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Items where Faculty / School / Research Centre / Research Groups is "Educational Development Unit"

Items where Faculty / School / Research Centre / Research Groups is "Educational Development Unit"

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'hard to reach' A-level academic academic advising academic development academic neoliberalism academic practice academic staff development academic writing accelerated degrees access accounting education actin action research active learning advertisements advertising AI animal/equine studies Arabs arena arena centre arts education assembly line assessment assessment and feedback assessment design assessment law assessment literacy attainment attainment gap authentic learning autonomy barriers becoming belonging better futures biographical–narrative–interpretive method bioscience lab teaching bioscience tutoring biosciences blended learning boundary objects Bourdieu brand names breakout rooms briefing business business education Business schools calcium calls car manufacturing cartilage CBHE changemakers cloud coaching cognitive presence college HE commerce communities of inquiry communities of practice community of inquiry Compass compassion compliance compost confocal Connected Curriculum connected learning consortium constructivist grounded theory contexts Copyright literacy coursework CPD creativity critical discourse analysis crits culture curriculum Curriculum design Curriculum development data data analytics de-industrialisation decolonising curricula decolonising curriculum degree level democracy demographic development departmental partnership dialogue Digital Age Digital identity Digital learning digital pedagogy digital scholarship disposition dissemination dissertation distance learning dry subjects e-learning e-Reflect education educational enhancement educational theory Educationally Purposeful Activities (EPAs) efficiency elearning email embedding wellbeing embedding wellbeing in the curriculum emergency remote teaching employability empowerment end of course exam engagement English English studies English/Russian enquiry establishing practitioner evaluation evidence based veterinary education exam expectations experiential learning extent of partnership facilitation fancying farriery FE FE in HE feedback feedback and assessment feedback literacy feedback recipience feedforward Felder and Silverman Learning Style Model fellowship first year experience first-year experience flying faculty four frames theory Front and back stage de-coupling genetics Green paper: Fulfilling our Potential: Teaching Excellence grounded theory Group tutorials guidance hard-to-reach HE ethos HE in FE HE in FE (higher education in further education) headlines in advertisements HEIs Higher education Higher Education Academy higher education research horticultural research identity impact impact on teaching incentivisation inclusion inclusive curriculum inclusivity independence industrial relations information skills innovation institution-initiated interaction interactive international committees international students internationalization intervention intifada invisible work Israel JISC John Innes judgment KIBS labour labour history LAMS land-based landbased landbased college landbased education Landbased education Bourdieu language leadership Learner analytics learning Learning analytics learning and teaching learning communities learning design learning enhancement learning outcomes learning pathway lecture capture lecturer experiences lectures legal studies library liminality Linwood listening lived Experience loan boxes lockdown Love MAC massification materiality mechanotransduction meet the researcher mental health mental wellbeing Microsoft Teams military occupation mixed methods research motivation motivational interventions multi-level communications narrative National Qualifications Frameworks National Student Survey Near peers news nitrogen fixation NSS occupied territory online online academic communities online communities online learning Online personal tutoring online teaching open university Openness ownership PAL Panopto part-time staff participation partnership pastoral care PDP pedagogic practice pedagogical research pedagogy pedagogy of kindness peer peer assisted learning peer learning peer observations personal tutoring Personalised e-learning PGR PGRs PhD philosophies Platform strategy politics positivist and interpretivist paradigms post-war Scotland power practical realities practice architectures practice theory practitioner research predictive learning analytics primary education policy privacy proactive professional activity professional development professional practice progression progressive schools projects pronouns psychology research methodology publications punctuation qualitative research methodology quiescence quizzes randomized control trial reading recorded lectures reflection reflections reflective framework Reflexivity relations research methods research projects research skills research-led teaching resistance retention rhetorical figures roles russia Russian Russian advertising sage on the stage self development self-esteem seminars sense of belonging Service design Service modularization settlement situated knowledge skills Social media Social Mobility and Student Choice - Consultation : Higher Education and Research Act 2017 social presence socialisation sociology sociomateriality sociomateriality in educational research software solidarity SOS model special edition staff development staff perceptions staff student collaboration STEM students strategy student student change agents: student engagement. partnership: innovation student engagement student experience student experiences student led teaching awards student partnership student perceptions student profiling student representatives Student response student reviewers Student satisfaction student support student transitions student voice student wellbeing students as change agents students as consumers students as partners study skills styles of thought stylistic analysis supervision support sustainability tacit knowledge teacher education teacher Identity teaching teaching design teaching excellence framework teaching practice teaching staff teaching strategies technology technology enhanced learning TEL theory threshold concepts trade unionism trade unions trading zones transformation transformational learning transition translation translation strategies translators transnational education tutor UK Professional Standards Framework UKPSF uncertainty undergraduate Undergraduates university lecturers university museums university student wellbeing usability USSR value vet education video learning videos virtual campus virtual communities VLE voting voting tools vulnerability Web 2.0 web based communities webcams well-being Wellbeing widening access widening participation work based learning work experience WP
Number of items at this level: 647.

'hard to reach'

Marie, Jenny, Rowett, Steve, MacKenzie, Sally, Wright, Moira and Lusk, Sandra (2017) Which lenses best help us make our practices inclusive? The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 303-305. ISSN 2055-4990 (doi:https://doi.org/10.21100/jeipc.v3i1.689)

A-level

Smith, Karen and Hopkins, Chris (2005) Great expectations: sixth-formers' perceptions of teaching and learning in degree-level English. Arts and Humanities in Higher Education, 4 (3). pp. 304-318. ISSN 1474-0222 (Print), 1741-265X (Online) (doi:https://doi.org/10.1177/1474022205056173)

academic

Tran, Danielle and Dunham, Joanne (2019) The forgotten stage of designing curricula. SEDA, Online.

academic advising

Rapley, Eve ORCID: 0000-0002-7672-6129 and Talbot, Michael ORCID: 0000-0001-7198-1422 (2022) Making the invisible visible: value and reward for personal tutors. Compass: Journal of Learning and Teaching, 15 (1). pp. 1-6. ISSN 2044-0081

academic development

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)

Hinrichsen, Juliet and Coombs, Antony (2014) The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning Technology, 21:21334. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v21.21334)

Pullen, Sophie and Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Make the shoe fit the horse, not the horse fit the shoe”. Exploring the challenges of developing academic skills and academic confidence with farriery students at the Royal Veterinary College. In: International Symposium of the Veterinary Schools Council (VetEd), 5-7th July 2017, University of Liverpool.

academic neoliberalism

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)

academic practice

Fernie, Scott, Pilcher, Nick and Smith, Karen L. (2014) The Scottish Credit and Qualifications Framework: what’s academic practice got to do with it? European Journal of Education, 49 (2). pp. 233-248. ISSN 0141-8211 (Print), 1465-3435 (Online) (doi:https://doi.org/10.1111/ejed.12056)

Laycock, Angela (2013) Grounding research projects in the undergraduate curriculum: assessment strategies. Compass: Journal of Learning and Teaching, 4 (8). ISSN 2044-0081 (Print), 2044-0073 (Online)

academic staff development

Almpanis, Timos (2016) Using a mixed methods research design in a study investigating the ‘Heads of e-Learning’ perspective towards technology enhanced learning. Electronic Journal of e-Learning, 14 (5). pp. 301-311. ISSN 1479-4403 (Online)

academic writing

Marie, Jenny, Grindle, Nick, Mills, Bob and Fisher, Tyler (2019) Staff-student interviews for better feedback literacy. Educational Developments, 20 (4). pp. 14-18. ISSN 1469-3267

accelerated degrees

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.701)

access

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.

accounting education

Tran, Danielle and Reilly, Dawn ORCID: 0000-0003-2317-4700 (2019) Extending conversations about what is an inclusive curriculum. Educational Developments, 20 (4). pp. 23-25. ISSN 1469-3267

actin

Ong, Sang-Bing, Shah, Dinesh, Qusous, Ala, Jarvis, Simon M. and Kerrigan, Mark J.P. (2010) Stimulation of regulatory volume increase (RVI) in avian articular chondrocytes by gadolinium chloride. Biochemistry and Cell Biology, 88 (3). pp. 505-512. ISSN 0829-8211 (Print), 1208-6002 (Online) (doi:https://doi.org/10.1139/O09-179)

action research

Smith, Karen L. and Fernie, Scott (2010) Action research. In: McCaig, Colin and Dahlberg, Lena, (eds.) Practical research and evaluation: a start-to-finish guide for practitioners,. SAGE Publications, London, pp. 95-110. ISBN 978-1-84787-003-2 (hardcover), 978-1-84787-003-9 (paperback), 978-1-446248-164-9 (ebook)

active learning

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.

Thorogood, Joe ORCID: 0000-0001-7781-0667 , Azuma, Fumika, Collins, Charlotte, Plyushteva, Anna and Marie, Jenny (2018) Changemakers and change agents: encouraging students as researchers through changemaker’s programmes. Journal of Geography in Higher Education, 42 (4). pp. 540-556. ISSN 0309-8265 (Print), 1466-1845 (Online) (doi:https://doi.org/10.1080/03098265.2018.1460804)

Walker, Simon (2018) Editor's introduction. Compass: Journal of Learning and Teaching, 11 (2). ISSN 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v11i2.996)

advertisements

Smith, Karen (2006) By any other name: a study of brand name transfer from English-language to Russian-language printed advertisements. Languages in Contrast, 6 (1). pp. 47-70. ISSN 1387-6759 (Print), 1569-9897 (Online) (doi:https://doi.org/10.1075/lic.6.1.03smi)

Smith, Karen (2004) 'I am me, but who are you and what are we?': The translation of personal pronouns and possessive determiners in advertising texts. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 23 (3). pp. 282-303. ISSN 0167-8507 (Print), 1613-3684 (Online) (doi:https://doi.org/10.1515/mult.2004.013)

Smith, Karen (2006) Rhetorical figures and the translation of advertising headlines. Language and Literature, 15 (2). pp. 159-182. (doi:https://doi.org/10.1177/0963947006063745)

Smith, Karen (2009) The translation of advertising texts: a study of English-language advertisements and their translations in Russian. VDM Verlag Dr. Müller, Saarbrücken, Germany. ISBN 978-3639217827

advertising

Smith, Karen (2007) Rhetorical figures and the translation of advertising headlines. In: Cook, Guy, (ed.) The Language of Advertising: Modern Themes in English Studies. Major Themes in English Studies, 2 . Routledge, Abingdon, UK, pp. 228-253. ISBN 978-0-415-41215-5

AI

Low, Dylan Scott, Mcneill, Isaac and Day, Michael ORCID: 0000-0001-9612-2595 (2022) Endangered languages: a sociocognitive approach to language death, identity loss, and preservation in the age of Artificial Intelligence. Sustainable Multilingualism, 21 (1). pp. 1-25. ISSN 2335-2019 (Print), 2335-2027 (Online) (doi:https://doi.org/10.2478/sm-2022-0011)

animal/equine studies

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a land-based college. Research in Post-Compulsory Education, 19 (2). pp. 194-211. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2014.897510)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) The lives of others: Exploring the lived experience of HE in FE Animal/Equine studies lecturers within an FE land based college. In: International Further education Research Association (FERA) conference, 12th July 2014, Harris Manchester College, Oxford University.

Arabs

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)

arena

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot researcher briefing. [Teaching Resource]

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot student briefing. [Teaching Resource]

arena centre

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot researcher briefing. [Teaching Resource]

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot student briefing. [Teaching Resource]

arts education

Walker, Simon (1996) Back in the former USSR. Artists Newsletter, n/a (n/a):n/a. pp. 16-17.

assembly line

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)

assessment

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) 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)

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.

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

Laycock, Angela (2013) Grounding research projects in the undergraduate curriculum: assessment strategies. Compass: Journal of Learning and Teaching, 4 (8). ISSN 2044-0081 (Print), 2044-0073 (Online)

Pilcher, Nick, Smith, Karen and Riley, Jackie (2013) International students’ first encounters with exams in the UK: superficially similar but deeply different. International Journal of Teaching and Learning in Higher Education, 25 (1). pp. 1-13. ISSN 1812-9129

Tran, Danielle and Reilly, Dawn ORCID: 0000-0003-2317-4700 (2019) Extending conversations about what is an inclusive curriculum. Educational Developments, 20 (4). pp. 23-25. ISSN 1469-3267

assessment and feedback

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)

Marie, Jenny and Azuma, Fumika (2018) Partnership support for departments with low student satisfaction. Student Engagement in Higher Education Journal, 2 (1). pp. 70-77. ISSN 2399-1836

assessment design

Headington, Rita and Kerrigan-Holt, Mark (2011) Holistic assessment design: Reality, possibility or elusive ideal? In: Assessment in Higher Education Conference, 6 July 2011, University of Cumbria.

assessment law

Laycock, Angela (2013) Grounding research projects in the undergraduate curriculum: assessment strategies. Compass: Journal of Learning and Teaching, 4 (8). ISSN 2044-0081 (Print), 2044-0073 (Online)

assessment literacy

George, Rachel and Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) Developing student assessment and feedback literacy in the context of blended/online delivery. In: The Medway Festival of Learning and Teaching, 10 Sep 2020, UK. (Unpublished)

attainment

Marie, Jennifer (2018) Students as partners. In: Davies, Jason P. and Pachler, Norbert, (eds.) Teaching and Learning in Higher Education: Perspectives from UCL. IOE Press, UCL, pp. 35-47. ISBN 978-1-78277-256-9

attainment gap

Tran, Danielle and Reilly, Dawn ORCID: 0000-0003-2317-4700 (2019) Extending conversations about what is an inclusive curriculum. Educational Developments, 20 (4). pp. 23-25. ISSN 1469-3267

authentic learning

Sawle, P., Rapley, Eve ORCID: 0000-0002-7672-6129 and Rapley, R. (2018) BioEye - Bespoke laboratory videos to engage students and to aid laboratory skills development. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 29th 2018, University of Hertfordshire, Hatfield. (Unpublished)

autonomy

Smith, Karen, Clegg, Sue, Lawrence, Elizabeth and Todd, Malcolm J. (2004) Fostering autonomy through work-based experiences: challenges for university students and educators. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 189-204. ISSN 1740-5866 (Print), 2049-5536 (Online) (doi:https://doi.org/10.1386/ltss.1.3.189/0)

barriers

Marie, Jenny, MacKenzie, Sally, Rowett, Steve and Wright, Moira (2017) Barriers to engagement at UCL. The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 286-292. ISSN 2055-4990

Marie, Jenny, Rowett, Steve, MacKenzie, Sally, Wright, Moira and Lusk, Sandra (2017) Which lenses best help us make our practices inclusive? The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 303-305. ISSN 2055-4990 (doi:https://doi.org/10.21100/jeipc.v3i1.689)

becoming

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)

belonging

Compton, Martin and Tran, Danielle (2017) Liminal space or in limbo? Post Graduate Researchers and their personal pie charts of identity. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.620)

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)

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.701)

better futures

Marie, Jenny (2020) The way of partnership. In: Mercer-Mapstone, Lucy and Abbot, Sophia, (eds.) The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. Open Access Series . Centre for Engaged Learning, Elon University, United Kingdom. ISBN 978 1-951414023 (doi:https://doi.org/10.36284/celelon.oa2)

biographical–narrative–interpretive method

Smith, Karen (2012) Overseas flying faculty teaching as a trigger for transformative professional development. International Journal for Academic Development, 18 (2). pp. 127-138. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/1360144X.2012.655280)

bioscience lab teaching

Sawle, P., Rapley, Eve ORCID: 0000-0002-7672-6129 and Rapley, R. (2018) BioEye - Bespoke laboratory videos to engage students and to aid laboratory skills development. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 29th 2018, University of Hertfordshire, Hatfield. (Unpublished)

bioscience tutoring

Braoudaki, Maria and Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) ‘The power of investment’. Developing positive tutor:tutee relationships in biosciences. In: University of Hertfordshire’s Annual Learning and Teaching Conference, July 10th 2020, 10th July 2020, online. (Unpublished)

biosciences

Patel, Hersha, Rapley, Eve ORCID: 0000-0002-7672-6129 and Rapley, Ralph (2019) Curriculum connections – using authentic employer video demonstrations to enhance in-class student engagement and bring the workplace closer to the classroom. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 7th 2019, 7th June 2019, University of Hertfordshire, Hatfield. (Unpublished)

blended learning

Almpanis, Timos (2015) Staff development and institutional support for technology enhanced learning in UK universities. Electronic Journal of e-Learning, 13 (5). pp. 380-389. ISSN 1479-4403

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)

Pullen, Sophie and Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Make the shoe fit the horse, not the horse fit the shoe”. Exploring the challenges of developing academic skills and academic confidence with farriery students at the Royal Veterinary College. In: International Symposium of the Veterinary Schools Council (VetEd), 5-7th July 2017, University of Liverpool.

boundary objects

Marie, Jenny (2008) For science, love and money: the social worlds of poultry and rabbit breeding in Britain, 1900-1940. Social Studies of Science, 38 (6). pp. 919-936. ISSN 0306-3127 (Print), 1460-3659 (Online) (doi:https://doi.org/10.1177/0306312708098608)

Bourdieu

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a land-based college. Research in Post-Compulsory Education, 19 (2). pp. 194-211. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2014.897510)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) The lives of others: Exploring the lived experience of HE in FE Animal/Equine studies lecturers within an FE land based college. In: International Further education Research Association (FERA) conference, 12th July 2014, Harris Manchester College, Oxford University.

brand names

Smith, Karen (2006) By any other name: a study of brand name transfer from English-language to Russian-language printed advertisements. Languages in Contrast, 6 (1). pp. 47-70. ISSN 1387-6759 (Print), 1569-9897 (Online) (doi:https://doi.org/10.1075/lic.6.1.03smi)

breakout rooms

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.

briefing

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot researcher briefing. [Teaching Resource]

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot student briefing. [Teaching Resource]

business

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

business education

Tran, Danielle and Reilly, Dawn ORCID: 0000-0003-2317-4700 (2019) Extending conversations about what is an inclusive curriculum. Educational Developments, 20 (4). pp. 23-25. ISSN 1469-3267

Business schools

Agnew, Stephen, Cameron-Agnew, Trudi, Lau, Alice and Walker, Simon (2016) What business school characteristics are correlated with more favourable National Student Survey (NSS) rankings? The International Journal of Management Education, 14 (3). pp. 219-227. ISSN 1472-8117 (doi:https://doi.org/10.1016/j.ijme.2016.05.001)

calcium

Ong, Sang-Bing, Shah, Dinesh, Qusous, Ala, Jarvis, Simon M. and Kerrigan, Mark J.P. (2010) Stimulation of regulatory volume increase (RVI) in avian articular chondrocytes by gadolinium chloride. Biochemistry and Cell Biology, 88 (3). pp. 505-512. ISSN 0829-8211 (Print), 1208-6002 (Online) (doi:https://doi.org/10.1139/O09-179)

calls

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)

car manufacturing

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.

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)

cartilage

Ong, Sang-Bing, Shah, Dinesh, Qusous, Ala, Jarvis, Simon M. and Kerrigan, Mark J.P. (2010) Stimulation of regulatory volume increase (RVI) in avian articular chondrocytes by gadolinium chloride. Biochemistry and Cell Biology, 88 (3). pp. 505-512. ISSN 0829-8211 (Print), 1208-6002 (Online) (doi:https://doi.org/10.1139/O09-179)

CBHE

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) Research and scholarship in college higher education: Reaping what you sow, or turning a blind eye? AoC Think Pieces Scholarship project.

changemakers

Thorogood, Joe ORCID: 0000-0001-7781-0667 , Azuma, Fumika, Collins, Charlotte, Plyushteva, Anna and Marie, Jenny (2018) Changemakers and change agents: encouraging students as researchers through changemaker’s programmes. Journal of Geography in Higher Education, 42 (4). pp. 540-556. ISSN 0309-8265 (Print), 1466-1845 (Online) (doi:https://doi.org/10.1080/03098265.2018.1460804)

cloud

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

Compton, Martin and Almpanis, Timos (2018) One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning. Compass: Journal of Learning and Teaching, 11 (1):10. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.708)

coaching

Rapley, Eve ORCID: 0000-0002-7672-6129 and George, Rachel (2020) Coaching conversations for personal tutors – a ‘how to’ guide. In: SHIFT 2020 teaching and learning conference, 10 January 2020, University of Greenwich.

cognitive presence

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)

college HE

Dutton, Kay and Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Peer observation and review of teaching in college higher education. Supporting Higher Education in College Settings. SEDA, pp. 21-26. ISBN 978-1902435589 ISSN 978-1-902435-58-9 (Print), 978-1-902435-58-9 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) “Being and becoming? Or stuck between a rock and a hard place?” Exploring HE teacher pedagogic practice and identity development within an FE college setting. In: College HE Research and Scholarship National Conference 2020, 14-19 May 2020, online. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) Beyond the binary: using practice theory to explore teacher pedagogic practice in college HE. AoC Scholarship Project Think Piece.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) HE in FE - past, present and future. Journal of Pedagogic Development, 2 (2). pp. 29-33. ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) ‘Powers of determination’. The influence of context upon enabling and constraining HE teacher pedagogic practice enactments in an FE college. In: Third European Congress of Qualitative Inquiry, 13th February 2019, Edinburgh University, 13th February 2019, Edinburgh University.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) ‘Unearthing, uncovering and understanding’. Entwining ethnography with practice theory and constructivist grounded theory to explore HE teacher practice enactments in an FE landbased college. In: Oxford Ethnography and Education conference, 12th September 2017, Oxford University. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) “A new way of doing, a new was of seeing”. Developing a novel qualitative research methodology to explore HE pedagogic practices of HE in FE teachers within a UK Land Based college. In: 2nd International Research in Post-Compulsory Education (ARPCE) conference, July 9th 2016, Harris Manchester College, Oxford University.

commerce

Marie, Jenny (2008) For science, love and money: the social worlds of poultry and rabbit breeding in Britain, 1900-1940. Social Studies of Science, 38 (6). pp. 919-936. ISSN 0306-3127 (Print), 1460-3659 (Online) (doi:https://doi.org/10.1177/0306312708098608)

communities of inquiry

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)

communities of practice

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Threshold concepts: from personal practice to communities of practice (book review). University of Bedfordshire.

community of inquiry

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)

Compass

Compton, Martin and Tran, Danielle (2017) Liminal space or in limbo? Post Graduate Researchers and their personal pie charts of identity. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.620)

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i1.611)

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.701)

Tran, Danielle (2018) Editor's introduction, Compass special TEL edition. Compass: Journal of Learning and Teaching, 11 (1). pp. 5-9. ISSN 2044-0081

Walker, Simon and Tran, Danielle (2017) TEF Special Edition – Editors’ Introduction. Compass: Journal of Learning and Teaching, 10 (2). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i2.618)

compassion

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)

compliance

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

compost

Marie, Jenny (2008) The John Innes Centre. eLS. Wiley. ISBN 9780470015902 (doi:https://doi.org/10.1002/9780470015902.a0003557)

confocal

Ong, Sang-Bing, Shah, Dinesh, Qusous, Ala, Jarvis, Simon M. and Kerrigan, Mark J.P. (2010) Stimulation of regulatory volume increase (RVI) in avian articular chondrocytes by gadolinium chloride. Biochemistry and Cell Biology, 88 (3). pp. 505-512. ISSN 0829-8211 (Print), 1208-6002 (Online) (doi:https://doi.org/10.1139/O09-179)

Connected Curriculum

Marie, Jenny (2020) Reframing educational enhancement at University College London. In: Potter, Jackie and Devecchi, Cristina, (eds.) Delivering Educational Change in Higher Education: A Transformative Approach for Leaders and Practitioners. SEDA Series . Routledge, United Kingdom, pp. 151-162. ISBN 978-0367147846 (doi:https://doi.org/10.4324/9780429053405-14)

connected learning

Bryant, Peter, Akinleye, Adesola and Durrant, Alan (2013) Educating the early career arts professional using a hybrid model of work based learning. Higher Education, Skills and Work-based Learning, 3 (1). pp. 17-29. ISSN 2042-3896 (doi:https://doi.org/10.1108/20423891311294957)

consortium

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

constructivist grounded theory

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Seeing the light”. Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice. Ethnography and Education, 13 (2). pp. 185-203. ISSN 1745-7823 (Print), 1745-7831 (Online) (doi:https://doi.org/10.1080/17457823.2017.1315311)

contexts

Marie, Jenny (2020) Empowering students to enhance education at their university. In: Lowe, Tom and El Hakim, Yassein, (eds.) A Handbook for Student Engagement in Higher Education: Theory into Practice. SEDA series . Routledge, United Kingdom, pp. 198-208. ISBN 978-0367085490

Copyright literacy

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)

coursework

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

CPD

Compton, Martin and Almpanis, Timos (2018) One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning. Compass: Journal of Learning and Teaching, 11 (1):10. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.708)

Rapley, Eve ORCID: 0000-0002-7672-6129 and Talbot, Michael ORCID: 0000-0001-7198-1422 (2022) Making the invisible visible: value and reward for personal tutors. Compass: Journal of Learning and Teaching, 15 (1). pp. 1-6. ISSN 2044-0081

Tran, Danielle (2019) CPD for PGRs? “No thanks, I’m busy!”. Wordpress.

creativity

Marie, Jennifer (2008) Postgraduate science research skills: the role of creativity, tacit knowledge, thought styles and language. London Review of Education, 6 (2). pp. 149-158. ISSN 1474-8460 (doi:https://doi.org/10.1080/14748460802185136)

critical discourse analysis

Smith, Karen (2013) Critical discourse analysis and higher education research. In: Tight, Malcolm and Huisman, Jeroen, (eds.) Theory and Method in Higher Education Research. International Perspectives on Higher Education Research Series (9). Emerald Group Publishing Limited, Bingley, UK, pp. 61-79. ISBN 9781781906828 (doi:https://doi.org/10.1108/S1479-3628(2013)0000009007)

crits

Marie, Jennifer and Grindle, Nick (2014) How design reviews work in architecture and fine art: a comparative study across one school of fine art and two schools of architecture. Charrette, 1 (1). pp. 36-48. ISSN 2054-6718

culture

Marie, Jennifer (2018) The relationship between research-based education and student–staff partnerships. In: Tong, Vincent C. H., Standen, Alex and Sotiriou, Mina, (eds.) Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press, London, pp. 30-40. ISBN 9781787351110

Waters, Tony and Day, Michael ORCID: 0000-0001-9612-2595 (2022) Thai Menschenbild: a study of Chinese, Thai, and international students in a private Thai university as measured by the National Survey of Student Engagement (NSSE). Humanities and Social Sciences Communications, 9 (86). pp. 1-12. ISSN 2662-9992 (Online) (doi:https://doi.org/10.1057/s41599-022-01101-y)

curriculum

Alsford, Sally and Cagliesi, Gabriella Maria (2011) Internationalization of the curriculum: What does it mean in practice. In: Redefining the Student Experience: directions for learning, teaching and assessment, 5 July 2011, University of Greenwich. (Unpublished)

Laycock, Angela (2013) Grounding research projects in the undergraduate curriculum: assessment strategies. Compass: Journal of Learning and Teaching, 4 (8). ISSN 2044-0081 (Print), 2044-0073 (Online)

Walker, Simon (1996) Back in the former USSR. Artists Newsletter, n/a (n/a):n/a. pp. 16-17.

Curriculum design

Dalziel, James, Conole, Grainne, Wills, Sandra, Walker, Simon, Bennett, Sue, Dobozy, Eva, Cameron, Leanne, Badilescu-Buga, Emil and Bower, Matt (2015) The Larnaca declaration on learning design. In: Dalziel, James, (ed.) Learning Design: Conceptualising a Framework for Teaching and Learning Online. Routledge, Sydney, Australia, pp. 1-41. ISBN 978-1138910973

Curriculum development

Hinrichsen, Juliet and Coombs, Antony (2014) The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning Technology, 21:21334. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v21.21334)

data

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.

data analytics

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)

de-industrialisation

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.

decolonising curricula

Tran, Danielle (2019) Why we shouldn’t shy away from discussions around decolonising curricula. Compass: The Journal of Learning and Teaching at the University of Greenwich, 12 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v12i1.882)

decolonising curriculum

Tran, Danielle and Dunham, Joanne (2019) The forgotten stage of designing curricula. SEDA, Online.

degree level

Smith, Karen and Hopkins, Chris (2005) Great expectations: sixth-formers' perceptions of teaching and learning in degree-level English. Arts and Humanities in Higher Education, 4 (3). pp. 304-318. ISSN 1474-0222 (Print), 1741-265X (Online) (doi:https://doi.org/10.1177/1474022205056173)

democracy

Saukkonen, Sakari, Moilanen, Pentti, Mathew, David and Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) Power, democracy and progressive schools. In: Raiker, Andrea and Rautiainen, Matti, (eds.) Educating for Democracy - Principles and Culture in England and Finland. Routledge, London, UK. ISBN 978-1315630915

demographic development

Marie, Jennifer (2021) Embedding wellbeing via a curriculum framework. [Teaching Resource] (Unpublished)

departmental partnership

Marie, Jenny and Azuma, Fumika (2018) Partnership support for departments with low student satisfaction. Student Engagement in Higher Education Journal, 2 (1). pp. 70-77. ISSN 2399-1836

dialogue

Marie, Jenny, Grindle, Nick, Mills, Bob and Fisher, Tyler (2019) Staff-student interviews for better feedback literacy. Educational Developments, 20 (4). pp. 14-18. ISSN 1469-3267

Digital Age

Bryant, Peter, Coombs, Antony, Pazio, Monika and Walker, Simon (2014) Disruption, destruction, construction or transformation? The challenges of implementing a university wide strategic approach to connecting in an open world. In: OCWC Global Conference 2014: Open Education for a Multicultural World. OpenCourseWare Consortium.

Digital identity

Hinrichsen, Juliet and Coombs, Antony (2014) The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning Technology, 21:21334. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v21.21334)

Digital learning

Walker, Simon and Kerrigan, Mark J. P. (2015) Learning design in the new digital age. In: Dalziel, James, (ed.) Learning Design: Conceptualizing a Framework for Teaching and Learning Online. Routledge, New York, pp. 78-95. ISBN 978-1138910973

digital pedagogy

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)

digital scholarship

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)

disposition

Marie, Jenny, Grindle, Nick, Mills, Bob and Fisher, Tyler (2019) Staff-student interviews for better feedback literacy. Educational Developments, 20 (4). pp. 14-18. ISSN 1469-3267

dissemination

Fernie, Scott, Pilcher, Nick and Smith, Karen L. (2014) The Scottish Credit and Qualifications Framework: what’s academic practice got to do with it? European Journal of Education, 49 (2). pp. 233-248. ISSN 0141-8211 (Print), 1465-3435 (Online) (doi:https://doi.org/10.1111/ejed.12056)

dissertation

Todd, Malcolm J., Smith, Karen and Bannister, Phil (2006) Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11 (2). pp. 161-173. ISSN 1356-2517 (Print), 1470-1294 (Online) (doi:https://doi.org/10.1080/13562510500527693)

distance learning

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)

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)

dry subjects

Laycock, Angela (2013) Grounding research projects in the undergraduate curriculum: assessment strategies. Compass: Journal of Learning and Teaching, 4 (8). ISSN 2044-0081 (Print), 2044-0073 (Online)

e-learning

Almpanis, Timos (2016) Using a mixed methods research design in a study investigating the ‘Heads of e-Learning’ perspective towards technology enhanced learning. Electronic Journal of e-Learning, 14 (5). pp. 301-311. ISSN 1479-4403 (Online)

e-Reflect

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

education

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot researcher briefing. [Teaching Resource]

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot student briefing. [Teaching Resource]

Waters, Tony and Day, Michael ORCID: 0000-0001-9612-2595 (2022) Thai Menschenbild: a study of Chinese, Thai, and international students in a private Thai university as measured by the National Survey of Student Engagement (NSSE). Humanities and Social Sciences Communications, 9 (86). pp. 1-12. ISSN 2662-9992 (Online) (doi:https://doi.org/10.1057/s41599-022-01101-y)

educational enhancement

Marie, Jenny (2020) Reframing educational enhancement at University College London. In: Potter, Jackie and Devecchi, Cristina, (eds.) Delivering Educational Change in Higher Education: A Transformative Approach for Leaders and Practitioners. SEDA Series . Routledge, United Kingdom, pp. 151-162. ISBN 978-0367147846 (doi:https://doi.org/10.4324/9780429053405-14)

educational theory

Walker, Simon and Kerrigan, Mark J. P. (2015) Learning design in the new digital age. In: Dalziel, James, (ed.) Learning Design: Conceptualizing a Framework for Teaching and Learning Online. Routledge, New York, pp. 78-95. ISBN 978-1138910973

Educationally Purposeful Activities (EPAs)

George, Rachel and Rapley, Eve ORCID: 0000-0002-7672-6129 (2021) Group tutorials as spaces for educationally purposeful peer interactions – Why and how? In: UKAT Annual Conference 2021, 30th March - 1st April 2021, online.

efficiency

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

elearning

Compton, Martin and Almpanis, Timos (2018) One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning. Compass: Journal of Learning and Teaching, 11 (1):10. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.708)

email

Clegg, Sue, McManus, Mike, Smith, Karen and Todd, Malcolm J. (2006) Self-development in support of innovative pedagogies: peer support using email. International Journal for Academic Development, 11 (2). pp. 91-100. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/13601440600924421)

embedding wellbeing

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 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)

embedding wellbeing in the curriculum

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)

emergency remote teaching

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)

employability

Patel, Hersha, Rapley, Eve ORCID: 0000-0002-7672-6129 and Rapley, Ralph (2019) Curriculum connections – using authentic employer video demonstrations to enhance in-class student engagement and bring the workplace closer to the classroom. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 7th 2019, 7th June 2019, University of Hertfordshire, Hatfield. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Students as stewards - peer assisted learning to develop employability and leadership skills. In: HEA STEM Annual Learning and Teaching Conference 2014: Enhancing the STEM Student Journey, 30 April - 1 May 2014, Edinburgh University. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 , Hudson, Fran and Eftihou, Joe (2014) Learning to lead - peer assisted learning to develop student leadership and employability skills. In: Proceedings of the 2014 Placement and Employability Professionals’ Conference. ASET, pp. 19-22. (Unpublished)

empowerment

Marie, Jennifer (2017) Student–staff partnerships: Students partnering with staff to improve education. In: Carnell, Brent and Fung, Dilly, (eds.) Developing the Higher Education Curriculum: Research-Based Education in Practice. UCL Press, London, pp. 245-247. ISBN 9781787350878

end of course exam

Pilcher, Nick, Smith, Karen and Riley, Jackie (2013) International students’ first encounters with exams in the UK: superficially similar but deeply different. International Journal of Teaching and Learning in Higher Education, 25 (1). pp. 1-13. ISSN 1812-9129

engagement

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

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)

Marie, Jenny, MacKenzie, Sally, Rowett, Steve and Wright, Moira (2017) Barriers to engagement at UCL. The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 286-292. ISSN 2055-4990

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

English

Smith, Karen (2004) 'I am me, but who are you and what are we?': The translation of personal pronouns and possessive determiners in advertising texts. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 23 (3). pp. 282-303. ISSN 0167-8507 (Print), 1613-3684 (Online) (doi:https://doi.org/10.1515/mult.2004.013)

Smith, Karen (2007) Rhetorical figures and the translation of advertising headlines. In: Cook, Guy, (ed.) The Language of Advertising: Modern Themes in English Studies. Major Themes in English Studies, 2 . Routledge, Abingdon, UK, pp. 228-253. ISBN 978-0-415-41215-5

Smith, Karen (2009) The translation of advertising texts: a study of English-language advertisements and their translations in Russian. VDM Verlag Dr. Müller, Saarbrücken, Germany. ISBN 978-3639217827

English studies

Smith, Karen and Hopkins, Chris (2005) Great expectations: sixth-formers' perceptions of teaching and learning in degree-level English. Arts and Humanities in Higher Education, 4 (3). pp. 304-318. ISSN 1474-0222 (Print), 1741-265X (Online) (doi:https://doi.org/10.1177/1474022205056173)

English/Russian

Smith, Karen (2006) By any other name: a study of brand name transfer from English-language to Russian-language printed advertisements. Languages in Contrast, 6 (1). pp. 47-70. ISSN 1387-6759 (Print), 1569-9897 (Online) (doi:https://doi.org/10.1075/lic.6.1.03smi)

enquiry

Marie, Jennifer (2017) Student–staff partnerships: Students partnering with staff to improve education. In: Carnell, Brent and Fung, Dilly, (eds.) Developing the Higher Education Curriculum: Research-Based Education in Practice. UCL Press, London, pp. 245-247. ISBN 9781787350878

establishing practitioner

Bryant, Peter, Akinleye, Adesola and Durrant, Alan (2013) Educating the early career arts professional using a hybrid model of work based learning. Higher Education, Skills and Work-based Learning, 3 (1). pp. 17-29. ISSN 2042-3896 (doi:https://doi.org/10.1108/20423891311294957)

evaluation

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.

Marie, Jennifer (2021) Embedding wellbeing via a curriculum framework. [Teaching Resource] (Unpublished)

Smith, Karen L. and Davies, Joanne (2010) Qualitative data analysis. In: McCaig, Colin and Dahlberg, Lena, (eds.) Practical Research and Evaluation: a start-to-finish guide for practitioners. SAGE Publications, London, pp. 145-158. ISBN 978-1-84787-003-2 (hardcover), 978-1-84787-003-9 (paperback), 978-1-446248-164-9 (ebook)

Smith, Karen L. and Fernie, Scott (2010) Action research. In: McCaig, Colin and Dahlberg, Lena, (eds.) Practical research and evaluation: a start-to-finish guide for practitioners,. SAGE Publications, London, pp. 95-110. ISBN 978-1-84787-003-2 (hardcover), 978-1-84787-003-9 (paperback), 978-1-446248-164-9 (ebook)

evidence based veterinary education

Weller, R., Pfau, T., Pullen, S., Barstow, A., Rapley, Eve ORCID: 0000-0002-7672-6129 and Davis, R. (2017) “‘Research for farriers – is it necessary or possible?’ A new Graduate Diploma in Equine Locomotor Research”. In: International Symposium of the Veterinary Schools Council (VetEd), 6th July 2017, University of Liverpool.

exam

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

expectations

Smith, Karen and Hopkins, Chris (2005) Great expectations: sixth-formers' perceptions of teaching and learning in degree-level English. Arts and Humanities in Higher Education, 4 (3). pp. 304-318. ISSN 1474-0222 (Print), 1741-265X (Online) (doi:https://doi.org/10.1177/1474022205056173)

experiential learning

Marie, Jenny (2011) The role of object-based learning in transferable skills development. University Museums and Collections Journal, 3. ISSN 2071-7229 (Online) (doi:https://doi.org/10.18452/8699)

extent of partnership

Marie, Jennifer (2018) Students as partners. In: Davies, Jason P. and Pachler, Norbert, (eds.) Teaching and Learning in Higher Education: Perspectives from UCL. IOE Press, UCL, pp. 35-47. ISBN 978-1-78277-256-9

facilitation

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.

fancying

Marie, Jenny (2008) For science, love and money: the social worlds of poultry and rabbit breeding in Britain, 1900-1940. Social Studies of Science, 38 (6). pp. 919-936. ISSN 0306-3127 (Print), 1460-3659 (Online) (doi:https://doi.org/10.1177/0306312708098608)

farriery

Pullen, Sophie and Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Make the shoe fit the horse, not the horse fit the shoe”. Exploring the challenges of developing academic skills and academic confidence with farriery students at the Royal Veterinary College. In: International Symposium of the Veterinary Schools Council (VetEd), 5-7th July 2017, University of Liverpool.

Weller, R., Pfau, T., Pullen, S., Barstow, A., Rapley, Eve ORCID: 0000-0002-7672-6129 and Davis, R. (2017) “‘Research for farriers – is it necessary or possible?’ A new Graduate Diploma in Equine Locomotor Research”. In: International Symposium of the Veterinary Schools Council (VetEd), 6th July 2017, University of Liverpool.

FE

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) Neglected spaces. Exploring connections between physical settings and pedagogic enablement and constraint of HE teachers in an FE college. International Journal of Multidisciplinary Comparative Studies, 6 (1-3). pp. 5-16. ISSN 2059-4976

FE in HE

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) ‘Unearthing, uncovering and understanding’. Entwining ethnography with practice theory and constructivist grounded theory to explore HE teacher practice enactments in an FE landbased college. In: Oxford Ethnography and Education conference, 12th September 2017, Oxford University. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) The lives of others: Exploring the lived experience of HE in FE Animal/Equine studies lecturers within an FE land based college. In: International Further education Research Association (FERA) conference, 12th July 2014, Harris Manchester College, Oxford University.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) “A new way of doing, a new was of seeing”. Developing a novel qualitative research methodology to explore HE pedagogic practices of HE in FE teachers within a UK Land Based college. In: 2nd International Research in Post-Compulsory Education (ARPCE) conference, July 9th 2016, Harris Manchester College, Oxford University.

feedback

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) 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)

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.

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot researcher briefing. [Teaching Resource]

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot student briefing. [Teaching Resource]

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

Marie, Jennifer and Grindle, Nick (2014) How design reviews work in architecture and fine art: a comparative study across one school of fine art and two schools of architecture. Charrette, 1 (1). pp. 36-48. ISSN 2054-6718

Marie, Jenny A. (2016) Student views on the value of feedback. Journal of Education and Training Studies, 4 (6). pp. 207-213. ISSN 2324-805X (Print), 2324-8068 (Online) (doi:https://doi.org/10.11114/jets.v4i6.1523)

feedback and assessment

Headington, Rita and Ptashko, Peter (2011) Voxur: A new dimension on feedback? In: Redefining the Student Experience: directions for learning, teaching and assessment, 5 July 2011, University of Greenwich. (Unpublished)

feedback literacy

George, Rachel and Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) Developing student assessment and feedback literacy in the context of blended/online delivery. In: The Medway Festival of Learning and Teaching, 10 Sep 2020, UK. (Unpublished)

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot researcher briefing. [Teaching Resource]

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot student briefing. [Teaching Resource]

Marie, Jenny, Grindle, Nick, Mills, Bob and Fisher, Tyler (2019) Staff-student interviews for better feedback literacy. Educational Developments, 20 (4). pp. 14-18. ISSN 1469-3267

Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) Developing student feedback literacy to enhance recipience, understanding and action. In: University of Greenwich SHIFT Learning and Teaching Conference, 10 January 2020, University of Greenwich. (Unpublished)

feedback recipience

Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) Developing student feedback literacy to enhance recipience, understanding and action. In: University of Greenwich SHIFT Learning and Teaching Conference, 10 January 2020, University of Greenwich. (Unpublished)

feedforward

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

Felder and Silverman Learning Style Model

Cemel Nat, Muesser, Walker, Simon, Bacon, Liz and Dastbaz, Mohammad (2010) Designing personalisation in LAMS. In: 2010 European LAMS & Learning Design Conference. Sharing Great Ideas . LAMS Foundation, NSW, Australia, pp. 120-127. ISBN 978-1-74138-352-2

fellowship

Tran, Danielle (2017) The value of HEA Fellowship. Project Report. Higher Education Academy.

first year experience

Clegg, Sue, Bradley, Sally and Smith, Karen (2006) ‘I've had to swallow my pride’: help seeking and self-esteem. Higher Education Research & Development, 25 (2). pp. 101-113. ISSN 0729-4360 (Print), 1469-8366 (Online) (doi:https://doi.org/10.1080/07294360600610354)

first-year experience

Smith, Karen and Hopkins, Chris (2005) Great expectations: sixth-formers' perceptions of teaching and learning in degree-level English. Arts and Humanities in Higher Education, 4 (3). pp. 304-318. ISSN 1474-0222 (Print), 1741-265X (Online) (doi:https://doi.org/10.1177/1474022205056173)

flying faculty

Smith, Karen (2012) Overseas flying faculty teaching as a trigger for transformative professional development. International Journal for Academic Development, 18 (2). pp. 127-138. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/1360144X.2012.655280)

four frames theory

Marie, Jenny (2020) Reframing educational enhancement at University College London. In: Potter, Jackie and Devecchi, Cristina, (eds.) Delivering Educational Change in Higher Education: A Transformative Approach for Leaders and Practitioners. SEDA Series . Routledge, United Kingdom, pp. 151-162. ISBN 978-0367147846 (doi:https://doi.org/10.4324/9780429053405-14)

Front and back stage de-coupling

Zhou, Zhenkun and Lin, Yong ORCID: 0000-0001-7118-2946 (2014) Platform-centric Modular Service Architecture Design KIBS-oriented Based on Front-Back Stage Decoupling. In: Software Engineering and Service Science (ICSESS), 2014 5th IEEE International Conference. IEEE, pp. 868-871. ISBN 978-1-4799-3278-8 ISSN 2327-0586 (doi:https://doi.org/10.1109/ICSESS.2014.6933703)

genetics

Marie, Jenny (2008) The John Innes Centre. eLS. Wiley. ISBN 9780470015902 (doi:https://doi.org/10.1002/9780470015902.a0003557)

Green paper: Fulfilling our Potential: Teaching Excellence

Walker, Simon (2016) Fulfilling our Potential: Teaching Excellence, Social Mobility and Student Choice - Consultation. HEFCE.

grounded theory

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) “A new way of doing, a new was of seeing”. Developing a novel qualitative research methodology to explore HE pedagogic practices of HE in FE teachers within a UK Land Based college. In: 2nd International Research in Post-Compulsory Education (ARPCE) conference, July 9th 2016, Harris Manchester College, Oxford University.

Group tutorials

George, Rachel and Rapley, Eve ORCID: 0000-0002-7672-6129 (2021) Group tutorials as spaces for educationally purposeful peer interactions – Why and how? In: UKAT Annual Conference 2021, 30th March - 1st April 2021, online.

guidance

Smith, Karen, Clegg, Sue, Lawrence, Elizabeth and Todd, Malcolm J. (2004) Fostering autonomy through work-based experiences: challenges for university students and educators. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 189-204. ISSN 1740-5866 (Print), 2049-5536 (Online) (doi:https://doi.org/10.1386/ltss.1.3.189/0)

hard-to-reach

Marie, Jenny, MacKenzie, Sally, Rowett, Steve and Wright, Moira (2017) Barriers to engagement at UCL. The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 286-292. ISSN 2055-4990

HE ethos

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a land-based college. Research in Post-Compulsory Education, 19 (2). pp. 194-211. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2014.897510)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) The lives of others: Exploring the lived experience of HE in FE Animal/Equine studies lecturers within an FE land based college. In: International Further education Research Association (FERA) conference, 12th July 2014, Harris Manchester College, Oxford University.

HE in FE

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) HE in FE - past, present and future. Journal of Pedagogic Development, 2 (2). pp. 29-33. ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a land-based college. Research in Post-Compulsory Education, 19 (2). pp. 194-211. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2014.897510)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

HE in FE (higher education in further education)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Seeing the light”. Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice. Ethnography and Education, 13 (2). pp. 185-203. ISSN 1745-7823 (Print), 1745-7831 (Online) (doi:https://doi.org/10.1080/17457823.2017.1315311)

headlines in advertisements

Smith, Karen (2006) Rhetorical figures and the translation of advertising headlines. Language and Literature, 15 (2). pp. 159-182. (doi:https://doi.org/10.1177/0963947006063745)

HEIs

Almpanis, Timos (2015) Staff development and institutional support for technology enhanced learning in UK universities. Electronic Journal of e-Learning, 13 (5). pp. 380-389. ISSN 1479-4403

Higher education

Agnew, Stephen, Cameron-Agnew, Trudi, Lau, Alice and Walker, Simon (2016) What business school characteristics are correlated with more favourable National Student Survey (NSS) rankings? The International Journal of Management Education, 14 (3). pp. 219-227. ISSN 1472-8117 (doi:https://doi.org/10.1016/j.ijme.2016.05.001)

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)

Bryant, Peter, Coombs, Antony, Pazio, Monika and Walker, Simon (2014) Disruption, destruction, construction or transformation? The challenges of implementing a university wide strategic approach to connecting in an open world. In: OCWC Global Conference 2014: Open Education for a Multicultural World. OpenCourseWare Consortium.

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

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

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)

Clegg, Sue, Bradley, Sally and Smith, Karen (2006) ‘I've had to swallow my pride’: help seeking and self-esteem. Higher Education Research & Development, 25 (2). pp. 101-113. ISSN 0729-4360 (Print), 1469-8366 (Online) (doi:https://doi.org/10.1080/07294360600610354)

Clegg, Sue, McManus, Mike, Smith, Karen and Todd, Malcolm J. (2006) Self-development in support of innovative pedagogies: peer support using email. International Journal for Academic Development, 11 (2). pp. 91-100. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/13601440600924421)

Fernie, Scott, Pilcher, Nick and Smith, Karen L. (2014) The Scottish Credit and Qualifications Framework: what’s academic practice got to do with it? European Journal of Education, 49 (2). pp. 233-248. ISSN 0141-8211 (Print), 1465-3435 (Online) (doi:https://doi.org/10.1111/ejed.12056)

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 (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 (2014) Staff: enhancing teaching, reflection on two years of the project. In: 11th Enhancement Themes Conference, QAA Scotland, 12 June 2014, Edinburgh, UK. (Unpublished)

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 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.

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)

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)

Smith, Karen (2006) The conflicts and contradictions of working in a mass higher education system. Perspectives: Policy and Practice in Higher Education, 10 (4). pp. 97-101. ISSN 1360-3108 (Print), 1460-7018 (Online) (doi:https://doi.org/10.1080/13603100601002977)

Todd, Malcolm J., Smith, Karen and Bannister, Phil (2006) Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11 (2). pp. 161-173. ISSN 1356-2517 (Print), 1470-1294 (Online) (doi:https://doi.org/10.1080/13562510500527693)

Tran, Danielle (2018) Editor's introduction, Compass special TEL edition. Compass: Journal of Learning and Teaching, 11 (1). pp. 5-9. ISSN 2044-0081

Walker, Simon (2018) Editor's introduction. Compass: Journal of Learning and Teaching, 11 (2). ISSN 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v11i2.996)

Higher Education Academy

Tran, Danielle (2017) The value of HEA Fellowship. Project Report. Higher Education Academy.

higher education research

Smith, Karen (2013) Critical discourse analysis and higher education research. In: Tight, Malcolm and Huisman, Jeroen, (eds.) Theory and Method in Higher Education Research. International Perspectives on Higher Education Research Series (9). Emerald Group Publishing Limited, Bingley, UK, pp. 61-79. ISBN 9781781906828 (doi:https://doi.org/10.1108/S1479-3628(2013)0000009007)

horticultural research

Marie, Jenny (2008) The John Innes Centre. eLS. Wiley. ISBN 9780470015902 (doi:https://doi.org/10.1002/9780470015902.a0003557)

identity

Compton, Martin and Tran, Danielle (2017) Liminal space or in limbo? Post Graduate Researchers and their personal pie charts of identity. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.620)

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.701)

impact

Marie, Jenny, Arif, Mahmoud and Joshi, Tejas (2016) UCL ChangeMakers projects: supporting staff/student partnership on educational enhancement projects. Student Engagement in Higher Education Journal, 1 (1). pp. 1-5. ISSN 2399-1836

Marie, Jenny and Azuma, Fumika (2018) Partnership support for departments with low student satisfaction. Student Engagement in Higher Education Journal, 2 (1). pp. 70-77. ISSN 2399-1836

Moxey, Maria, Lowe, Tom, Bovill, Cathy, Bryson, Colin, Neary, Mike, LeBihan, Jill, Islam, Maisha, Green, Paula and Marie, Jennifer (2022) The Postgraduate Certificate & Master's in Student Engagement in Higher Education: a professional development opportunity to critically examine and influence research, policy and practice. All Ireland Journal of Higher Education, 14 (1). pp. 1-13. ISSN 2009-3160

impact on teaching

Joseph Richard, Paul, Jessop, Tansy, Okafor, Godwin, Almpanis, Timos and Price, Daran (2018) Big brother or harbinger of best practice: Can lecture capture actually improve teaching? British Educational Research Journal, 44 (3). pp. 377-392. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1002/berj.3336)

incentivisation

LeBihan, Jill, Lowe, Tom and Marie, Jenny (2018) Considerations of the challenges, conflicts and competitions when expanding student-staff partnerships across an institution: perspectives from three UK Universities. Journal of Learning and Teaching in Higher Education, 1 (2). pp. 173-180. ISSN 2517-7575 (doi:https://doi.org/10.29311/jlthe.v1i2.2954)

inclusion

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)

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.

inclusive curriculum

Tran, Danielle and Reilly, Dawn ORCID: 0000-0003-2317-4700 (2019) Extending conversations about what is an inclusive curriculum. Educational Developments, 20 (4). pp. 23-25. ISSN 1469-3267

inclusivity

LeBihan, Jill, Lowe, Tom and Marie, Jenny (2018) Considerations of the challenges, conflicts and competitions when expanding student-staff partnerships across an institution: perspectives from three UK Universities. Journal of Learning and Teaching in Higher Education, 1 (2). pp. 173-180. ISSN 2517-7575 (doi:https://doi.org/10.29311/jlthe.v1i2.2954)

Marie, Jennifer (2021) Enhancing programmes through student-staff partnership: Why, how and what to pay attention to. Discussion Paper. Quality Assurance Agency for Higher Education (QAA Scotland), Glasgow, UK.

Marie, Jennifer (2018) Students as partners. In: Davies, Jason P. and Pachler, Norbert, (eds.) Teaching and Learning in Higher Education: Perspectives from UCL. IOE Press, UCL, pp. 35-47. ISBN 978-1-78277-256-9

Marie, Jenny, Rowett, Steve, MacKenzie, Sally, Wright, Moira and Lusk, Sandra (2017) Which lenses best help us make our practices inclusive? The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 303-305. ISSN 2055-4990 (doi:https://doi.org/10.21100/jeipc.v3i1.689)

independence

Smith, Karen, Clegg, Sue, Lawrence, Elizabeth and Todd, Malcolm J. (2004) Fostering autonomy through work-based experiences: challenges for university students and educators. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 189-204. ISSN 1740-5866 (Print), 2049-5536 (Online) (doi:https://doi.org/10.1386/ltss.1.3.189/0)

industrial relations

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)

information skills

Crofts, Sarah (2010) Teaching information skills for legal method. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2009-1 (1). pp. 17-21. ISSN 2044-0081

innovation

Clegg, Sue, McManus, Mike, Smith, Karen and Todd, Malcolm J. (2006) Self-development in support of innovative pedagogies: peer support using email. International Journal for Academic Development, 11 (2). pp. 91-100. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/13601440600924421)

Moxey, Maria, Lowe, Tom, Bovill, Cathy, Bryson, Colin, Neary, Mike, LeBihan, Jill, Islam, Maisha, Green, Paula and Marie, Jennifer (2022) The Postgraduate Certificate & Master's in Student Engagement in Higher Education: a professional development opportunity to critically examine and influence research, policy and practice. All Ireland Journal of Higher Education, 14 (1). pp. 1-13. ISSN 2009-3160

institution-initiated

Marie, Jennifer (2017) Student–staff partnerships: Students partnering with staff to improve education. In: Carnell, Brent and Fung, Dilly, (eds.) Developing the Higher Education Curriculum: Research-Based Education in Practice. UCL Press, London, pp. 245-247. ISBN 9781787350878

interaction

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.

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)

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)

interactive

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

international committees

Marie, Jenny (2011) The role of object-based learning in transferable skills development. University Museums and Collections Journal, 3. ISSN 2071-7229 (Online) (doi:https://doi.org/10.18452/8699)

international students

Pilcher, Nick, Smith, Karen and Riley, Jackie (2013) International students’ first encounters with exams in the UK: superficially similar but deeply different. International Journal of Teaching and Learning in Higher Education, 25 (1). pp. 1-13. ISSN 1812-9129

internationalization

Alsford, Sally and Cagliesi, Gabriella Maria (2011) Internationalization of the curriculum: What does it mean in practice. In: Redefining the Student Experience: directions for learning, teaching and assessment, 5 July 2011, University of Greenwich. (Unpublished)

intervention

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.

intifada

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)

invisible work

Rapley, Eve ORCID: 0000-0002-7672-6129 and Talbot, Michael ORCID: 0000-0001-7198-1422 (2022) Making the invisible visible: value and reward for personal tutors. Compass: Journal of Learning and Teaching, 15 (1). pp. 1-6. ISSN 2044-0081

Israel

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)

JISC

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

John Innes

Marie, Jenny (2008) The John Innes Centre. eLS. Wiley. ISBN 9780470015902 (doi:https://doi.org/10.1002/9780470015902.a0003557)

judgment

Marie, Jennifer and Grindle, Nick (2014) How design reviews work in architecture and fine art: a comparative study across one school of fine art and two schools of architecture. Charrette, 1 (1). pp. 36-48. ISSN 2054-6718

KIBS

Zhou, Zhenkun and Lin, Yong ORCID: 0000-0001-7118-2946 (2014) Platform-centric Modular Service Architecture Design KIBS-oriented Based on Front-Back Stage Decoupling. In: Software Engineering and Service Science (ICSESS), 2014 5th IEEE International Conference. IEEE, pp. 868-871. ISBN 978-1-4799-3278-8 ISSN 2327-0586 (doi:https://doi.org/10.1109/ICSESS.2014.6933703)

labour

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)

labour history

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.

LAMS

Cemel Nat, Muesser, Walker, Simon, Bacon, Liz and Dastbaz, Mohammad (2010) Designing personalisation in LAMS. In: 2010 European LAMS & Learning Design Conference. Sharing Great Ideas . LAMS Foundation, NSW, Australia, pp. 120-127. ISBN 978-1-74138-352-2

land-based

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a land-based college. Research in Post-Compulsory Education, 19 (2). pp. 194-211. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2014.897510)

landbased

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) The lives of others: Exploring the lived experience of HE in FE Animal/Equine studies lecturers within an FE land based college. In: International Further education Research Association (FERA) conference, 12th July 2014, Harris Manchester College, Oxford University.

landbased college

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) ‘Powers of determination’. The influence of context upon enabling and constraining HE teacher pedagogic practice enactments in an FE college. In: Third European Congress of Qualitative Inquiry, 13th February 2019, Edinburgh University, 13th February 2019, Edinburgh University.

landbased education

Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) “A new way of doing, a new was of seeing”. Developing a novel qualitative research methodology to explore HE pedagogic practices of HE in FE teachers within a UK Land Based college. In: 2nd International Research in Post-Compulsory Education (ARPCE) conference, July 9th 2016, Harris Manchester College, Oxford University.

Landbased education Bourdieu

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a Land Based college. In: SEDA National Conference Spring Teaching Learning and Assessment Conference 2014 Engaging Students: Engaging Staff, 15-16th May 2014, Newcastle. (Unpublished)

language

Low, Dylan Scott, Mcneill, Isaac and Day, Michael ORCID: 0000-0001-9612-2595 (2022) Endangered languages: a sociocognitive approach to language death, identity loss, and preservation in the age of Artificial Intelligence. Sustainable Multilingualism, 21 (1). pp. 1-25. ISSN 2335-2019 (Print), 2335-2027 (Online) (doi:https://doi.org/10.2478/sm-2022-0011)

Marie, Jennifer (2008) Postgraduate science research skills: the role of creativity, tacit knowledge, thought styles and language. London Review of Education, 6 (2). pp. 149-158. ISSN 1474-8460 (doi:https://doi.org/10.1080/14748460802185136)

leadership

Rapley, Eve ORCID: 0000-0002-7672-6129 , Hudson, Fran and Eftihou, Joe (2014) Learning to lead - peer assisted learning to develop student leadership and employability skills. In: Proceedings of the 2014 Placement and Employability Professionals’ Conference. ASET, pp. 19-22. (Unpublished)

Learner analytics

Dalziel, James, Conole, Grainne, Wills, Sandra, Walker, Simon, Bennett, Sue, Dobozy, Eva, Cameron, Leanne, Badilescu-Buga, Emil and Bower, Matt (2015) The Larnaca declaration on learning design. In: Dalziel, James, (ed.) Learning Design: Conceptualising a Framework for Teaching and Learning Online. Routledge, Sydney, Australia, pp. 1-41. ISBN 978-1138910973

learning

Bryant, Peter, Akinleye, Adesola and Durrant, Alan (2013) Educating the early career arts professional using a hybrid model of work based learning. Higher Education, Skills and Work-based Learning, 3 (1). pp. 17-29. ISSN 2042-3896 (doi:https://doi.org/10.1108/20423891311294957)

Dalziel, James, Conole, Grainne, Wills, Sandra, Walker, Simon, Bennett, Sue, Dobozy, Eva, Cameron, Leanne, Badilescu-Buga, Emil and Bower, Matt (2015) The Larnaca declaration on learning design. In: Dalziel, James, (ed.) Learning Design: Conceptualising a Framework for Teaching and Learning Online. Routledge, Sydney, Australia, pp. 1-41. ISBN 978-1138910973

Marie, Jenny A. (2016) Student views on the value of feedback. Journal of Education and Training Studies, 4 (6). pp. 207-213. ISSN 2324-805X (Print), 2324-8068 (Online) (doi:https://doi.org/10.11114/jets.v4i6.1523)

Smith, Karen, Clegg, Sue, Lawrence, Elizabeth and Todd, Malcolm J. (2004) Fostering autonomy through work-based experiences: challenges for university students and educators. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 189-204. ISSN 1740-5866 (Print), 2049-5536 (Online) (doi:https://doi.org/10.1386/ltss.1.3.189/0)

Tran, Danielle (2018) Editor's introduction, Compass special TEL edition. Compass: Journal of Learning and Teaching, 11 (1). pp. 5-9. ISSN 2044-0081

Learning analytics

Dalziel, James, Conole, Grainne, Wills, Sandra, Walker, Simon, Bennett, Sue, Dobozy, Eva, Cameron, Leanne, Badilescu-Buga, Emil and Bower, Matt (2015) The Larnaca declaration on learning design. In: Dalziel, James, (ed.) Learning Design: Conceptualising a Framework for Teaching and Learning Online. Routledge, Sydney, Australia, pp. 1-41. ISBN 978-1138910973

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.

learning and teaching

Irarrazabal Elliott, Manuela and Marie, Jennifer (2021) Advancing student-staff partnership through the unique position of GTAs. Postgraduate Pedagogies, 1 (1). pp. 71-90.

learning communities

Marie, Jennifer (2021) Enhancing programmes through student-staff partnership: Why, how and what to pay attention to. Discussion Paper. Quality Assurance Agency for Higher Education (QAA Scotland), Glasgow, UK.

learning design

Dalziel, James, Conole, Grainne, Wills, Sandra, Walker, Simon, Bennett, Sue, Dobozy, Eva, Cameron, Leanne, Badilescu-Buga, Emil and Bower, Matt (2016) The Larnaca Declaration on Learning Design. Journal of Interactive Media in Education, 2016 (1):7. pp. 1-24. ISSN 1365-893X (doi:https://doi.org/10.5334/jime.407)

Dalziel, James, Conole, Grainne, Wills, Sandra, Walker, Simon, Bennett, Sue, Dobozy, Eva, Cameron, Leanne, Badilescu-Buga, Emil and Bower, Matt (2015) The Larnaca declaration on learning design. In: Dalziel, James, (ed.) Learning Design: Conceptualising a Framework for Teaching and Learning Online. Routledge, Sydney, Australia, pp. 1-41. ISBN 978-1138910973

Walker, Simon (2018) Editor's introduction. Compass: Journal of Learning and Teaching, 11 (2). ISSN 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v11i2.996)

Walker, Simon and Kerrigan, Mark J. P. (2015) Learning design in the new digital age. In: Dalziel, James, (ed.) Learning Design: Conceptualizing a Framework for Teaching and Learning Online. Routledge, New York, pp. 78-95. ISBN 978-1138910973

learning enhancement

Marie, Jenny and McGowan, Susannah (2017) Moving towards sustainable outcomes in student partnerships: partnership values in the pilot year. International Journal for Students as Partners, 1 (2). pp. 1-15. ISSN 2560-7367 (doi:https://doi.org/10.15173/ijsap.v1i2.3081)

learning outcomes

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)

learning pathway

Cemel Nat, Muesser, Walker, Simon, Bacon, Liz and Dastbaz, Mohammad (2010) Designing personalisation in LAMS. In: 2010 European LAMS & Learning Design Conference. Sharing Great Ideas . LAMS Foundation, NSW, Australia, pp. 120-127. ISBN 978-1-74138-352-2

lecture capture

Joseph Richard, Paul, Jessop, Tansy, Okafor, Godwin, Almpanis, Timos and Price, Daran (2018) Big brother or harbinger of best practice: Can lecture capture actually improve teaching? British Educational Research Journal, 44 (3). pp. 377-392. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1002/berj.3336)

Price, Daran and Almpanis, Timos (2015) Student and staff perceptions in the impact of lecture capture. In: The International Conference on Information Communication Technologies in Education 2015. ICICTE, pp. 215-225. ISBN 978-0-9926958-9-7

lecturer experiences

Smith, Karen (2006) The conflicts and contradictions of working in a mass higher education system. Perspectives: Policy and Practice in Higher Education, 10 (4). pp. 97-101. ISSN 1360-3108 (Print), 1460-7018 (Online) (doi:https://doi.org/10.1080/13603100601002977)

lectures

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

legal studies

Crofts, Sarah (2010) Teaching information skills for legal method. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2009-1 (1). pp. 17-21. ISSN 2044-0081

library

Tran, Danielle and Dunham, Joanne (2019) The forgotten stage of designing curricula. SEDA, Online.

liminality

Irarrazabal Elliott, Manuela and Marie, Jennifer (2021) Advancing student-staff partnership through the unique position of GTAs. Postgraduate Pedagogies, 1 (1). pp. 71-90.

Marie, Jenny (2020) The way of partnership. In: Mercer-Mapstone, Lucy and Abbot, Sophia, (eds.) The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. Open Access Series . Centre for Engaged Learning, Elon University, United Kingdom. ISBN 978 1-951414023 (doi:https://doi.org/10.36284/celelon.oa2)

Linwood

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)

listening

Marie, Jenny (2020) The way of partnership. In: Mercer-Mapstone, Lucy and Abbot, Sophia, (eds.) The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. Open Access Series . Centre for Engaged Learning, Elon University, United Kingdom. ISBN 978 1-951414023 (doi:https://doi.org/10.36284/celelon.oa2)

lived Experience

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) The lives of others: Exploring the lived experience of HE in FE Animal/Equine studies lecturers within an FE land based college. In: International Further education Research Association (FERA) conference, 12th July 2014, Harris Manchester College, Oxford University.

loan boxes

Marie, Jenny (2011) The role of object-based learning in transferable skills development. University Museums and Collections Journal, 3. ISSN 2071-7229 (Online) (doi:https://doi.org/10.18452/8699)

lockdown

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.

Love

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)

MAC

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

massification

Smith, Karen (2006) The conflicts and contradictions of working in a mass higher education system. Perspectives: Policy and Practice in Higher Education, 10 (4). pp. 97-101. ISSN 1360-3108 (Print), 1460-7018 (Online) (doi:https://doi.org/10.1080/13603100601002977)

materiality

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

mechanotransduction

Ong, Sang-Bing, Shah, Dinesh, Qusous, Ala, Jarvis, Simon M. and Kerrigan, Mark J.P. (2010) Stimulation of regulatory volume increase (RVI) in avian articular chondrocytes by gadolinium chloride. Biochemistry and Cell Biology, 88 (3). pp. 505-512. ISSN 0829-8211 (Print), 1208-6002 (Online) (doi:https://doi.org/10.1139/O09-179)

meet the researcher

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot researcher briefing. [Teaching Resource]

Grindle, Nick and Marie, Jennifer (2019) Meet the Researcher feedback literacy pilot student briefing. [Teaching Resource]

Marie, Jenny, Grindle, Nick, Mills, Bob and Fisher, Tyler (2019) Staff-student interviews for better feedback literacy. Educational Developments, 20 (4). pp. 14-18. ISSN 1469-3267

mental health

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)

mental wellbeing

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)

Microsoft Teams

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.

military occupation

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)

mixed methods research

Almpanis, Timos (2016) Using a mixed methods research design in a study investigating the ‘Heads of e-Learning’ perspective towards technology enhanced learning. Electronic Journal of e-Learning, 14 (5). pp. 301-311. ISSN 1479-4403 (Online)

motivation

Marie, Jenny A. (2016) Student views on the value of feedback. Journal of Education and Training Studies, 4 (6). pp. 207-213. ISSN 2324-805X (Print), 2324-8068 (Online) (doi:https://doi.org/10.11114/jets.v4i6.1523)

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

motivational interventions

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)

multi-level communications

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)

narrative

Marie, Jenny (2020) The way of partnership. In: Mercer-Mapstone, Lucy and Abbot, Sophia, (eds.) The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. Open Access Series . Centre for Engaged Learning, Elon University, United Kingdom. ISBN 978 1-951414023 (doi:https://doi.org/10.36284/celelon.oa2)

National Qualifications Frameworks

Fernie, Scott, Pilcher, Nick and Smith, Karen L. (2014) The Scottish Credit and Qualifications Framework: what’s academic practice got to do with it? European Journal of Education, 49 (2). pp. 233-248. ISSN 0141-8211 (Print), 1465-3435 (Online) (doi:https://doi.org/10.1111/ejed.12056)

National Student Survey

Agnew, Stephen, Cameron-Agnew, Trudi, Lau, Alice and Walker, Simon (2016) What business school characteristics are correlated with more favourable National Student Survey (NSS) rankings? The International Journal of Management Education, 14 (3). pp. 219-227. ISSN 1472-8117 (doi:https://doi.org/10.1016/j.ijme.2016.05.001)

Near peers

George, Rachel and Rapley, Eve ORCID: 0000-0002-7672-6129 (2021) Group tutorials as spaces for educationally purposeful peer interactions – Why and how? In: UKAT Annual Conference 2021, 30th March - 1st April 2021, online.

news

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)

nitrogen fixation

Marie, Jenny (2008) The John Innes Centre. eLS. Wiley. ISBN 9780470015902 (doi:https://doi.org/10.1002/9780470015902.a0003557)

NSS

Marie, Jennifer (2021) Enhancing programmes through student-staff partnership: Why, how and what to pay attention to. Discussion Paper. Quality Assurance Agency for Higher Education (QAA Scotland), Glasgow, UK.

occupied territory

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)

online

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)

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

online academic communities

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)

online communities

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)

online learning

Almpanis, Timos (2015) Staff development and institutional support for technology enhanced learning in UK universities. Electronic Journal of e-Learning, 13 (5). pp. 380-389. ISSN 1479-4403

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.

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)

Online personal tutoring

George, Rachel and Rapley, Eve ORCID: 0000-0002-7672-6129 (2021) Group tutorials as spaces for educationally purposeful peer interactions – Why and how? In: UKAT Annual Conference 2021, 30th March - 1st April 2021, online.

online teaching

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.

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)

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.

open university

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)

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)

Openness

Bryant, Peter, Coombs, Antony and Pazio, Monika (2014) Are we having fun yet? Institutional resistance and the introduction of play and experimentation into learning innovation through social media. Journal of Interactive Media in Education, 2014 (2). pp. 1-8. ISSN 1365-893X (Print), 1365-893X (Online) (doi:https://doi.org/10.5334/jime.ad)

Bryant, Peter, Coombs, Antony, Pazio, Monika and Walker, Simon (2014) Disruption, destruction, construction or transformation? The challenges of implementing a university wide strategic approach to connecting in an open world. In: OCWC Global Conference 2014: Open Education for a Multicultural World. OpenCourseWare Consortium.

ownership

LeBihan, Jill, Lowe, Tom and Marie, Jenny (2018) Considerations of the challenges, conflicts and competitions when expanding student-staff partnerships across an institution: perspectives from three UK Universities. Journal of Learning and Teaching in Higher Education, 1 (2). pp. 173-180. ISSN 2517-7575 (doi:https://doi.org/10.29311/jlthe.v1i2.2954)

PAL

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Students as stewards - peer assisted learning to develop employability and leadership skills. In: HEA STEM Annual Learning and Teaching Conference 2014: Enhancing the STEM Student Journey, 30 April - 1 May 2014, Edinburgh University. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 and Daly, H (2013) Peer Assisted Learning at the University of Bedfordshire - I get by with a little help from my friends. In: 9th Annual Conference of the Higher Education Academy (HEA), 03-04 Jul 2013, University of Warwick. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 , Hudson, Fran and Eftihou, Joe (2014) Learning to lead - peer assisted learning to develop student leadership and employability skills. In: Proceedings of the 2014 Placement and Employability Professionals’ Conference. ASET, pp. 19-22. (Unpublished)

Panopto

Joseph Richard, Paul, Jessop, Tansy, Okafor, Godwin, Almpanis, Timos and Price, Daran (2018) Big brother or harbinger of best practice: Can lecture capture actually improve teaching? British Educational Research Journal, 44 (3). pp. 377-392. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1002/berj.3336)

Price, Daran and Almpanis, Timos (2015) Student and staff perceptions in the impact of lecture capture. In: The International Conference on Information Communication Technologies in Education 2015. ICICTE, pp. 215-225. ISBN 978-0-9926958-9-7

part-time staff

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)

participation

Marie, Jennifer and Grindle, Nick (2014) How design reviews work in architecture and fine art: a comparative study across one school of fine art and two schools of architecture. Charrette, 1 (1). pp. 36-48. ISSN 2054-6718

partnership

LeBihan, Jill, Lowe, Tom and Marie, Jenny (2018) Considerations of the challenges, conflicts and competitions when expanding student-staff partnerships across an institution: perspectives from three UK Universities. Journal of Learning and Teaching in Higher Education, 1 (2). pp. 173-180. ISSN 2517-7575 (doi:https://doi.org/10.29311/jlthe.v1i2.2954)

pastoral care

Marie, Jenny A. (2016) Student views on the value of feedback. Journal of Education and Training Studies, 4 (6). pp. 207-213. ISSN 2324-805X (Print), 2324-8068 (Online) (doi:https://doi.org/10.11114/jets.v4i6.1523)

PDP

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

pedagogic practice

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Seeing the light”. Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice. Ethnography and Education, 13 (2). pp. 185-203. ISSN 1745-7823 (Print), 1745-7831 (Online) (doi:https://doi.org/10.1080/17457823.2017.1315311)

pedagogical research

Walker, Simon (2018) Editor's introduction. Compass: Journal of Learning and Teaching, 11 (2). ISSN 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v11i2.996)

pedagogy

Marie, Jennifer (2018) The relationship between research-based education and student–staff partnerships. In: Tong, Vincent C. H., Standen, Alex and Sotiriou, Mina, (eds.) Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press, London, pp. 30-40. ISBN 9781787351110

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)

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

Pullen, Sophie and Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Make the shoe fit the horse, not the horse fit the shoe”. Exploring the challenges of developing academic skills and academic confidence with farriery students at the Royal Veterinary College. In: International Symposium of the Veterinary Schools Council (VetEd), 5-7th July 2017, University of Liverpool.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) “Being and becoming? Or stuck between a rock and a hard place?” Exploring HE teacher pedagogic practice and identity development within an FE college setting. In: College HE Research and Scholarship National Conference 2020, 14-19 May 2020, online. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

Walker, Simon (2018) Editor's introduction. Compass: Journal of Learning and Teaching, 11 (2). ISSN 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v11i2.996)

pedagogy of kindness

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)

peer

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

peer assisted learning

Rapley, Eve ORCID: 0000-0002-7672-6129 (2011) ‘I get by with a little help from my friends’ – peer assisted learning. Journal of Pedagogic Development, 1 (1). pp. 16-19. ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2013) PAL at UoB. Journal of Pedagogic Development, 3 (2). pp. 31-33. ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) Peer assisted learning: project update. Journal of Pedagogic Development, 2 (1). ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2015) Reaping what you sow. How the University of Bedfordshire uses experienced Peer Assisted Learning (PAL) students to inspire and nurture future generations of PAL Leaders. Journal of Pedagogic Development, 5 (2). ISSN 2047-3257 (Print), 2047-3265 (Online)

peer learning

Rapley, Eve ORCID: 0000-0002-7672-6129 and Daly, H (2013) Peer Assisted Learning at the University of Bedfordshire - I get by with a little help from my friends. In: 9th Annual Conference of the Higher Education Academy (HEA), 03-04 Jul 2013, University of Warwick. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 , Hudson, Fran and Eftihou, Joe (2014) Learning to lead - peer assisted learning to develop student leadership and employability skills. In: Proceedings of the 2014 Placement and Employability Professionals’ Conference. ASET, pp. 19-22. (Unpublished)

peer observations

Dutton, Kay and Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Peer observation and review of teaching in college higher education. Supporting Higher Education in College Settings. SEDA, pp. 21-26. ISBN 978-1902435589 ISSN 978-1-902435-58-9 (Print), 978-1-902435-58-9 (Online)

personal tutoring

Braoudaki, Maria and Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) ‘The power of investment’. Developing positive tutor:tutee relationships in biosciences. In: University of Hertfordshire’s Annual Learning and Teaching Conference, July 10th 2020, 10th July 2020, online. (Unpublished)

George, Rachel and Rapley, Eve ORCID: 0000-0002-7672-6129 (2021) Group tutorials as spaces for educationally purposeful peer interactions – Why and how? In: UKAT Annual Conference 2021, 30th March - 1st April 2021, online.

Rapley, Eve ORCID: 0000-0002-7672-6129 and George, Rachel (2020) Coaching conversations for personal tutors – a ‘how to’ guide. In: SHIFT 2020 teaching and learning conference, 10 January 2020, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 and Talbot, Michael ORCID: 0000-0001-7198-1422 (2022) Making the invisible visible: value and reward for personal tutors. Compass: Journal of Learning and Teaching, 15 (1). pp. 1-6. ISSN 2044-0081

Personalised e-learning

Cemel Nat, Muesser, Walker, Simon, Bacon, Liz and Dastbaz, Mohammad (2010) Designing personalisation in LAMS. In: 2010 European LAMS & Learning Design Conference. Sharing Great Ideas . LAMS Foundation, NSW, Australia, pp. 120-127. ISBN 978-1-74138-352-2

PGR

Tran, Danielle (2019) CPD for PGRs? “No thanks, I’m busy!”. Wordpress.

PGRs

Compton, Martin and Tran, Danielle (2017) Liminal space or in limbo? Post Graduate Researchers and their personal pie charts of identity. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.620)

PhD

Compton, Martin and Tran, Danielle (2017) Liminal space or in limbo? Post Graduate Researchers and their personal pie charts of identity. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.620)

philosophies

Marie, Jenny (2020) Empowering students to enhance education at their university. In: Lowe, Tom and El Hakim, Yassein, (eds.) A Handbook for Student Engagement in Higher Education: Theory into Practice. SEDA series . Routledge, United Kingdom, pp. 198-208. ISBN 978-0367085490

Platform strategy

Zhou, Zhenkun and Lin, Yong ORCID: 0000-0001-7118-2946 (2014) Platform-centric Modular Service Architecture Design KIBS-oriented Based on Front-Back Stage Decoupling. In: Software Engineering and Service Science (ICSESS), 2014 5th IEEE International Conference. IEEE, pp. 868-871. ISBN 978-1-4799-3278-8 ISSN 2327-0586 (doi:https://doi.org/10.1109/ICSESS.2014.6933703)

politics

Marie, Jennifer (2018) The relationship between research-based education and student–staff partnerships. In: Tong, Vincent C. H., Standen, Alex and Sotiriou, Mina, (eds.) Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press, London, pp. 30-40. ISBN 9781787351110

positivist and interpretivist paradigms

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Seeing the light”. Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice. Ethnography and Education, 13 (2). pp. 185-203. ISSN 1745-7823 (Print), 1745-7831 (Online) (doi:https://doi.org/10.1080/17457823.2017.1315311)

post-war Scotland

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.

power

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)

Irarrazabal Elliott, Manuela and Marie, Jennifer (2021) Advancing student-staff partnership through the unique position of GTAs. Postgraduate Pedagogies, 1 (1). pp. 71-90.

Marie, Jennifer (2018) The relationship between research-based education and student–staff partnerships. In: Tong, Vincent C. H., Standen, Alex and Sotiriou, Mina, (eds.) Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press, London, pp. 30-40. ISBN 9781787351110

Saukkonen, Sakari, Moilanen, Pentti, Mathew, David and Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) Power, democracy and progressive schools. In: Raiker, Andrea and Rautiainen, Matti, (eds.) Educating for Democracy - Principles and Culture in England and Finland. Routledge, London, UK. ISBN 978-1315630915

practical realities

Marie, Jenny (2020) Empowering students to enhance education at their university. In: Lowe, Tom and El Hakim, Yassein, (eds.) A Handbook for Student Engagement in Higher Education: Theory into Practice. SEDA series . Routledge, United Kingdom, pp. 198-208. ISBN 978-0367085490

practice architectures

Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) “Being and becoming? Or stuck between a rock and a hard place?” Exploring HE teacher pedagogic practice and identity development within an FE college setting. In: College HE Research and Scholarship National Conference 2020, 14-19 May 2020, online. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) “A new way of doing, a new was of seeing”. Developing a novel qualitative research methodology to explore HE pedagogic practices of HE in FE teachers within a UK Land Based college. In: 2nd International Research in Post-Compulsory Education (ARPCE) conference, July 9th 2016, Harris Manchester College, Oxford University.

practice theory

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) Neglected spaces. Exploring connections between physical settings and pedagogic enablement and constraint of HE teachers in an FE college. International Journal of Multidisciplinary Comparative Studies, 6 (1-3). pp. 5-16. ISSN 2059-4976

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) ‘Powers of determination’. The influence of context upon enabling and constraining HE teacher pedagogic practice enactments in an FE college. In: Third European Congress of Qualitative Inquiry, 13th February 2019, Edinburgh University, 13th February 2019, Edinburgh University.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Seeing the light”. Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice. Ethnography and Education, 13 (2). pp. 185-203. ISSN 1745-7823 (Print), 1745-7831 (Online) (doi:https://doi.org/10.1080/17457823.2017.1315311)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) ‘Unearthing, uncovering and understanding’. Entwining ethnography with practice theory and constructivist grounded theory to explore HE teacher practice enactments in an FE landbased college. In: Oxford Ethnography and Education conference, 12th September 2017, Oxford University. (Unpublished)

practitioner research

Smith, Karen L. and Davies, Joanne (2010) Qualitative data analysis. In: McCaig, Colin and Dahlberg, Lena, (eds.) Practical Research and Evaluation: a start-to-finish guide for practitioners. SAGE Publications, London, pp. 145-158. ISBN 978-1-84787-003-2 (hardcover), 978-1-84787-003-9 (paperback), 978-1-446248-164-9 (ebook)

Smith, Karen L. and Fernie, Scott (2010) Action research. In: McCaig, Colin and Dahlberg, Lena, (eds.) Practical research and evaluation: a start-to-finish guide for practitioners,. SAGE Publications, London, pp. 95-110. ISBN 978-1-84787-003-2 (hardcover), 978-1-84787-003-9 (paperback), 978-1-446248-164-9 (ebook)

predictive learning analytics

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)

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)

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)

primary education policy

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.701)

privacy

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)

proactive

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)

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)

professional activity

Marie, Jenny, Grindle, Nick, Mills, Bob and Fisher, Tyler (2019) Staff-student interviews for better feedback literacy. Educational Developments, 20 (4). pp. 14-18. ISSN 1469-3267

professional development

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)

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

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

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)

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)

Smith, Karen (2012) Overseas flying faculty teaching as a trigger for transformative professional development. International Journal for Academic Development, 18 (2). pp. 127-138. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/1360144X.2012.655280)

professional practice

Bryant, Peter, Akinleye, Adesola and Durrant, Alan (2013) Educating the early career arts professional using a hybrid model of work based learning. Higher Education, Skills and Work-based Learning, 3 (1). pp. 17-29. ISSN 2042-3896 (doi:https://doi.org/10.1108/20423891311294957)

progression

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.

progressive schools

Saukkonen, Sakari, Moilanen, Pentti, Mathew, David and Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) Power, democracy and progressive schools. In: Raiker, Andrea and Rautiainen, Matti, (eds.) Educating for Democracy - Principles and Culture in England and Finland. Routledge, London, UK. ISBN 978-1315630915

projects

Marie, Jennifer (2017) Student–staff partnerships: Students partnering with staff to improve education. In: Carnell, Brent and Fung, Dilly, (eds.) Developing the Higher Education Curriculum: Research-Based Education in Practice. UCL Press, London, pp. 245-247. ISBN 9781787350878

Marie, Jenny, Arif, Mahmoud and Joshi, Tejas (2016) UCL ChangeMakers projects: supporting staff/student partnership on educational enhancement projects. Student Engagement in Higher Education Journal, 1 (1). pp. 1-5. ISSN 2399-1836

pronouns

Smith, Karen (2004) 'I am me, but who are you and what are we?': The translation of personal pronouns and possessive determiners in advertising texts. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 23 (3). pp. 282-303. ISSN 0167-8507 (Print), 1613-3684 (Online) (doi:https://doi.org/10.1515/mult.2004.013)

psychology research methodology

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) Rapley, E (2017) Practising Research: Why you're always part of the research process even when you think you're not, Frost, N (2016) reviewed in Qualitative Methods in Psychology Section (QMiP) Bulletin Issue 23 Spring 2017. The British Psychological Society.

publications

Marie, Jenny (2011) The role of object-based learning in transferable skills development. University Museums and Collections Journal, 3. ISSN 2071-7229 (Online) (doi:https://doi.org/10.18452/8699)

punctuation

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.701)

qualitative research methodology

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) Rapley, E (2017) Practising Research: Why you're always part of the research process even when you think you're not, Frost, N (2016) reviewed in Qualitative Methods in Psychology Section (QMiP) Bulletin Issue 23 Spring 2017. The British Psychological Society.

quiescence

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)

quizzes

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

randomized control trial

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)

reading

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

recorded lectures

Price, Daran and Almpanis, Timos (2015) Student and staff perceptions in the impact of lecture capture. In: The International Conference on Information Communication Technologies in Education 2015. ICICTE, pp. 215-225. ISBN 978-0-9926958-9-7

reflection

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

reflections

Marie, Jenny, Arif, Mahmoud and Joshi, Tejas (2016) UCL ChangeMakers projects: supporting staff/student partnership on educational enhancement projects. Student Engagement in Higher Education Journal, 1 (1). pp. 1-5. ISSN 2399-1836

reflective framework

Marie, Jennifer (2021) Embedding wellbeing via a curriculum framework. [Teaching Resource] (Unpublished)

Reflexivity

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

relations

Marie, Jenny (2020) The way of partnership. In: Mercer-Mapstone, Lucy and Abbot, Sophia, (eds.) The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. Open Access Series . Centre for Engaged Learning, Elon University, United Kingdom. ISBN 978 1-951414023 (doi:https://doi.org/10.36284/celelon.oa2)

research methods

Smith, Karen L. and Davies, Joanne (2010) Qualitative data analysis. In: McCaig, Colin and Dahlberg, Lena, (eds.) Practical Research and Evaluation: a start-to-finish guide for practitioners. SAGE Publications, London, pp. 145-158. ISBN 978-1-84787-003-2 (hardcover), 978-1-84787-003-9 (paperback), 978-1-446248-164-9 (ebook)

Smith, Karen L. and Fernie, Scott (2010) Action research. In: McCaig, Colin and Dahlberg, Lena, (eds.) Practical research and evaluation: a start-to-finish guide for practitioners,. SAGE Publications, London, pp. 95-110. ISBN 978-1-84787-003-2 (hardcover), 978-1-84787-003-9 (paperback), 978-1-446248-164-9 (ebook)

research projects

Laycock, Angela (2013) Grounding research projects in the undergraduate curriculum: assessment strategies. Compass: Journal of Learning and Teaching, 4 (8). ISSN 2044-0081 (Print), 2044-0073 (Online)

research skills

Marie, Jennifer (2008) Postgraduate science research skills: the role of creativity, tacit knowledge, thought styles and language. London Review of Education, 6 (2). pp. 149-158. ISSN 1474-8460 (doi:https://doi.org/10.1080/14748460802185136)

research-led teaching

Thorogood, Joe ORCID: 0000-0001-7781-0667 , Azuma, Fumika, Collins, Charlotte, Plyushteva, Anna and Marie, Jenny (2018) Changemakers and change agents: encouraging students as researchers through changemaker’s programmes. Journal of Geography in Higher Education, 42 (4). pp. 540-556. ISSN 0309-8265 (Print), 1466-1845 (Online) (doi:https://doi.org/10.1080/03098265.2018.1460804)

resistance

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)

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)

retention

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)

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 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.

rhetorical figures

Smith, Karen (2007) Rhetorical figures and the translation of advertising headlines. In: Cook, Guy, (ed.) The Language of Advertising: Modern Themes in English Studies. Major Themes in English Studies, 2 . Routledge, Abingdon, UK, pp. 228-253. ISBN 978-0-415-41215-5

Smith, Karen (2006) Rhetorical figures and the translation of advertising headlines. Language and Literature, 15 (2). pp. 159-182. (doi:https://doi.org/10.1177/0963947006063745)

roles

Marie, Jennifer (2018) The relationship between research-based education and student–staff partnerships. In: Tong, Vincent C. H., Standen, Alex and Sotiriou, Mina, (eds.) Shaping Higher Education with Students: Ways to Connect Research and Teaching. UCL Press, London, pp. 30-40. ISBN 9781787351110

russia

Walker, Simon (1996) Back in the former USSR. Artists Newsletter, n/a (n/a):n/a. pp. 16-17.

Russian

Smith, Karen (2004) 'I am me, but who are you and what are we?': The translation of personal pronouns and possessive determiners in advertising texts. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 23 (3). pp. 282-303. ISSN 0167-8507 (Print), 1613-3684 (Online) (doi:https://doi.org/10.1515/mult.2004.013)

Smith, Karen (2007) Rhetorical figures and the translation of advertising headlines. In: Cook, Guy, (ed.) The Language of Advertising: Modern Themes in English Studies. Major Themes in English Studies, 2 . Routledge, Abingdon, UK, pp. 228-253. ISBN 978-0-415-41215-5

Smith, Karen (2009) The translation of advertising texts: a study of English-language advertisements and their translations in Russian. VDM Verlag Dr. Müller, Saarbrücken, Germany. ISBN 978-3639217827

Russian advertising

Smith, Karen (2006) Rhetorical figures and the translation of advertising headlines. Language and Literature, 15 (2). pp. 159-182. (doi:https://doi.org/10.1177/0963947006063745)

sage on the stage

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.

self development

Clegg, Sue, McManus, Mike, Smith, Karen and Todd, Malcolm J. (2006) Self-development in support of innovative pedagogies: peer support using email. International Journal for Academic Development, 11 (2). pp. 91-100. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/13601440600924421)

self-esteem

Clegg, Sue, Bradley, Sally and Smith, Karen (2006) ‘I've had to swallow my pride’: help seeking and self-esteem. Higher Education Research & Development, 25 (2). pp. 101-113. ISSN 0729-4360 (Print), 1469-8366 (Online) (doi:https://doi.org/10.1080/07294360600610354)

seminars

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

sense of belonging

Moxey, Maria, Lowe, Tom, Bovill, Cathy, Bryson, Colin, Neary, Mike, LeBihan, Jill, Islam, Maisha, Green, Paula and Marie, Jennifer (2022) The Postgraduate Certificate & Master's in Student Engagement in Higher Education: a professional development opportunity to critically examine and influence research, policy and practice. All Ireland Journal of Higher Education, 14 (1). pp. 1-13. ISSN 2009-3160

Service design

Zhou, Zhenkun and Lin, Yong ORCID: 0000-0001-7118-2946 (2014) Platform-centric Modular Service Architecture Design KIBS-oriented Based on Front-Back Stage Decoupling. In: Software Engineering and Service Science (ICSESS), 2014 5th IEEE International Conference. IEEE, pp. 868-871. ISBN 978-1-4799-3278-8 ISSN 2327-0586 (doi:https://doi.org/10.1109/ICSESS.2014.6933703)

Service modularization

Zhou, Zhenkun and Lin, Yong ORCID: 0000-0001-7118-2946 (2014) Platform-centric Modular Service Architecture Design KIBS-oriented Based on Front-Back Stage Decoupling. In: Software Engineering and Service Science (ICSESS), 2014 5th IEEE International Conference. IEEE, pp. 868-871. ISBN 978-1-4799-3278-8 ISSN 2327-0586 (doi:https://doi.org/10.1109/ICSESS.2014.6933703)

settlement

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)

situated knowledge

Irarrazabal Elliott, Manuela and Marie, Jennifer (2021) Advancing student-staff partnership through the unique position of GTAs. Postgraduate Pedagogies, 1 (1). pp. 71-90.

skills

Walker, Simon (1996) Back in the former USSR. Artists Newsletter, n/a (n/a):n/a. pp. 16-17.

Social media

Bryant, Peter, Coombs, Antony and Pazio, Monika (2014) Are we having fun yet? Institutional resistance and the introduction of play and experimentation into learning innovation through social media. Journal of Interactive Media in Education, 2014 (2). pp. 1-8. ISSN 1365-893X (Print), 1365-893X (Online) (doi:https://doi.org/10.5334/jime.ad)

Bryant, Peter, Coombs, Antony, Pazio, Monika and Walker, Simon (2014) Disruption, destruction, construction or transformation? The challenges of implementing a university wide strategic approach to connecting in an open world. In: OCWC Global Conference 2014: Open Education for a Multicultural World. OpenCourseWare Consortium.

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)

Social Mobility and Student Choice - Consultation : Higher Education and Research Act 2017

Walker, Simon (2016) Fulfilling our Potential: Teaching Excellence, Social Mobility and Student Choice - Consultation. HEFCE.

social presence

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)

socialisation

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)

sociology

Waters, Tony and Day, Michael ORCID: 0000-0001-9612-2595 (2022) Thai Menschenbild: a study of Chinese, Thai, and international students in a private Thai university as measured by the National Survey of Student Engagement (NSSE). Humanities and Social Sciences Communications, 9 (86). pp. 1-12. ISSN 2662-9992 (Online) (doi:https://doi.org/10.1057/s41599-022-01101-y)

sociomateriality

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) Neglected spaces. Exploring connections between physical settings and pedagogic enablement and constraint of HE teachers in an FE college. International Journal of Multidisciplinary Comparative Studies, 6 (1-3). pp. 5-16. ISSN 2059-4976

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) ‘Powers of determination’. The influence of context upon enabling and constraining HE teacher pedagogic practice enactments in an FE college. In: Third European Congress of Qualitative Inquiry, 13th February 2019, Edinburgh University, 13th February 2019, Edinburgh University.

sociomateriality in educational research

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) Practice theory and sociomateriality in post-compulsory educational research – developing a qualitative methodology to explore H.E teacher pedagogic practices in a UK landbased college. In: CHERSNet Meeting 2019, 27 Mar 2019, London, UK. (Unpublished)

software

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

solidarity

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)

SOS model

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

special edition

Walker, Simon and Tran, Danielle (2017) TEF Special Edition – Editors’ Introduction. Compass: Journal of Learning and Teaching, 10 (2). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i2.618)

staff development

Almpanis, Timos (2015) Staff development and institutional support for technology enhanced learning in UK universities. Electronic Journal of e-Learning, 13 (5). pp. 380-389. ISSN 1479-4403

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

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)

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)

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)

staff perceptions

Price, Daran and Almpanis, Timos (2015) Student and staff perceptions in the impact of lecture capture. In: The International Conference on Information Communication Technologies in Education 2015. ICICTE, pp. 215-225. ISBN 978-0-9926958-9-7

staff student collaboration

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i1.611)

STEM students

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Students as stewards - peer assisted learning to develop employability and leadership skills. In: HEA STEM Annual Learning and Teaching Conference 2014: Enhancing the STEM Student Journey, 30 April - 1 May 2014, Edinburgh University. (Unpublished)

strategy

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

student

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.

student change agents: student engagement. partnership: innovation

Walker, Simon, Knight, Sarah, McKenna, Duncan, Parkin, Emily, Elliot, Marcus, Horsley, Reece and Dickie, John-Paul (2017) Editor's introduction. Journal of Educational Innovation Partnership and Change, 3 (2). pp. 1-9. ISSN 2055-4990 (Online) (doi:https://doi.org/10.21100/jeipc.v3i2.766)

student engagement

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.

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)

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)

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.

LeBihan, Jill, Lowe, Tom and Marie, Jenny (2018) Considerations of the challenges, conflicts and competitions when expanding student-staff partnerships across an institution: perspectives from three UK Universities. Journal of Learning and Teaching in Higher Education, 1 (2). pp. 173-180. ISSN 2517-7575 (doi:https://doi.org/10.29311/jlthe.v1i2.2954)

Marie, Jenny and McGowan, Susannah (2017) Moving towards sustainable outcomes in student partnerships: partnership values in the pilot year. International Journal for Students as Partners, 1 (2). pp. 1-15. ISSN 2560-7367 (doi:https://doi.org/10.15173/ijsap.v1i2.3081)

student experience

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.

Headington, Rita and Ptashko, Peter (2011) Voxur: A new dimension on feedback? In: Redefining the Student Experience: directions for learning, teaching and assessment, 5 July 2011, University of Greenwich. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a land-based college. Research in Post-Compulsory Education, 19 (2). pp. 194-211. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2014.897510)

student experiences

Marie, Jennifer (2021) Enhancing programmes through student-staff partnership: Why, how and what to pay attention to. Discussion Paper. Quality Assurance Agency for Higher Education (QAA Scotland), Glasgow, UK.

student led teaching awards

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)

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)

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.

student partnership

Marie, Jenny (2020) Empowering students to enhance education at their university. In: Lowe, Tom and El Hakim, Yassein, (eds.) A Handbook for Student Engagement in Higher Education: Theory into Practice. SEDA series . Routledge, United Kingdom, pp. 198-208. ISBN 978-0367085490

student perceptions

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)

Price, Daran and Almpanis, Timos (2015) Student and staff perceptions in the impact of lecture capture. In: The International Conference on Information Communication Technologies in Education 2015. ICICTE, pp. 215-225. ISBN 978-0-9926958-9-7

student profiling

Cemel Nat, Muesser, Walker, Simon, Bacon, Liz and Dastbaz, Mohammad (2010) Designing personalisation in LAMS. In: 2010 European LAMS & Learning Design Conference. Sharing Great Ideas . LAMS Foundation, NSW, Australia, pp. 120-127. ISBN 978-1-74138-352-2

student representatives

LeBihan, Jill, Lowe, Tom and Marie, Jenny (2018) Considerations of the challenges, conflicts and competitions when expanding student-staff partnerships across an institution: perspectives from three UK Universities. Journal of Learning and Teaching in Higher Education, 1 (2). pp. 173-180. ISSN 2517-7575 (doi:https://doi.org/10.29311/jlthe.v1i2.2954)

Student response

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

student reviewers

Marie, Jennifer (2017) Student–staff partnerships: Students partnering with staff to improve education. In: Carnell, Brent and Fung, Dilly, (eds.) Developing the Higher Education Curriculum: Research-Based Education in Practice. UCL Press, London, pp. 245-247. ISBN 9781787350878

Student satisfaction

Agnew, Stephen, Cameron-Agnew, Trudi, Lau, Alice and Walker, Simon (2016) What business school characteristics are correlated with more favourable National Student Survey (NSS) rankings? The International Journal of Management Education, 14 (3). pp. 219-227. ISSN 1472-8117 (doi:https://doi.org/10.1016/j.ijme.2016.05.001)

Marie, Jenny and Azuma, Fumika (2018) Partnership support for departments with low student satisfaction. Student Engagement in Higher Education Journal, 2 (1). pp. 70-77. ISSN 2399-1836

student support

Clegg, Sue, Bradley, Sally and Smith, Karen (2006) ‘I've had to swallow my pride’: help seeking and self-esteem. Higher Education Research & Development, 25 (2). pp. 101-113. ISSN 0729-4360 (Print), 1469-8366 (Online) (doi:https://doi.org/10.1080/07294360600610354)

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)

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 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)

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)

student transitions

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)

student voice

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)

student wellbeing

Tran, Danielle (2019) Why we shouldn’t shy away from discussions around decolonising curricula. Compass: The Journal of Learning and Teaching at the University of Greenwich, 12 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v12i1.882)

students as change agents

Marie, Jenny and McGowan, Susannah (2017) Moving towards sustainable outcomes in student partnerships: partnership values in the pilot year. International Journal for Students as Partners, 1 (2). pp. 1-15. ISSN 2560-7367 (doi:https://doi.org/10.15173/ijsap.v1i2.3081)

students as consumers

Marie, Jennifer (2018) Students as partners. In: Davies, Jason P. and Pachler, Norbert, (eds.) Teaching and Learning in Higher Education: Perspectives from UCL. IOE Press, UCL, pp. 35-47. ISBN 978-1-78277-256-9

students as partners

Marie, Jenny and McGowan, Susannah (2017) Moving towards sustainable outcomes in student partnerships: partnership values in the pilot year. International Journal for Students as Partners, 1 (2). pp. 1-15. ISSN 2560-7367 (doi:https://doi.org/10.15173/ijsap.v1i2.3081)

study skills

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

Pullen, Sophie and Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Make the shoe fit the horse, not the horse fit the shoe”. Exploring the challenges of developing academic skills and academic confidence with farriery students at the Royal Veterinary College. In: International Symposium of the Veterinary Schools Council (VetEd), 5-7th July 2017, University of Liverpool.

styles of thought

Marie, Jennifer (2008) Postgraduate science research skills: the role of creativity, tacit knowledge, thought styles and language. London Review of Education, 6 (2). pp. 149-158. ISSN 1474-8460 (doi:https://doi.org/10.1080/14748460802185136)

stylistic analysis

Smith, Karen (2006) Rhetorical figures and the translation of advertising headlines. Language and Literature, 15 (2). pp. 159-182. (doi:https://doi.org/10.1177/0963947006063745)

supervision

Todd, Malcolm J., Smith, Karen and Bannister, Phil (2006) Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11 (2). pp. 161-173. ISSN 1356-2517 (Print), 1470-1294 (Online) (doi:https://doi.org/10.1080/13562510500527693)

support

Smith, Karen, Clegg, Sue, Lawrence, Elizabeth and Todd, Malcolm J. (2004) Fostering autonomy through work-based experiences: challenges for university students and educators. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 189-204. ISSN 1740-5866 (Print), 2049-5536 (Online) (doi:https://doi.org/10.1386/ltss.1.3.189/0)

sustainability

Marie, Jenny and McGowan, Susannah (2017) Moving towards sustainable outcomes in student partnerships: partnership values in the pilot year. International Journal for Students as Partners, 1 (2). pp. 1-15. ISSN 2560-7367 (doi:https://doi.org/10.15173/ijsap.v1i2.3081)

tacit knowledge

Marie, Jennifer (2008) Postgraduate science research skills: the role of creativity, tacit knowledge, thought styles and language. London Review of Education, 6 (2). pp. 149-158. ISSN 1474-8460 (doi:https://doi.org/10.1080/14748460802185136)

teacher education

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

teacher Identity

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) The lives of others: Exploring the lived experience of HE in FE Animal/Equine studies lecturers within an FE land based college. In: International Further education Research Association (FERA) conference, 12th July 2014, Harris Manchester College, Oxford University.

teaching

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

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

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)

Crofts, Sarah (2010) Teaching information skills for legal method. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2009-1 (1). pp. 17-21. ISSN 2044-0081

Dalziel, James, Conole, Grainne, Wills, Sandra, Walker, Simon, Bennett, Sue, Dobozy, Eva, Cameron, Leanne, Badilescu-Buga, Emil and Bower, Matt (2015) The Larnaca declaration on learning design. In: Dalziel, James, (ed.) Learning Design: Conceptualising a Framework for Teaching and Learning Online. Routledge, Sydney, Australia, pp. 1-41. ISBN 978-1138910973

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)

Laycock, Angela (2013) Grounding research projects in the undergraduate curriculum: assessment strategies. Compass: Journal of Learning and Teaching, 4 (8). ISSN 2044-0081 (Print), 2044-0073 (Online)

Marie, Jenny (2020) The way of partnership. In: Mercer-Mapstone, Lucy and Abbot, Sophia, (eds.) The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. Open Access Series . Centre for Engaged Learning, Elon University, United Kingdom. ISBN 978 1-951414023 (doi:https://doi.org/10.36284/celelon.oa2)

Tran, Danielle (2018) Editor's introduction, Compass special TEL edition. Compass: Journal of Learning and Teaching, 11 (1). pp. 5-9. ISSN 2044-0081

Tran, Danielle and Reilly, Dawn ORCID: 0000-0003-2317-4700 (2019) Extending conversations about what is an inclusive curriculum. Educational Developments, 20 (4). pp. 23-25. ISSN 1469-3267

teaching design

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)

teaching excellence framework

Walker, Simon and Tran, Danielle (2017) TEF Special Edition – Editors’ Introduction. Compass: Journal of Learning and Teaching, 10 (2). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i2.618)

teaching practice

Joseph Richard, Paul, Jessop, Tansy, Okafor, Godwin, Almpanis, Timos and Price, Daran (2018) Big brother or harbinger of best practice: Can lecture capture actually improve teaching? British Educational Research Journal, 44 (3). pp. 377-392. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1002/berj.3336)

teaching staff

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)

teaching strategies

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

technology

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

Low, Dylan Scott, Mcneill, Isaac and Day, Michael ORCID: 0000-0001-9612-2595 (2022) Endangered languages: a sociocognitive approach to language death, identity loss, and preservation in the age of Artificial Intelligence. Sustainable Multilingualism, 21 (1). pp. 1-25. ISSN 2335-2019 (Print), 2335-2027 (Online) (doi:https://doi.org/10.2478/sm-2022-0011)

technology enhanced learning

Almpanis, Timos (2015) Staff development and institutional support for technology enhanced learning in UK universities. Electronic Journal of e-Learning, 13 (5). pp. 380-389. ISSN 1479-4403

Almpanis, Timos (2016) Using a mixed methods research design in a study investigating the ‘Heads of e-Learning’ perspective towards technology enhanced learning. Electronic Journal of e-Learning, 14 (5). pp. 301-311. ISSN 1479-4403 (Online)

Bryant, Peter, Coombs, Antony and Pazio, Monika (2014) Are we having fun yet? Institutional resistance and the introduction of play and experimentation into learning innovation through social media. Journal of Interactive Media in Education, 2014 (2). pp. 1-8. ISSN 1365-893X (Print), 1365-893X (Online) (doi:https://doi.org/10.5334/jime.ad)

Bryant, Peter, Coombs, Antony, Pazio, Monika and Walker, Simon (2014) Disruption, destruction, construction or transformation? The challenges of implementing a university wide strategic approach to connecting in an open world. In: OCWC Global Conference 2014: Open Education for a Multicultural World. OpenCourseWare Consortium.

Compton, Martin and Almpanis, Timos (2018) One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning. Compass: Journal of Learning and Teaching, 11 (1):10. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.708)

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i1.611)

Tran, Danielle (2018) Editor's introduction, Compass special TEL edition. Compass: Journal of Learning and Teaching, 11 (1). pp. 5-9. ISSN 2044-0081

TEL

Compton, Martin and Almpanis, Timos (2018) One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning. Compass: Journal of Learning and Teaching, 11 (1):10. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.708)

theory

Waters, Tony and Day, Michael ORCID: 0000-0001-9612-2595 (2022) Thai Menschenbild: a study of Chinese, Thai, and international students in a private Thai university as measured by the National Survey of Student Engagement (NSSE). Humanities and Social Sciences Communications, 9 (86). pp. 1-12. ISSN 2662-9992 (Online) (doi:https://doi.org/10.1057/s41599-022-01101-y)

threshold concepts

Marie, Jennifer and Grindle, Nick (2014) How design reviews work in architecture and fine art: a comparative study across one school of fine art and two schools of architecture. Charrette, 1 (1). pp. 36-48. ISSN 2054-6718

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Threshold concepts: from personal practice to communities of practice (book review). University of Bedfordshire.

trade unionism

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.

trade unions

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)

trading zones

Marie, Jenny (2008) For science, love and money: the social worlds of poultry and rabbit breeding in Britain, 1900-1940. Social Studies of Science, 38 (6). pp. 919-936. ISSN 0306-3127 (Print), 1460-3659 (Online) (doi:https://doi.org/10.1177/0306312708098608)

transformation

Marie, Jenny (2020) The way of partnership. In: Mercer-Mapstone, Lucy and Abbot, Sophia, (eds.) The Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education. Open Access Series . Centre for Engaged Learning, Elon University, United Kingdom. ISBN 978 1-951414023 (doi:https://doi.org/10.36284/celelon.oa2)

transformational learning

Smith, Karen (2012) Overseas flying faculty teaching as a trigger for transformative professional development. International Journal for Academic Development, 18 (2). pp. 127-138. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/1360144X.2012.655280)

transition

Smith, Karen and Hopkins, Chris (2005) Great expectations: sixth-formers' perceptions of teaching and learning in degree-level English. Arts and Humanities in Higher Education, 4 (3). pp. 304-318. ISSN 1474-0222 (Print), 1741-265X (Online) (doi:https://doi.org/10.1177/1474022205056173)

translation

Smith, Karen (2004) 'I am me, but who are you and what are we?': The translation of personal pronouns and possessive determiners in advertising texts. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 23 (3). pp. 282-303. ISSN 0167-8507 (Print), 1613-3684 (Online) (doi:https://doi.org/10.1515/mult.2004.013)

Smith, Karen (2009) The translation of advertising texts: a study of English-language advertisements and their translations in Russian. VDM Verlag Dr. Müller, Saarbrücken, Germany. ISBN 978-3639217827

translation strategies

Smith, Karen (2006) Rhetorical figures and the translation of advertising headlines. Language and Literature, 15 (2). pp. 159-182. (doi:https://doi.org/10.1177/0963947006063745)

translators

Marie, Jenny (2008) For science, love and money: the social worlds of poultry and rabbit breeding in Britain, 1900-1940. Social Studies of Science, 38 (6). pp. 919-936. ISSN 0306-3127 (Print), 1460-3659 (Online) (doi:https://doi.org/10.1177/0306312708098608)

transnational education

Smith, Karen (2012) Overseas flying faculty teaching as a trigger for transformative professional development. International Journal for Academic Development, 18 (2). pp. 127-138. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/1360144X.2012.655280)

tutor

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

UK Professional Standards Framework

Joseph Richard, Paul, Jessop, Tansy, Okafor, Godwin, Almpanis, Timos and Price, Daran (2018) Big brother or harbinger of best practice: Can lecture capture actually improve teaching? British Educational Research Journal, 44 (3). pp. 377-392. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1002/berj.3336)

UKPSF

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)

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)

uncertainty

Smith, Karen, Clegg, Sue, Lawrence, Elizabeth and Todd, Malcolm J. (2004) Fostering autonomy through work-based experiences: challenges for university students and educators. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 189-204. ISSN 1740-5866 (Print), 2049-5536 (Online) (doi:https://doi.org/10.1386/ltss.1.3.189/0)

undergraduate

Laycock, Angela (2013) Grounding research projects in the undergraduate curriculum: assessment strategies. Compass: Journal of Learning and Teaching, 4 (8). ISSN 2044-0081 (Print), 2044-0073 (Online)

Todd, Malcolm J., Smith, Karen and Bannister, Phil (2006) Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11 (2). pp. 161-173. ISSN 1356-2517 (Print), 1470-1294 (Online) (doi:https://doi.org/10.1080/13562510500527693)

Undergraduates

Agnew, Stephen, Cameron-Agnew, Trudi, Lau, Alice and Walker, Simon (2016) What business school characteristics are correlated with more favourable National Student Survey (NSS) rankings? The International Journal of Management Education, 14 (3). pp. 219-227. ISSN 1472-8117 (doi:https://doi.org/10.1016/j.ijme.2016.05.001)

university lecturers

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)

university museums

Marie, Jenny (2011) The role of object-based learning in transferable skills development. University Museums and Collections Journal, 3. ISSN 2071-7229 (Online) (doi:https://doi.org/10.18452/8699)

university student wellbeing

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)

usability

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)

USSR

Walker, Simon (1996) Back in the former USSR. Artists Newsletter, n/a (n/a):n/a. pp. 16-17.

value

Marie, Jenny A. (2016) Student views on the value of feedback. Journal of Education and Training Studies, 4 (6). pp. 207-213. ISSN 2324-805X (Print), 2324-8068 (Online) (doi:https://doi.org/10.11114/jets.v4i6.1523)

vet education

Pullen, Sophie and Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Make the shoe fit the horse, not the horse fit the shoe”. Exploring the challenges of developing academic skills and academic confidence with farriery students at the Royal Veterinary College. In: International Symposium of the Veterinary Schools Council (VetEd), 5-7th July 2017, University of Liverpool.

video learning

Sawle, P., Rapley, Eve ORCID: 0000-0002-7672-6129 and Rapley, R. (2018) BioEye - Bespoke laboratory videos to engage students and to aid laboratory skills development. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 29th 2018, University of Hertfordshire, Hatfield. (Unpublished)

videos

Patel, Hersha, Rapley, Eve ORCID: 0000-0002-7672-6129 and Rapley, Ralph (2019) Curriculum connections – using authentic employer video demonstrations to enhance in-class student engagement and bring the workplace closer to the classroom. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 7th 2019, 7th June 2019, University of Hertfordshire, Hatfield. (Unpublished)

virtual campus

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.

virtual communities

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)

VLE

Compton, Martin and Almpanis, Timos (2018) One size doesn’t fit all: rethinking approaches to continuing professional development in technology enhanced learning. Compass: Journal of Learning and Teaching, 11 (1):10. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.708)

Kerrigan, Mark J. P., Walker, Simon, Gamble, Mark, Lindsay, Sian, Reader, Kate, Papaefthimiou, Maria-Christiana, Newman-Ford, Loretta, Clements, Mark and Saunders, Gunter (2011) The Making Assessment Count (MAC) consortium- maximising assessment and feedback design by working together. Research in Learning Technology. pp. 43-56. ISSN 2156-7069 (Print), 2156-7077 (Online) (doi:https://doi.org/10.3402/rlt.v19i3.7782)

voting

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

voting tools

Compton, Martin and Allen, Jason (2018) Student Response Systems: a rationale for their use and a comparison of some cloud based tools. Compass: Journal of Learning and Teaching, 11 (1):14. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v11i1.696)

vulnerability

Irarrazabal Elliott, Manuela and Marie, Jennifer (2021) Advancing student-staff partnership through the unique position of GTAs. Postgraduate Pedagogies, 1 (1). pp. 71-90.

Marie, Jennifer (2021) Enhancing programmes through student-staff partnership: Why, how and what to pay attention to. Discussion Paper. Quality Assurance Agency for Higher Education (QAA Scotland), Glasgow, UK.

Web 2.0

Bryant, Peter, Akinleye, Adesola and Durrant, Alan (2013) Educating the early career arts professional using a hybrid model of work based learning. Higher Education, Skills and Work-based Learning, 3 (1). pp. 17-29. ISSN 2042-3896 (doi:https://doi.org/10.1108/20423891311294957)

web based communities

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)

webcams

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)

well-being

Marie, Jennifer (2018) Students as partners. In: Davies, Jason P. and Pachler, Norbert, (eds.) Teaching and Learning in Higher Education: Perspectives from UCL. IOE Press, UCL, pp. 35-47. ISBN 978-1-78277-256-9

Wellbeing

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 (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)

widening access

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.

widening participation

Marie, Jenny, MacKenzie, Sally, Rowett, Steve and Wright, Moira (2017) Barriers to engagement at UCL. The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 286-292. ISSN 2055-4990

Marie, Jenny, Rowett, Steve, MacKenzie, Sally, Wright, Moira and Lusk, Sandra (2017) Which lenses best help us make our practices inclusive? The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 303-305. ISSN 2055-4990 (doi:https://doi.org/10.21100/jeipc.v3i1.689)

Pullen, Sophie and Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Make the shoe fit the horse, not the horse fit the shoe”. Exploring the challenges of developing academic skills and academic confidence with farriery students at the Royal Veterinary College. In: International Symposium of the Veterinary Schools Council (VetEd), 5-7th July 2017, University of Liverpool.

work based learning

Bryant, Peter, Akinleye, Adesola and Durrant, Alan (2013) Educating the early career arts professional using a hybrid model of work based learning. Higher Education, Skills and Work-based Learning, 3 (1). pp. 17-29. ISSN 2042-3896 (doi:https://doi.org/10.1108/20423891311294957)

work experience

Smith, Karen, Clegg, Sue, Lawrence, Elizabeth and Todd, Malcolm J. (2004) Fostering autonomy through work-based experiences: challenges for university students and educators. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 189-204. ISSN 1740-5866 (Print), 2049-5536 (Online) (doi:https://doi.org/10.1386/ltss.1.3.189/0)

WP

Weller, R., Pfau, T., Pullen, S., Barstow, A., Rapley, Eve ORCID: 0000-0002-7672-6129 and Davis, R. (2017) “‘Research for farriers – is it necessary or possible?’ A new Graduate Diploma in Equine Locomotor Research”. In: International Symposium of the Veterinary Schools Council (VetEd), 6th July 2017, University of Liverpool.

This list was generated on Thu Mar 28 23:48:53 2024 UTC.