anadolu Üniversitesi, Eskisehir, Turkey pp. 355-363. 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)

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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)

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)

Harvey, Stephen and 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:https://doi.org/10.1080/17408989.2012.754005) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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)

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. New Perspectives on Learning and Instruction . Taylor & Francis. ISBN 978-1-138-67089-1. E-ISBN 978-1-315-61736-7. (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Hutchings, PA and 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)

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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. School of Sport and Physical Education, University of Canterbury College of Education, Health and Human Development pp. 53-63. 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)

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. (Full text available)

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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)

Jarrett, Kendall and Eloi, Serge and 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. (Full text available)

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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. Routledge Studies in Physical Education and Youth Sport . Routledge, London, UK, pp. 87-102. ISBN 978-0-415-82119-3. (Full text available)

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Jarrett, Kendall and 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)

Jarrett, Kendall and 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. (Full text available)

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Jarrett, Kendall and 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%2F1356336X17753023) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Jarrett, Kendall and Mouchet, Alain and Harvey, Stephen and Scott, Curie and 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. (Full text available)

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Kagan, J.M. and Kane, M. and Quinlan, Kathleen M. and Rosas, S. and Trochim, W.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 (12). ISSN 1478-4505. E-ISSN 1478-4505. (doi:https://doi.org/10.1186/1478-4505-7-12) (Full text available)

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Kayrooz, Carole and Pearson, Margot and 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:https://doi.org/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)

Kerner, Jon F and Best, A and 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)

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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) (Full text available)

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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)

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)

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:https://doi.org/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)

Leigh, Jennifer S (2018) Concluding thoughts. In: Leigh, Jennifer S, ed. Conversations on embodiment across higher education: Teaching, practice and research. 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)

Leigh, Jennifer S (2018) Embodied practice and embodied identity. In: Leigh, Jennifer S, ed. Conversations on embodiment across higher education: Teaching, practice and research. 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)

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:https://doi.org/10.1080/17432979.2017.1303544) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Leigh, Jennifer S (2018) Exploring academic identity. SRHE, 7 pp. (Full text available)

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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. (Full text available)

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. 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)

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:https://doi.org/10.14297/jpaap.v5i1.220) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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)

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)

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

Leigh, Jennifer S (2018) Where are the boundaries around research? In: International Journal of Qualitative Methods. International Journal of Qualitative Methods. Sage (doi:https://doi.org/10.1177/1609406918801621) (Full text available)

Leigh, Jennifer S (2018) An embodied approach to a cognitive discipline. In: Breeze, M. and Taylor, Y. and Costa, C., eds. Time and Space in the Neoliberal University. Palgrave. (In press) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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:https://doi.org/10.1080/14623943.2015.1123688) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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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. 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)

Leigh, Jennifer S and 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:https://doi.org/10.1080/17432979.2013.797498) (Full text available)

Leigh, Jennifer S and 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)

Leigh, Jennifer S and 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)

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

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Malcolm, Irene and Malcolm, Janice and Slade, Bonnie and 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) (Full text available)

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

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)

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)

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)

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)

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)

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. The Canmore Proceedings. College of Education, University of Saskatchewan, Saskatoon 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)

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:https://doi.org/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)

Malcolm, Janice and Hodkinson, Phil and 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) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Malcolm, Janice and Hodkinson, Phil and Colley, Helen (2003) The interrrelationships between informal and formal learning. Journal of Workplace Learning, 15 (7-8). pp. 312-318. ISSN 1366-5626. (doi:https://doi.org/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)

Malcolm, Janice and 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. (Full text available)

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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)

Malcolm, Janice and 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)

Malcolm, Janice and Zukas, Miriam (2001) Bridging pedagogic gaps: conceptual discontinuities in higher education. Teaching in Higher Education, 6 (1). pp. 33-42. ISSN 1356-2517. (doi:https://doi.org/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)

Malcolm, Janice and 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)

Malcolm, Janice and 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 (Full text available)

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Malcolm, Janice and 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:https://doi.org/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)

Malcolm, Janice and 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)

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)

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Naidoo, R. and 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)

Naidoo, R. and Williams, Joanna (2014) The neoliberal regime in English higher education: charters, consumers and the erosion of the public good. Critical Studies in Education, . pp. 1-18. ISSN DOI: 10.1080/17508487.2014.939098. (doi:https://doi.org/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)

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)

Norton, Lin and Pitt, Edd and Elander, James and 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)

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Parkinson, Tom (2016) Being punk in higher education: subcultural strategies for academic practice. Teaching in Higher Education, . pp. 1-15. ISSN 1356-2517. E-ISSN 1470-1294. (doi:https://doi.org/10.1080/13562517.2016.1226278) (Full text available)

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Parkinson, Tom (2013) Canon (Re)formation in Popular Music Pedagogy. In: Stakelum, Mary, ed. Developing the Musician. Contemporary Perspectives on Teaching and Learning. 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)

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:https://doi.org/10.1386/jpme.1.2.133_1) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Parkinson, Tom (2019) Review, 'The Banana Punk Rawk Trials' by Marco Ferrarese. Journal of Popular Music Education, 3 (1). ISSN 2397-6721. (In press) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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)

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, . ISSN 0965-0792. E-ISSN 1747-5074. (doi:https://doi.org/10.1080/09650792.2018.1532803) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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

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Parkinson, Tom and Brewer, Sarah and Camps, Cath and Turner, Jon and Jenkins, Michael and Whiteside, Karin and 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)

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 (Full text available)

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Parkinson, Tom and Muslu Gardner, Olcay (2019) Nation, Memory and Music Education in the Republic of Turkey. In: Wright, Ruth and Schmidt, Patrick and Johansen, Geir and Kanellopoulos, Panagiotis, eds. Routledge Handbook of the Sociology of Music Education. Routledge Taylor & Francis, New York, USA. (Submitted) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

Parkinson, Tom and Smith, Gareth Dylan (2015) Hybrid Authenticities of Popular Music Education. In: Reflective Conservatoire Conference: Creativity and Changing Cultures. Guildhall School of Music and Drama, London: UK pp. 180-181. 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)

Parkinson, Tom and 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. (Full text available)

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Parkinson, Tom and Zoubir, Tarek and Abdullateef, Shaher and Abedtalas, Musallam and Alyamani, Ghana and Al Ibrahim, Ziad and Al Husni, Majdi and Alhaj Omar, Fuad and Iboor, Fadi and Allito, Husam and Jenkins, Michael and Rashwani, Abdelkader and Sennou, Adnan and Shaban, Fateh (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:https://doi.org/10.1108/IJCED-06-2018-0013) (Full text available)

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Petrucci, C.J. and 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:https://doi.org/10.1300/J079v34n02_03) (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)

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)

Pitt, Edd (2017) Dialogic Feedback in the Humanities: Developing Students Feedback Literacy. Higher education pedagogies, . (Submitted) (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)

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)

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)

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

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)

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

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:https://doi.org/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)

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)

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. (Full text available)

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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)

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)

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)

Pitt, Edd and 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, 41 . pp. 499-516. ISSN 0260-2938. E-ISSN 1469-297X. (doi:https://doi.org/10.1080/02602938.2016.1142500) (Full text available)

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Pitt, Edd and 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. (Full text available)

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Pitt, Edd and Winstone, Naomi (2017) The Impact of Anonymous Marking on Students’ Perceptions of Fairness, Feedback and Relationships with Lecturers. Assessment and Evaluation in Higher Education, . ISSN 0206-2938. E-ISSN 1469-297X. (doi:https://doi.org/10.1080/02602938.2018.1437594) (Full text available)

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Pleschová, E and Quinlan, Kathleen M. (2012) The professionalisation of academics as teachers in higher education. Science Position Paper. Standing Committee for the Social Sciences, . (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)

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. (Full text available)

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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)

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)

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)

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:https://doi.org/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)

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)

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:https://doi.org/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)

Quinlan, Kathleen M. (2011) Developing the whole student: leading higher education initiatives that integrate mind and heart. Leadership Foundation for 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)

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:https://doi.org/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)

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:https://doi.org/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)

Quinlan, Kathleen M. (2018) Emotion and moral purposes in higher education teaching: Poetic case examples of teacher experiences. Studies in Higher Education, . ISSN 0307-5079. (doi:https://doi.org/10.1080/03075079.2018.1458829) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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. (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)

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)

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:https://doi.org/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)

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)

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:https://doi.org/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)

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, Netherlands, 278 pp. E-ISBN 978-94-6300-636-1. (doi:https://doi.org/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)

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:https://doi.org/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)

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:https://doi.org/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)

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:https://doi.org/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)

Quinlan, Kathleen M. (2012) One Frozen Smile. Journal of Family Social Work, 15 (4). ISSN 1052-2158. E-ISSN 1540-4072. (doi:https://doi.org/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)

Quinlan, Kathleen M. (1998) Promoting faculty learning about collaborative teaching. College Teaching, 46 (2). pp. 43-47. ISSN 8756-7555. (doi:https://doi.org/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)

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:https://doi.org/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)

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. (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)

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

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. ERIC Clearinghouse (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)

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. (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)

Quinlan, Kathleen M. (2013) Writing the First Person Singular. Qualitative Inquiry, 19 (5). ISSN 1077-8004. E-ISSN 1552-7565. (doi:https://doi.org/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)

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:https://doi.org/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)

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:https://doi.org/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)

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. (In press) (Full text available)

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Quinlan, Kathleen M. and Handley, Ph D Mary and Pappas, Ph D Jesse and Kander, Ronald (2007) The challenge. Academic Leader, . ISSN 8750-7730. (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)

Quinlan, Kathleen M. and Kagan, Jonathan M and Kane, Mary and Trochim, William MK and Hall, Martha Van Rensselaer (2009) Development of an Evaluation System for NIAID HIV/AIDS Clinical Trials Networks: Context, Background and Promising Approaches. Health Research Policy and Systems, . ISSN 1478-4505. (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)

Quinlan, Kathleen M. and Kane, Mary and 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:https://doi.org/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)

Quinlan, Kathleen M. and Male, S. and Baillie, C. and Stamboulis, A. and Fill, J. and 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:https://doi.org/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)

Quinlan, Kathleen M. and Male, S and Fill, J and Jaffer, Z and Stamboulis, A and 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)

Quinlan, Kathleen M. and Rawson, Richard E (2002) Evaluation of a computer-based approach to teaching ACID/BASE Physiology. Advances in physiology education, (2). pp. 85-97. ISSN 1043-4046. (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)

Quinlan, Kathleen M. and 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:https://doi.org/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)

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Rawson, R.E. and Quinlan, Kathleen M. and Cooper, B.J. and Fewtrell, C. and 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:https://doi.org/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)

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Schoenefeldt, Henrik (2016) Architectural Pedagogy. Kent School of Architecture, Canterbury. (Full text available)

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Shulman, Lee S and Quinlan, Kathleen M. (1996) The comparative psychology of school subjects. Handbook of educational psychology, . pp. 399-422. (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)

Shulman, Lee S and Quinlan, Kathleen M. and Berliner, D and Calfee, R (1996) Psychologies of school subjects: A century of decline and renewal. Handbook of Educational Psychology., . pp. 399-422. (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)

Smith, Gareth Dylan and Dines, Mike and 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. (Submitted) (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)

Smith, Gareth Dylan and Parkinson, Tom and 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. (Submitted) (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)

Smith, Mark and Polglase, Giles and 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:https://doi.org/10.1080/03098265.2012.692156) (Full text available)

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Trevitt, C. and Stocks, C. and 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:https://doi.org/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)

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Wakefield, Caroline and Adie, James and Pitt, Edd and 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:https://doi.org/10.1080/02602938.2013.822845) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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)

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)

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)

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:https://doi.org/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)

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)

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. (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)

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:https://doi.org/10.1080/02601370.2011.588461) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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:https://doi.org/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)

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:https://doi.org/10.1080/0309877X.2011.596197) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

Williams, Joanna (2014) A critical exploration of changing definitions of public good in relation to higher education. Studies in Higher Education, . 0-0. ISSN 0307-5079. (doi:https://doi.org/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)

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:https://doi.org/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)

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)

Wong, S.S.H. and Lim, S.W.H. and 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:https://doi.org/10.3389/fpsyg.2016.01094) (Full text available)

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Zukas, Miriam and 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)

Zukas, Miriam and 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:https://doi.org/10.1108/JWL-04-2016-0025) (Full text available)

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Zukas, Miriam and 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)

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. (Full text available)

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Zukas, Miriam and 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)

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)

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Åkerlind, GS and 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)