2021

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in the curriculum: using a wellbeing lens to consider blended and online learning. In: Winter Sandbox Series: Creative Online and Hybrid Course Designing, 11 Dec 2020 - 28 January 2021, The University of Hong Kong (online). (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and George, Rachel (2021) Exploring approaches to embedding wellbeing and compassion-focused pedagogy in the university curriculum. In: SHIFT 2021, Radically reimagining Higher Education for a new era: working together for a just and sustainable future, 13 January 2021, Online. (Unpublished)

Barranco Garcia, Irene and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) “We are not here as the Copyright police”: collaborative staff development to empower digital scholars. In: Radically reimagining Higher Education for a new era: working together for a just and sustainable future, SHIFT 2021, 13 January 2021, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in our curriculum… my teaching starts in one week. In: The Staffroom Exchange, Ravensbourne University of London, 8 January 2021, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Let’s talk about webcams, and a pedagogy of kindness. Compass: Journal of Learning and Teaching, 14 (2):1. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v14i2.1177)

2020

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Maximising student engagement: Exploring design and facilitation approaches to support active learning in online teaching. In: Staff CPD, 17 December 2020, Online. (Unpublished)

Compton, Martin and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) From “Top Tips” to “Transformation”: (re)constructing harmonious relationships with digital pedagogies. In: ALT Winter Conference 2020, 14-16 December 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Compton, Martin (2020) The time has come to make your breakout: opportunities and pitfalls when using breakouts in live online sessions. Greenwich Learning and Teaching, University of Greenwich.

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Getting the Blend Right: Inspiring Student Learning through Blended Learning. In: Heriot-Watt Global Learning & Teaching Symposium, 27-29 October 2020, Online. (Unpublished)

Herodotou, Christothea, Naydenova, Galina, Boroowa, Avi, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Rienties, Bart (2020) How Can Predictive Learning Analytics and Motivational Interventions Increase Student Retention and Enhance Administrative Support in Distance Education? Journal of Learning Analytics, 7 (2). pp. 72-83. ISSN 1929-7750 (Online) (doi:https://doi.org/10.18608/jla.2020.72.4)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Exploring assessment and feedback through the lens of wellbeing – a conceptual mapping and suggestions for practice emerging from a recent a literature review. In: Medway Festival of Learning and Teaching 2020: Creative and Inclusive Assessment and Feedback, 10 September 2020, Online. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Avoiding being the sage on the screen – Facilitating online sessions. Greenwich Learning and Teaching, University of Greenwich.

Bowes-Catton, Helen, Brewis, Jo, Clarke, Caroline, Drake, Deborah, Gilmour, Alison ORCID: 0000-0003-2256-1995 and Penn, Alison (2020) Talkin’ ’bout a revolution? From quiescence to resistance in the contemporary university. Management Learning, 51 (4). pp. 378-397. ISSN 1350-5076 (Print), 1461-7307 (Online) (doi:https://doi.org/10.1177/1350507620925633)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) An inclusive approach to the ‘virtual campus’ – keeping student experiences in focus. Greenwich Learning and Teaching, University of Greenwich.

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) What are student perceptions of ‘good’ feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice. In: SHIFT 2020 – The University of Greenwich Annual Conference of Learning, Teaching and Assessment, 10 Jan 2020, University of Greenwich. (Unpublished)

2019

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Cannell, Peter (2019) The use of data and evidence in retention and progression in Scottish sector higher education institutions. Project Report. Quality Assurance Agency Scotland.

2018

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What does Student-Led Teaching Award nomination data tell us about student perceptions of ‘good’ feedback? A report by Quality Assurance Agency for Higher Education Scotland. Project Report. Quality Assurance Agency Scotland.

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2018) What are student perceptions of good feedback from assessment? An exploration of student-led teaching award nomination data to explore student views on good practice. In: Assessment and Feedback: QAA Scotland Webinar Series, 25-29 Jun 2018. (Unpublished)

2017

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) The issue of retention in distance learning: a strategic approach to using data to inform retention interventions. In: Strategic approaches to addressing disparities in student outcomes – Success for All Conference, 20 Jun 2017, Nottingham Trent University, UK. (Unpublished)

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Boroowa, Avinash (2017) Predictive modelling and student retention: a collaborative enhancement project. In: 14th International Enhancement Themes Conference - Inspiring Excellence: transforming the student experience, 06-08 Jun 2017, Glasgow, UK. (Unpublished)

2015

Gilmour, Alison ORCID: 0000-0003-2256-1995 and Pegg, Ann (2015) From transition points to transition process – developing our conceptual understanding of “transition”. In: 12th International Enhancement Themes Conference - Enhancement and Innovation in Higher Education, 09-11 Jun 2015, Glasgow, UK. (Unpublished)

2014

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) ‘A sector in transition’: exploring the nature of professional development in the Scottish HE sector. In: Society for Research into Higher Education Annual Conference 2014: Inspiring future generations; embracing plurality and difference in higher education, 10-12 Dec 2014, Cardiff, UK. (Unpublished)

McCall, Vikki, Mooney, Gerry, Rutherford, Paul and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) The potential of online academic communities for teaching staff: findings from a pilot study of the SocialLearn platform. International Journal of Web Based Communities, 10 (4). pp. 404-425. ISSN 1741-8216 (Print), 1741-8216 (Online) (doi:https://doi.org/10.1504/IJWBC.2014.065392)

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching, reflection on two years of the project. In: 11th Enhancement Themes Conference, QAA Scotland, 12 June 2014, Edinburgh, UK. (Unpublished)

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2014) Staff: enhancing teaching. Educational Developments, 15 (1). pp. 17-20. ISSN 1469-3267

2013

Cannell, Pete and Gilmour, Alison ORCID: 0000-0003-2256-1995 (2013) Staff: enhancing teaching, Final project report. Project Report. Online, Glasgow.

2009

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2009) Consultation, co-operation and collaboration at Chrysler: a 'new style' of management of the Linwood car plant, 1967-1978. Scottish Labour History Journal (44). pp. 74-90.

2007

Gilmour, Alison ORCID: 0000-0003-2256-1995 (2007) The trouble with Linwood: compliance and coercion in the car plant, 1963–1981. Journal of Scottish Historical Studies, 27 (1). pp. 75-93. ISSN 1748-538x (Print), 1755-1749 (Online) (doi:https://doi.org/10.3366/jshs.2007.27.1.75)

2003

Philo, Greg, Gilmour, Alison ORCID: 0000-0003-2256-1995 , Gilmour, Maureen, Rust, Sue, Gaskell, Etta and West, Lucy (2003) The Israeli-Palestinian conflict: TV news and public understanding. In: Thussu, Daya and Freedman, Des, (eds.) War and the Media: Reporting Conflict 24/7. SAGE Publications, London. ISBN 978-0761943129 (doi:https://doi.org/10.4135/9781446215579.n10)