Items where Subject is "378 Higher education"

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  - 370 EDUCATION (588)
    - 378 Higher education (588)

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Number of items at this level: 581.

A

Abt, Grant

and Barry, Timothy (2007) The quantitative effect of students using podcasts in a first year undergraduate exercise physiology module. Bioscience Education, 10 (1).

Ahmed, Kamal

(2018) Teaching critical thinking and writing in higher education: an action research project. Teacher Education Advancement Network Journal, 10 (1). pp. 74-84.

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Allen, Michael, Briten, Elizabeth, Kulwinder, Maude, Sossick, Matthew, Valentine, Mari Jo and Ooms, Ann (2017) Catching them early: identifying potential early-career leavers. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 110-123.

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Allison, Sarah, Griffiths, Glyn and Hedges, Carrie (2019) Cumbria Innovations Platform: student research opportunities. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Amisi, Alende (2023) What does belonging look like for minority students in higher education? In: UoC Black History Month Talks, 11 October 2023, [Online]. (Unpublished)

Amisi, Alende, Bates, Elizabeth

and Wilbraham, Susan

(2024) How does the curriculum contribute to the experiences of belongingness in higher education? Psychology Teaching Review, 30 (1). pp. 96-106.

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Anderson, Jill

and Burgess, Hilary (2011) Developing emotional intelligence, resilience and skills for maintaining personal wellbeing in students of health and social care. mhhe (mental health in higher education) SWAP (Social Policy and Social Work).

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Anderson, Jill

and Penson, William (2011) Burning issues in learning and teaching about mental health. Health Sciences & Practice Subject Centre Occasional Paper Volume 13. Higher Education Academy, London, UK.

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Andrews, Martin, Brown, Rachael and Mesher, Lynne (2018) Engaging students with assessment and feedback: improving assessment for learning with students as partners. Practitioner Research in Higher Education, 11 (1). pp. 32-46.

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Ashworth, Mary, Bloxham, Susan and Pearce, Leonie (2010) Examining the tension between academic standards and inclusion for disabled students: the impact on marking of individual academics’ frameworks for assessment. Studies in Higher Education, 35 (2). pp. 209-223.

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Aubrey, Claire

and Laskey, Philippa

(2022) The lived experience of autistic tutors at a higher education institution: reflections and recommendations for student support. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Aubrey, Claire

, Morris, Karen

and Drude, Finn (2022) Project and research placements within a simulation team at a higher education institution: reflections and recommendations. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Aubrey, Claire

, Morris, Karen

and Drude, Finn (2022) Using simulated placements to promote inclusive practices: a higher education institution faculty’s experience of delivery. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Aubrey, Claire

, Morris, Karen

and Drude, Finn (2022) The experience of design and delivery of simulated activity in the field of health at a higher education institution: reflections and recommendations. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Augustus, Jo

(2021) The impact of the COVID-19 pandemic on women working in higher education. Frontiers in Education, 6 (648365).

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Augustus, Jo

(2017) The impact of the personal academic tutor role. In: University of Worcester Learning and Teaching Conference: Beyond Boundaries, 15-16 June 2017, Worcester, UK. (Unpublished)

Augustus, Jo

, Goodall, Dawn and Williams, Briony (2023) Does the role of personal academic tutor have an impact on staff wellbeing? Research in Post-Compulsory Education, 28 (4). pp. 693-719.

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Augustus, Jo

, Williams, Briony and Goodall, Dawn (2019) Using transactional analysis to examine the role of personal academic tutor and its impact on wellbeing? In: University of Worcester Learning and Teaching Conference: Learning in Partnership, 12-13 June 2019, Worcester, UK. (Unpublished)

Austen, Liz (2016) Balancing academic gatekeeping and interpersonal positioning: a qualitative analysis of written feedback to undergraduate students. Practitioner Research in Higher Education, 10 (2). pp. 67-81.

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Austen, Liz and Malone, Cathy (2018) What students’ want in written feedback: praise, clarity and precise individual commentary. Practitioner Research in Higher Education, 11 (1). pp. 47-58.

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B

Badariah, Tunku, Zubairi, Ainol Madziah, Ibrahim, Mohd Burhan, Othman, Joharry, Rahman, Nik Suryani Abd, Rahman, Zainurin Abd, Nordin, Mohamad Sahari, Nor, Zainab Mohd and Ahmad, Tunku (2014) Assessment for learning practices and competency among Malaysian university lecturers: a national study. Practitioner Research in Higher Education, 8 (1). pp. 14-31.

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Bailey, Carol and Challen, Rachel (2014) Student perceptions of the value of Turnitin text-matching software as a learning tool. Practitioner Research in Higher Education, 9 (1). pp. 38-51.

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Baker, Lewis (2020) Releasing students from the cognitive straitjacket of visual-auditory-kinaesthetic learning styles. Impact: Journal of the Chartered College of Teaching, 3 (10). pp. 57-60. (Unpublished)

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Barber, Jill (2018) Five go marking an exam question: the use of Adaptive Comparative Judgement to manage subjective bias. Practitioner Research in Higher Education, 11 (1). pp. 94-100.

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Barclay, Jonathan (2018) The lived experience of older university students with longevity in life and work experience. Journal of Applied Psychology and Social Science, 4 (1). pp. 39-63.

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Barkas, Linda Anne, Scott, Jonathan Matthew, Hadley, Karen

and Dixon-Todd, Yvonne (2021) Marketing students' meta-skills and employability: between the lines of social capital in the context of the teaching excellence framework. Education + Training, 63 (4). pp. 545-561.

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Bates, David

(2023) Driving sustainability in higher education. In: 2nd Annual Driving Sustainability in Higher Education Conference, 7 December 2023, Online. (Unpublished)

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Bates, Elizabeth

and Kaye, Linda K. (2014) Exploring the impact of the increased tuition fees on academic staff's experiences in post-92 universities: a small-scale qualitative study. Education Sciences, 4 (4). pp. 229-246.

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Bates, Elizabeth

and Kaye, Linda K. (2014) “I’d be expecting caviar in lectures”: the impact of the new fee regime on undergraduate students’ expectations of higher education. Higher Education, 67 (5). pp. 655-673.

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Bates, Elizabeth

and Kaye, Linda K. (2016) The impact of higher fees on psychology students’ reasons for attending university. Journal of Further and Higher Education, 41 (3). pp. 379-392.

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Bates, Elizabeth

, Kaye, Linda K. and McCann, Joseph J.

(2019) A snapshot of the student experience: exploring student satisfaction through the use of photographic elicitation. Journal of Further and Higher Education, 43 (3). pp. 291-304.

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Bates, Elizabeth

, McCann, Joseph J.

, Haynes, Ruth and Harland, Laura (2017) An exploration of student satisfaction using photographic elicitation: differences between undergraduate and postgraduate students. In: Higher Education Academy (HEA) Annual Conference: Generation TEF: Teaching in the Spotlight, 4-6 July 2017, Manchester, UK. (Unpublished)

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Baverstock, Alison, Steinitz, Jackie, Webster-Henderson, Brian

, Bryars, Laura, Cairncross, Sandra, Ennis, Laura, Morris, Wendy, Gray, Avril and McLuckie, Connie (2019) Using pre-arrival shared reading to promote a sense of community: a case study across two institutions. Logos, 29 (4). pp. 37-52.

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Beattie, Darrin, Gill, Sue, Wallace, Kelley and Wood, Jim (2009) Are we all agreed it’s a 2.i? Making assessment criteria explicit. Practitioner Research in Higher Education, 3 (1). pp. 36-42.

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Beaty, Liz (2009) Action Learning:Heads Conference workshop. In: Heads Conference, July 2009, Kendal.

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Bloxham, Sefton, Boyle, Fiona

and Thanaraj, Ann (2009) Using e-portfolios to support PDP and reflective learning within the law curriculum: a case study. Journal of Information Law & Technology (JILT), 3 .

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Bloxham, Sefton, Cerevkova, Andrea and Waddelove, Christine (2007) Embedding personal development planning within a WebCT supported module: a collaborative venture. Practitioner Research in Higher Education, 1 (1). pp. 3-9.

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Bloxham, Susan (2014) Assessing assessment: new developments in assessment design, feedback practices and marking in higher education. In: Fry, Heather, Ketteridge, Steve and Marshall, Stephanie, (eds.) A handbook for teaching and learning in higher education: enhancing academic practice, 4th edition. Taylor & Francis (Routledge), Abingdon and New York, pp. 107-122.

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Bloxham, Susan (2008) Assessment in teacher education: stakeholder conflict and its resolution. Practitioner Research in Higher Education, 2 (1). pp. 13-21.

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Bloxham, Susan (2010) Assessment, student learning and feedback. In: Assessment, Student Learning and Feedback, 18 March 2010, Liverpool University, UK.

Bloxham, Susan (2004) Assessment: helping diverse students understand the tacit demands of studying in higher education. In: Improving Student Learning: Diversity and Inclusivity, 12th Improving Student Learning symposium, September 2004, Birmingham, UK. (Unpublished)

Bloxham, Susan (2010) Assessment: research and innovation for inclusive practice. In: Assessment: Research and Innovation for Inclusive Practice Conference, 8 July 2010, University of Central Lancashire, UK. (Unpublished)

Bloxham, Susan (2009) Balancing assessment for, and of, learning. In: Challenging Assessment, 9 September 2009, Manchester Metropolitan University, UK. (Unpublished)

Bloxham, Susan (2018) Improving assessment in a comprehensive and sustainable way: infrastructure, strategy and staff learning. In: Teaching and Learning Annual Conference: Rethinking Assessment and Feedback, 16 January 2018, University of Cumbria, Lancaster, UK. (Unpublished)

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Bloxham, Susan (1997) Integrated learning skills training: an evaluation. In: Rust, Chris and Gibbs, Graham, (eds.) Improving student learning through course design. Improving Student Learning . Oxford Centre for Staff and Learning Development, Oxford, UK.

Bloxham, Susan (2009) Marking and moderation in the UK: false assumptions and wasted resources. Assessment & Evaluation in Higher Education, 34 (2). pp. 209-220.

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Bloxham, Susan (2006) "Say it to me ......the way I can understand": students' perceptions of assignment information and feedback. In: 3rd Biennial Northumbria / EARLI SIG Assessment Conference: 2006 - Assessment for Excellence, 30 August - 1 September 2006, Redworth Hall, County Durham, UK. (Unpublished)

Bloxham, Susan (2012) ‘You can see the quality in front of your eyes’: grounding academic standards between rationality and interpretation. Quality in Higher Education, 18 (2). pp. 185-204.

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Bloxham, Susan (2007) The busy teacher educator’s guide to assessment. (Unpublished)

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Bloxham, Susan (2007) A system that is wide of the mark. Times Higher Education (THE) .

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Bloxham, Susan, Ashworth, Mary and Pearce, Leonie (2008) Valuing inclusivity: the impact on frameworks for assessment. In: Society for Reseach in Higher Education Annual Conference: Valuing Higher Education, 9-11 December 2008, Liverpool, UK. (Unpublished)

Bloxham, Susan and Boyd, Pete

(2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal, 38 (4). pp. 615-634.

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Bloxham, Susan, Boyd, Pete

, Ashworth, Mary and Orr, Susan (2009) Grading student work: using think aloud to investigate the assessment practices of university lecturers. In: British Educational Research Association (BERA) Annual Conference, 2-5 September 2009, University of Manchester, UK. (Unpublished)

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Bloxham, Susan, Boyd, Pete

, Ashworth, Mary and Orr, Susan (2009) Investigating the mysteries of marking: the implications of staff marking practices for academic development. In: 17th Improving Student Learning Symposium: Improving Student Learning - for the 21st Century Learner, 7-9 September 2009, Imperial College, London. (Unpublished)

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Bloxham, Susan, Boyd, Pete

and Orr, Susan (2010) Accountability in grading: the provenance of standards in a 21st century quality assurance context. In: Society for Research in Higher Education (SRHE) Annual Conference, 14-16 December 2010, Celtic Manor, Newport, Wales.

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Bloxham, Susan, Boyd, Pete

and Orr, Susan (2011) Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36 (6). pp. 655-670.

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Bloxham, Susan, Boyd, Pete

, Orr, Susan and Ashworth, Mary (2009) Mark my words: an analysis of HE lecturers’ essay marking approaches. In: Society for Research into Higher Education (SRHE) Annual Conference, 8-10 December 2009, Celtic Manor, Wales. (Unpublished)

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Bloxham, Susan and Campbell, Liz (2008) Creating a feedback-dialogue: exploring the use of interactive coversheets. In: Improving Student Learning Through the Curriculum: 16th Improving Student Learning Symposium, 1-3 September 2008, University of Durham, UK. (Unpublished)

Bloxham, Susan and Campbell, Liz (2010) Generating dialogue in assessment feedback: exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education, 35 (3). pp. 291-300.

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Bloxham, Susan and Campbell, Liz (2008) Generating dialogue in coursework feedback: exploring the use of interactive coversheets. In: EARLI / Northumbria Assessment Conference, 27-29 August 2008, Berlin, Germany. (Unpublished)

Bloxham, Susan and Chapman, Amanda

(2004) Improving student achievement in a multidisciplinary context. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 181-188.

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Bloxham, Susan and Heathfield, Mike (1996) The unexpected outcomes of critical professional learning. In: Tait, Jo and Knight, Peter, (eds.) The management of independent learning. Staff and Educational Development Association (SEDA) series . Kogan Page, London, UK, pp. 47-56.

Bloxham, Susan, Hughes, Clair and Adie, Lenore (2016) What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices. Assessment & Evaluation in Higher Education, 41 (4). pp. 638-653.

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Bloxham, Susan and Price, Margaret (2014) External examiners' understanding and use of academic standards. Quality Assurance Agency for Higher Education (QAA) / Higher Education Academy (HEA).

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Bloxham, Susan and Price, Margaret (2015) External examining: fit for purpose? Studies in Higher Education, 40 (2). pp. 195-211.

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Bloxham, Susan, Rust, Chris and Reimann, Nicola (2019) Degree standards project: calibration synthesis report. (Unpublished)

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Bloxham, Susan and Slight, Audrey (2005) Embedding careers advice and personal development planning into the social sciences. In: 9th Quality in Higher Education International Seminar, 27-28 January 2005, Birmingham, UK. (Unpublished)

Bloxham, Susan and Slight, Audrey (2005) Embedding personal development planning into the social sciences. LATISS: Learning and Teaching in the Social Sciences, 2 (3). pp. 191-206.

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Bloxham, Susan and West, Amanda (2005) Helping sports studies students understand the rules of the game: a case study in raising student achievement in writing. In: Rust, Chris, (ed.) Improving student learning: diversity and inclusivity (Proceedings of the 2004, 12th International Symposium). Oxford Centre for Staff & Learning Development, Oxford, UK.

Bloxham, Susan and West, Amanda (2007) Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education, 12 (1). pp. 77-89.

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Bloxham, Susan and West, Amanda (2004) Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment & Evaluation in Higher Education, 29 (6). pp. 721-723.

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Booth, Lisa

and Parr, J. (2013) Student radiographers’ personality; constant or individual differences in change? A transactional analysis approach. European Scientific Journal, 9 (24). pp. 130-142.

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Bovill, Helen (2017) Teaching assistants’ conditions of employment and workload: reliance upon goodwill and ad hoc systems of preparation time. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 24-34.

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Boyd, Pete

(2010) Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development, 15 (2). pp. 155-165.

Boyd, Pete

(2016) Assessment of, for and as, learning: an international perspective. In: Learning Innovation Network (LIN) and Student Led Learning (SLL) Symposium, 27 October 2016, Dublin, Ireland. (Unpublished)

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Boyd, Pete

(2019) Developing learning and learners through dialogic teaching in higher education. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Boyd, Pete

(2005) Developing reflective skills: enhancing the use of assessment portfolios in a foundation degree. In: Rust, Chris, (ed.) Improving student learning: diversity and inclusivity. Oxford Centre for Staff & Learning Development, Oxford, UK, pp. 430-441.

Boyd, Pete

(2018) Developing research-informed assessment practice in education programmes. In: Faculty of Education Conference: Student Experience, 29 June 2018, Newman University, Birmingham, UK. (Unpublished)

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Boyd, Pete

(2016) Editorial: Practitioner Research in Higher Education, 10 (2). Practitioner Research in Higher Education, 10 (2). p. 1.

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Boyd, Pete

(2019) Editorial: Practitioner Research in Higher Education, 12 (1). Practitioner Research in Higher Education, 12 (1). pp. 1-2.

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Boyd, Pete

(2009) Editorial: Practitioner Research in Higher Education, 2 (1). Practitioner Research in Higher Education, 2 (1). pp. 1-2.

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Boyd, Pete

(2014) Editorial: Practitioner Research in Higher Education, 9 (1). Practitioner Research in Higher Education, 9 (1). pp. 1-3.

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Boyd, Pete

(2019) Enhancing assessment and feedback in higher education. In: Assessment in MENA (AIM) 2019 Conference: Developing a Culture of Effective Assessment for Continuous Improvement, 7-8 April 2019, Abu Dhabi University, United Arab Emirates. (Unpublished)

[thumbnail of Enhancing assessment and feedback in higher education Pete Boyd QASPIR assessment Abu Dhabi April 2019.pdf]

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Boyd, Pete

(2009) Peer review of teaching, learning and assessment. In: Gosling, David and O'Connor, Kristine Mason, (eds.) Beyond peer observation of teaching. Staff and Educational Development Association, London, UK, pp. 23-28.

Boyd, Pete

(2023) Publishing your educational research: strategies, style, substance. In: Teacher Education Advancement Network (TEAN) Annual Conference, 11-12 May 2023, Manchester, UK. (Unpublished)

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Boyd, Pete

(2022) Publishing your research into assessment in higher education: strategies, style, substance. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

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Boyd, Pete

(2002) Rose-tinted reflection? the benefits for teachers of initial teacher education in secondary schools. Journal of In-Service Education/Professional Development in Education, 28 (2). pp. 203-218.

Boyd, Pete

(2019) The design and publication of high quality action research into higher education. In: LED Research into Higher Education: Roundtable Seminar, 15 February 2019, University of Cumbria, UK. (Unpublished)

Boyd, Pete

, Allan, Simon and Reale, Paolo (2010) Being a Teacher Educator: tensions in the workplace environment of lecturers in teacher education in further education colleges. In: BERA conference, Sept 1-4 2010, University of Warwick. (Unpublished)

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Boyd, Pete

, Baker, Lily, Harris, Kim, Kynch, Christabel and McVittie, Emma (2006) Working with multiple identities: supporting the transition from school teacher to teacher educator. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 15-21.

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Boyd, Pete

and Bloxham, Susan (2007) Editorial: Practitioner Research in Higher Education, 1 (1). Practitioner Research in Higher Education, 1 (1). pp. 1-2.

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Boyd, Pete

and Bloxham, Susan (2009) Editorial: Practitioner Research in Higher Education, 3 (1). Practitioner Research in Higher Education, 3 (1). pp. 1-2.

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Boyd, Pete

and Bloxham, Susan (2014) Editorial: Practitioner Research in Higher Education, 8 (1). Practitioner Research in Higher Education, 8 (1). pp. 1-2.

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Boyd, Pete

and Bloxham, Susan (2013) A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal, 40 (2). pp. 337-352.

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Boyd, Pete

and Clemente, Claudia (2020) Authentic Assessment in Higher Education: Combining professional and academic standards into a coherent assessment framework. In: International Virtual Meeting: Teaching, Learning and Assessment in Higher Education, November 24 2020, University of Desarollo, Chile (online). (Unpublished)

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Boyd, Pete

and Harris, Kim (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36 (1-2). pp. 9-24.

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Boyd, Pete

, Harris, Kim and Murray, Jean (2007) Becoming a teacher educator. ESCalate Newsletter, 8 (Summer). pp. 1-2.

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Boyd, Pete

, Harris, Kim and Murray, Jean (2011) Becoming a teacher educator: guidelines for induction, 2nd edition. Escalate: subject centre of the Higher Education Academy, Bristol, UK.

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Boyd, Pete

, Harris, Kim and Murray, Jean (2007) Becoming a teacher educator: guidelines for the induction of newly appointed lecturers in initial teacher education. n/a . pp. 1-28.

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Boyd, Pete

and Hill, Jennifer (2024) Working with rubrics: codification plus dialogue in developing shared academic standards. In: Reimann, Nicola, Sadler, Ian and Hill, Jennifer, (eds.) Academic standards in higher education: critical perspectives and practical strategies. Routledge, Abingdon, UK, pp. 169-185.

Boyd, Pete

and Lawley, Liz (2009) Becoming a lecturer in nurse education: the work-place learning of clinical experts as newcomers. Learning in Health and Social Care, 8 (4). pp. 292-300.

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Boyd, Pete

and Lawley, Liz (2007) Becoming a professional educator: induction of newly appointed lecturers in teacher and nurse education. Educational Developments: The Magazine of the Staff and Educational Development Association Ltd (SEDA), 8 (3). pp. 13-15.

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Boyd, Pete

, Murray, Jean and White, Elizabeth (2021) Becoming a Teacher Educator: Guidelines for academic induction (3rd edition). Becoming a Teacher Educator: Guidelines for academic induction .

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Boyd, Pete

and Sambell, Kay

(2018) Editorial: Practitioner Research in Higher Education, 11 (1). Practitioner Research in Higher Education, 11 (1). pp. 1-3.

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Boyd, Pete

and Smith, Caroline (2016) The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions. Studies in Higher Education, 41 (4). pp. 678-695.

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Boyd, Pete

, Smith, Caroline and Beyaztas, Dilek Ilhan (2014) Evaluating academic workplaces: the hyper-expansive environment experienced by university lecturers in professional fields. International Journal for Academic Development, 20 (1). pp. 18-32.

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Boyd, Pete

, Smith, Caroline, Lee, Susan, MacDonald, Iain

, Bunyan, Paul, Peel, Josephine and Powell-James, Ann (2009) Becoming a health profession educator in a university: the experiences of recently-appointed lecturers in nursing, midwifery and the allied health professions. Higher Education Academy Health Sciences and Subject Practice Centre, London, UK.

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Boyd, Pete

and White, Elizabeth (2017) Teacher educator professional inquiry in an age of accountability. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 123-142.

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Boyd, Pete

and Wilbraham, Susan

(2019) How does our diversity as academics interact with our identities and workplace experiences? In: LED Research into Higher Education: Roundtable Seminar - Academic Identity and Diversity, 3 May 2019, University of Cumbria, UK. (Unpublished)

Boyle, Angie

(2016) Does creative play enhance students’ well-being? In: 14th Vice-Chancellor's Annual Teaching and Learning Conference, 29-30 June 2016, University of Plymouth, UK. (Unpublished)

Boyle, Angie

(2015) How can technology help social work students to learn about working with Experts by Experience? In: International Conference on Research in Education and Science (ICRES), 23-26 April 2015, Antalya, Turkey. (Unpublished)

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Boyle, Angie

(2017) How well does the world of academia accommodate the non-traditional student? In: Cumbria Research and Innovation Conference 2017: Achievement, Impact and Potential, 7 July 2017, University of Cumbria, Lancaster, UK. (Unpublished)

Boyle, Angie

(2015) Working in co-production with Experts by Experience. In: Authenticity to Action Conference: Involve and Evolve, 11-12 March 2015, University of Central Lancashire, UK. (Unpublished)

Boyle, Angie

(2017) Working with Experts by Experience. In: Learning and Teaching Fest 2017: Student Success: Adding Value Through ‘Learning Gain’, 20 June 2017, University of Cumbria, Carlisle, UK. (Unpublished)

Boyle, Angie

and Elliot, Jonathan (2018) EbE involvement in student assessment. In: University of Cumbria Learning & Teaching Fest 2018: Learning through Assessment, 6 June 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Boyle, Fiona

, Buchanan, Fiona, Ritchie, Dan and Gamage, Kelum

(2024) Exploring staff–student partnership in curriculum design. Education Sciences, 14 (1). p. 61.

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Boyle, Fiona

and Ritchie, Dan (2023) Caring about complaints: perceptions of complaints procedures considered through the lens of ethic of care. In: Strevens, Caroline and Jones, Emma, (eds.) Wellbeing and the legal academy. SpringerBriefs in education . Springer, Cham, Switzerland, pp. 119-139.

Boyne, Martha and Beadle, Hazel (2017) Journal club: a mechanism for bringing evidenced based practice into school? Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 14-23.

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Brewster, Liz

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and Hughes, Gareth

(2022) 'Look after the staff and they would look after the students': cultures of wellbeing in the university setting. Journal of Further and Higher Education, 46 (4). pp. 548-560.

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Briggs, Caroline (2019) Increase your confidence and skills in creating accessible learning materials. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Brown, Alison (2014) How students make sense of criticality skills in higher education. Practitioner Research in Higher Education, 9 (1). pp. 4-17.

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Brown, Alison (2016) An exploratory study investigating the impact of a university module that aims to challenge students' perspectives on ageing and older adults. Practitioner Research in Higher Education, 10 (2). pp. 25-39.

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Brown, Michael, McCann, Edward, Webster-Henderson, Brian

, Lim, Fidelindo and McCormick, Freda (2023) The inclusion of LGBTQ+ health across the lifespan in pre-registration nursing programmes: qualitative findings from a mixed-methods study. Healthcare, 11 (2). p. 198.

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Brown, Paula (2022) Student-led virtual antenatal classes: enhancing student autonomy and tackling placement capacity issues. In: 2022 Royal College of Midwives (RCM) Education and Research Conference, 23-24 March 2022, Coventry, UK. (Unpublished)

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Brown, Sally and Sambell, Kay

(2024) Moving towards more authentic assessment design: making assessment work better for students. In: University of Cumbria's Learning & Teaching Conference, 12 June 2024, University of Cumbria, Lancaster, UK. (Unpublished)

Buckley, Alison

, Corless, Louise

, Crowle, Amy, Gallacher, Jemma and Watkinson, Katy (2024) Narratives: a powerful tool in nurse education and practice. Nursing Times, 120 (9).

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Buckley, Alison

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, Crowle, Amy, Taylor, Adele and Warren, Ellie (2024) Turning the lens on ourselves: exploring the practitioner’s own narrative. Nursing Times, 120 (12).

Buckley, Alison

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, Taylor, Adele, Warren, Ellie and May, Fredrika (2024) Speaking up for patients: advocacy and narrative work in nursing. Nursing Times, 120 (11).

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Buckley, Alison

, Corless, Louise

, Taylor, Adele and Watkinson, Katy (2024) Metaphors in healthcare narratives and practice: powers and pitfalls. Nursing Times, 120 (10).

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Bunting, Mette, Mikkelsen, Sidse Hølvig and Cammack, Paul

(2021) Socio-cultural learning: students as co-researchers, a key for students' success. In: Gravesen, David Thore, Stuart, Kaz, Bunting, Mette, Mikkelsen, Sidse Hølvig and Frostholm, Peter Hornbæk, (eds.) Combatting marginalisation by co-creating education: methods, theories and practices from the perspectives of young people. Great debates in higher education . Emerald Publishing, Bingley, pp. 15-28.

Burgess, Hilary, Anderson, Jill

and Westerby, Nicola (2009) Promoting mental well-being in the curriculum. Inclusive Practice E-bulletin Series Volume 1.

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Byrd, Jo (2017) Challenges to implementing a new technology in teacher education, phase one: ‘meaningful’ digital reflections. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 76-85.

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Callion, Lyndsey, Keane, Dorothy and Smart, Shelley (2019) Personalised e-learning for MSc medical ultrasound students. In: United Kingdom Imaging and Oncology Congress (UKIO), 10-12 June 2019, ACC, Liverpool, UK. (Unpublished)

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Callister, Georgina

(2007) Developing a student centred approach to practice placement briefings and debriefings. Practitioner Research in Higher Education, 1 (1). pp. 10-14.

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Campbell, Elaine (2014) Students as facilitators: an evaluation of student-led group work. Practitioner Research in Higher Education, 9 (1). pp. 52-58.

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Carr, Chris (2009) England's newest university. Regions Magazine, 273 (1). pp. 11-14.

Carr, Sam, Colthurst, Kate, Coyle, Melissa and Elliott, David

(2013) Attachment dimensions as predictors of mental health and psychosocial well-being in the transition to university. European Journal of Psychology of Education, 28 (2). pp. 157-172.

Carver, Mark (2016) Helping students to explain what they want from feedback: findings from a large-scale survey. Practitioner Research in Higher Education, 10 (1). pp. 39-52.

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Carver, Mark (2016) What is the purpose of feedback on reassessment essays? A language tutor’s perspective on students’ approaches to resubmission of failed assignments. (Unpublished)

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Challen, Val, Laanelaid, Z. and Kukkes, T. (2017) A qualitative study of perceptions of professionalism amongst radiography students. Radiography, 23 (S1). S23-S29.

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Chalmers, Charlotte, MacCallum, Janis, Mowat, Elaine and Fulton, Norma (2014) Audio feedback: richer language but no measurable impact on student performance. Practitioner Research in Higher Education, 8 (1). pp. 64-73.

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Chapman, Amanda

(2003) Enhancing the academic cultural awareness of international students on an economics programme. In: Rust, Chris, (ed.) ISL12 Improving student learning: diversity and inclusivity: proceedings of the 12th Improving Student Learning symposium, held in 2004 in Birmingham. The Oxford Centre for Staff and Learning Development, Oxford, UK, Paper 30.

Chapman, Amanda

(2006) Sink or swim? Using assessment criteria to help students reach their potential. In: 3rd Education in a Changing Environment conference, 12-13 January 2006, University of Salford, UK.

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Chapman, Amanda

(2015) Using the assessment process to overcome Imposter Syndrome in mature students. Journal of Further and Higher Education, 41 (2). pp. 112-119.

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Chapman, Amanda

(2007) The informed student voice: what can our students teach us about retention. In: Enhancing Retention through Learning and Teaching Conference, 6 June 2007, St Martin's College, Lancaster, UK. (Unpublished)

Chapman, Amanda

(2013) A (re)negotiation of identity: from 'mature student' to 'novice academic'. Widening Participation and Lifelong Learning, 14 (3). pp. 44-61.

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Chapman, Amanda

and Meer, Nicky (2011) Using the PETAL framework to enhance graduate skills. In: BMAF (Business, Management & Finance) Conference, 10-11 May 2011, University of Bournemouth, UK. (Unpublished)

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Chapman, Amanda

and Meer, Nicky (2010) Utilising (re)action research to improve student confidence and achievement. In: Higher Education Close Up 5 Conference (HECU 5), 20-22 July 2010, Lancaster University, UK. (Unpublished)

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Chapman, Amanda

, Parmar, Deeba and Trotter, Elaine (2006) Enhancing the higher education experience of mature students. In: Higher Education Close Up conference 3 (HECU3), 24-26 July 2006, Lancaster University, UK. (Unpublished)

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Chapman, Amanda

, Parmar, Deeba and Trotter, Elaine (2007) An evaluation of the first year experience from the mature students’ perspective: a multiinstitutional comparison. Practitioner Research in Higher Education, 1 (1). pp. 15-19.

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Chapman, Amanda

and Ruston, Sarah (2019) Improving cross disciplinary assessment literacy through the use of rubric conversations. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

Chapman, Philippa and Hurford, Grace (2016) Experiential learning with MBA students: bridging theory and practice. In: Perspectives in Experiential Learning in Higher Education conference, 11 March 2016, Ambleside, UK. (Unpublished)

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Charters, Andrea, Hill, Davina L.

, Donnelly, Sandie and Taylor, Julie

(2019) Tools and spanners of Academic Life: what you need and where to find it. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Chesney, Sarah and Benson, Jeremy (2012) ‘Anything other than silence’: using a personal learning system for continuing professional development. Innovations in Education and Teaching International, 49 (1). pp. 73-82.

Chesney, Sarah and Marcangelo, Caroline (2010) 'There was a lot of learning going on': using a digital medium to support learning in a professional course for new HE lecturers. Computers & Education, 54 (3). p. 701.

Christie, Colin (2011) Speaking spontaneously: an examination of the University of Cumbria approach to the teaching of modern foreign languages. Doctoral thesis, Institute of Education, University of London.

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Clarke, David

and Mcphie, Jamie

(2023) The diffractive practitioners: collaborative writing–thinking–doing with students, concepts and Walney Island (and aliens). In: Clarke, David, (ed.) Practising immanence: living with theory and environmental education. Routledge, London, UK, pp. 137-163.

Cleary, Ann, Delahunt, Brid, Fox, Claire, Maguire, Moira, O'Connor, Lorna and Ward, Jamie (2018) Promoting student engagement with academic literacy feedback: an institute wide initiative. Practitioner Research in Higher Education, 11 (1). pp. 101-109.

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Close, Paul and Kendrick, Ann

(2018) Developing Specialist Leaders of Education: a research engagement approach. Professional Development in Education, 45 (2). pp. 291-306.

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Clough, Jill, Boyd, Pete

, Bunyan, Paul, Houghton, Steve, Hobson, T., Waters, A. and Zaranko, T. (2009) Teacher supply in Cumbria: the contribution of teacher education. University of Cumbria, Carlisle, UK.

Cobb, Wendy, Haisman-Smith, Nick and Jordan-Daus, Kerry (2017) Empowering positive partnerships: a review of the processes, benefits and challenges of a university and charity social and emotional learning partnership. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 64-75.

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Coker, Helen (2017) Developing understanding of student-teacher agency: implications for programme development. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 51-63.

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Coleman, Jayne

and Noblett, Ann (2019) The use of an Inter-Professional Simulation-based Education (IPSE) task as an authentic formative assessment: an Action Research project. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

Connolly, Heather and Spiller, Dorothy (2016) Joining the pieces: using concept maps for integrated learning and assessment in an introductory management course. Practitioner Research in Higher Education, 10 (1). pp. 176-191.

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Constable, Hilary (2019) Literature reviews as formative learning for PhD students in education. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

Constable, Hilary (2022) Sustainable feedback and programme evaluation: conversations with professional Masters students. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

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Constable, Hilary (2018) Universities, supporting schools and practitioner research. Research in Education, 101 (1). pp. 39-62.

Copping, Adrian

(2019) Making the implicit explicit: exploring curriculum structure and design to facilitate connection-making and deeper learning. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Copping, Adrian

and Eady, Sandra (2006) Creativity outside convention: how saturation placement can develop 21st century holistic teachers. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 36-39.

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Corrie, Ian

, Cunliffe, Ed and Hayes, Catherine (2021) Acknowledging emotive response and epistemic positionality: Disruptive transformative pedagogy amidst a global pandemic. Journal of Transformative Learning, 18 (1). pp. 46-51.

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Corrie, Ian

and Lawson, Ron

(2017) Transformative executive coaching: considerations for an expanding field of research. Journal of Transformative Learning (JoTL), 4 (1). pp. 50-59.

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Corrie, Ian

, Lawson, Ron and Robinson, Peter (2019) Transformative learning in practice: a student’s perspective. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Corrie, Ian

, Lawson, Ron and Rowland, Toby (2020) Transformative action coaching in healthcare leadership. Journal of Transformative Learning, 6 (2). pp. 39-51.

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Costello-Judge, Christina and Foster, Margaret (2017) Post graduate student early years teachers’ perceptions of HE teaching and learning strategies which may be effective in terms of developing best professional practice in early years contexts. In: 8th Teacher Education Advancement Network (TEAN) Annual Conference: Thinking Deeply About Teacher Education, 11-12 May 2017, Birmingham, UK. (Unpublished)

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Cottam, Martina (2017) A student feedback form that adds real value. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 97-109.

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Coupland, Lorrie and Worsley, Frederic (2018) How students can develop skills to cope with academic stress. In: Mental Health & Wellbeing Conference, 27 February 2018, University of Cumbria, Carlisle, UK. (Unpublished)

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Court, Krista (2012) The use of tutor feedback on draft essays: exploring the potential to develop students’ academic writing and subject knowledge. Journal of Further and Higher Education, 38 (3).

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Court, Krista and Johnson, Helen (2016) Whose job is it? Exploring subject tutor roles in addressing students' academic writing via essay feedback. International Journal of Teaching and Learning in Higher Education, 28 (1). pp. 18-29.

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Courtenay, M., Castro-Sánchez, E., Gallagher, R., Gould, D., Hawker, C., Hennefer, D., Liptrott, C., Cooper, D., Smith, E.J., Craig, R., Halewood-Muse, G., Aires, P., Hinkin, J., Holmes, A., Ness, V., Merriman, C., Whatley, L., Beresford, S., Bate, J., Jones, T., Morrow, K., Evans, P., McLeod, S., Sevenoaks, J.C., Manning, S., Cooper, R., Whatley, L., O'Reilly, S., Ellis, E., Nichols, A., Fallon, D., Okeah, B.O., Huws, J., Hale, A., Underhill, L., Buckley, Alison

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Cox, Diane

(2017) University of Cumbria and me: a ten year research journey. In: University of Cumbria Research & Innovation Conference: Achievement, Impact and Potential, 7 July 2017, Lancaster, UK. (Unpublished)

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Cronin, Colum and Lowes, Jonathan

(2016) Embedding experiential learning in HE sport coaching courses: an action research study. Journal of Hospitality, Leisure, Sport and Tourism Education, 18 . pp. 1-8.

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Crowder, Mark and Mouratidou, Maria

(2020) Career transitions from industry to academia. In: Antoniadou, Marilena and Crowder, Mark, (eds.) Modern day challenges in academia: time for a change. Edward Elgar, Cheltenham, UK, pp. 16-30.

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Cumbria, University of (2010) Report to SCORE: Science teacher education, special focus on biology. (Unpublished)

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Cunningham, Kelly, Greenwood, Anthony

, Howard, James, Inman, Jane, Johnson, Samuel, Marcangelo, Caroline and Weaver, Margaret

(2006) A small multi-site higher education institution managing change in its e-learning culture. In: 5th International Conference on Networked Learning 2006, 10-12 April 2006, Lancaster University, UK. (Unpublished)

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Dasanayaka, Chamila

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(2021) The impact of the performance appraisal process on job satisfaction of the academic staff in higher educational institutions. Education Sciences, 11 (10). e623.

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Davey, Gareth

(2024) Translanguaging on an English-medium undergraduate research methods course for Vietnamese psychology students learning in their second language: a practitioner enquiry. Journal of Applied Research in Higher Education .

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Davidson, Tom

(2018) Out of a trade, into a profession: auto-ethnographic research exploring how paramedics learn to become lecturers. In: Borders and Boundaries Conference: Debating the Limits and Possibiities of Education, 3-4 July 2018, Lancaster University, UK. (Unpublished)

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Davidson, Tom

(2019) Out of a trade, into a profession: auto-ethnographic research exploring how paramedics learn to become lecturers. In: College of Paramedics Research Conference 2019, 24 September 2019, Cardiff, UK. (Unpublished)

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Davies, Madeleine and Mayhew, Emma (2019) The magic number: evaluating online provision of detailed assessment data to support tutoring. Practitioner Research in Higher Education, 12 (1). pp. 75-81.

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Davis, Geraldine, Wright, Hazel and Holley, Debbie (2016) Write away from it all! The value of running a writing retreat for doctoral students. Practitioner Research in Higher Education, 10 (2). pp. 54-66.

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Day, Harley, Fowles, Georgia, McElhone, Gerard and Ewin, Robert (2019) How innovation contributes to a prison culture of rehabilitation: the student experience. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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De Witt, Julie, Sloane, Charles

, Marland, Amanda, Miller, Paul K.

and Hoelterhoff, Mark (2020) Managing the initial transition from student to professional radiographer: Making induction and preceptorship count. In: United Kingdom Imaging and Oncology Congress 2020: Pathways and Communication, 1-3 June 2020, ACC, Liverpool.

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DeWitt, Julie, Sloane, Charles

, Marland, Amanda, Miller, Paul K.

and Hoelterhoff, Mark (2020) Walking the cliff-edge: Managing the initial transition from student radiographer to professional radiographer. In: Networking in Education for Healthcare Conference, 1-3 September 2021, University of Bath. (Unpublished)

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Dean, Michael and Levis, Annie (2016) Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers. Physiotherapy, 102 (4). pp. 365-370.

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Demonacos, Constantinos, Ellis, Steven and Barber, Jill (2019) An evaluation of peer-to-peer feedback using adaptive comparative judgement. Practitioner Research in Higher Education, 12 (1). pp. 50-60.

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Dickinson, Hannah and Bell, Janice

(2014) Emotional intelligence and developing professional competency: a student perspective. In: College of Occupational Therapists 38th Annual Conference and Exhibition, 3-5 June 2014, Brighton, UK.

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Dixon, Jane (2009) The use and development of ‘Teachers’ TV’ to support initial teacher training and in-service teachers’ continuing professional development. In: Jackson, Alison, (ed.) Innovation and development in initial teacher education: conference proceedings. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 142-145.

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Dogra, Nisha, Anderson, Jill

, Edwards, Ruth and Cavendish, Sue (2008) Service user perspectives about their roles in undergraduate medical training about mental health. Medical Teacher, 30 (6). e152-e156.

Dogra, Nisha, Cavendish, Sue, Anderson, Jill

and Edwards, Ruth (2009) Service user perspectives on the content of the undergraduate curriculum in psychiatry. Psychiatrist, 33 (7). pp. 260-264.

Donald, William E.

and Mouratidou, Maria

(2022) Preparing for a sustainable career: challenges and opportunities. GiLE Journal of Skills Development, 2 (2). pp. 3-5.

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Donald, William E.

, Mouratidou, Maria

, Nimmi, P.M.

and Ma, Yin

(2023) Strategies for enhancing entrepreneurial intention and wellbeing in higher education students: a cross-cultural analysis. Higher Education, 88 (2). pp. 587-607.

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Donnelly, Geoff (2019) Successful strategic leadership: the contribution of governance. In: Marshall, Stephanie, (ed.) Strategic leadership of change in higher education, 2nd edition. Routledge, Taylor & Francis, Abingdon, UK.

Draper, Jan, Beretta, Ruth, Kenward, Linda

, McDonagh, Lin, Messenger, Julie and Rounce, Jill (2014) ‘Ready to hit the ground running’: alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme. Nurse Education Today, 34 (10). pp. 1305-1310.

Ducasse, Ana Maria and Hill, Kathryn (2019) Developing student feedback literacy using educational technology and the reflective feedback conversation. Practitioner Research in Higher Education, 12 (1). pp. 24-37.

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Ellis, Steven and Barber, Jill (2016) Expanding and personalising feedback in online assessment: a case study in a school of pharmacy. Practitioner Research in Higher Education, 10 (1). pp. 121-129.

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Elton-Chalcraft, Sally

(2018) Compliance or challenge: how can teacher educators nurture independent, inspirational and successful teachers? In: 9th TEAN Conference: The Ambition of Teacher Education, 10-11 May 2018, Birmingham, UK. (Unpublished)

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Elton-Chalcraft, Sally

(2015) Education in the UK and faith in schools. In: Assam Theological College event, August 2015, Jorhat, India. (Unpublished)

Elton-Chalcraft, Sally

(2017) ‘Fundamental British Values’: a politicization of teaching? In: Warwick Centre for Education Studies Seminar Series, 1 November 2017, University of Warwick, UK. (Unpublished)

Elton-Chalcraft, Sally

(2008) How children see diversity, the effects of schooling, and implications for Initial Teacher Education. In: The Teacher Education Policy in Europe (TEPE) Conference 2008, 21-23 February 2008, Ljubljana, Slovenia. (Unpublished)

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Elton-Chalcraft, Sally

(2014) 'I don’t think lectures are ever going to change a closed mind’: student teachers’ learning journeys and teaching for diversity. In: ECER 2014: The Past, Present and Future of Educational Research in Europe, 1-5 September 2014, University of Porto, Portugal. (Unpublished)

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Elton-Chalcraft, Sally

(2015) Studying at MA level; Cambridge Primary Review Trust. In: Teachers as Researchers Cumbria Conference 2015, 21 October 2015, Stoneybeck Inn, Penrith, UK. (Unpublished)

Elton-Chalcraft, Sally

(2019) Supporting deep and strategic learning: student and tutor perspectives. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Elton-Chalcraft, Sally

(2017) To promote or not to promote fundamental British values. In: University of Limerick Winter Conference, January 2017, University of Limerick, Ireland. (Unpublished)

Elton-Chalcraft, Sally

and Barker, Jane (2014) Equality, diversity and inclusion: embedding diversity into school life - your responsibility as a student teacher. In: University of Cumbria Student Teacher Workshop, 2 April 2014, University of Cumbria, Lancaster, UK. (Unpublished)

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Elton-Chalcraft, Sally

, Copping, Adrian

, Mills, Kären

and Todd, Ian (2018) Developing research-informed practice in initial teacher education through school-university partnering. Professional Development in Education, 46 (1). pp. 5-20.

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Elton-Chalcraft, Sally

, Kendrick, Ann

, Thompson, Linda and Chapman, Alison (2016) Leadership is about excellent coaching not telling people what to do: issues in preparing future school leaders. In: British Educational Research Association (BERA) Conference 2016, 13-15 September 2016, Leeds, UK. (Unpublished)

English, Lesley

(2017) Mind the gap: using MOOCs to provide pre-entry skills support. In: NoWAL Conference 2017: Library evolution: developing academic libraries for the future, 20 July 2017, Lancaster University, UK. (Unpublished)

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English, Lesley

(2017) Mind the gap: using MOOCs to provide pre-entry skills support. In: LILAC 2017 (Librarians' Information Literacy Annual Conference), 10-12 April 2017, Swansea University, UK. (Unpublished)

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English, Lesley

(2018) Supporting the transition of autistic students into university life: reflections on a specialist peer mentoring scheme. Good Autism Practice (GAP), 19 (1). pp. 63-67.

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Evans, Stephanie (2019) Using the 'brain house' to support trainee teachers with both children and themselves. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Feltham, Christina

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and Ralph, Stewart

(2016) Student midwives and paramedic students' experiences of shared learning in pre-hospital childbirth. Nurse Education Today, 41 . pp. 73-78.

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Formby, Adam, Woodhouse, Anna and Basham, Jemma (2020) Reframing widening participation towards the community: a realist evaluation. Widening Participation and Lifelong Learning, 22 (2). pp. 184-204.

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Fowler, Martin

(2011) Fulfilling a need: the teaching of drawing within the modern curriculum. In: Gunnarsdottir, E. and Bjarnadottir, H., (eds.) Knowhow verklag II: thoughts on drawing and textile studies. Reykjavik School of Visual Arts, Reykjavik, Iceland, pp. 1-54.

Freeman, Elizabeth, Harris, Frances and Loynes, Christopher

(2021) Nature Connection. In: Thomas, Glyn, Dyment, Janet and Prince, Heather, (eds.) Outdoor environmental education in higher education. International Perspectives . Springer, Switzerland, pp. 189-200.

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Garner, Michelle (2019) Reflections on being regulated: the value of preparing for inspection on enhancing the staff and student experience. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Ginty, Andrew (2007) Problem based learning. Higher Education Academy, Bristol.

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Godley, Nicola

, Devlin, Lauren, Watson, Jay and Davidson, Tom

(2024) Practice-based education: a scoping review. Journal of Paramedic Practice, 16 (8). pp. 337-346.

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Godley, Nicola

, Green, Sarah and Watson, Jay (2023) Challenges and barriers for apprenticeship paramedic practice based education. In: The Centre of Excellence in Paramedic Practice Research Conference 2023, 5 April 2023, University of Cumbria, Lancaster, UK / online. (Unpublished)

Grabarski, Mirit K., Mouratidou, Maria

and Fellows, Ian

(2023) The evolution of learning and technological innovation: preparing students for successful careers. In: Donald, William E., (ed.) Handbook of research on sustainable career ecosystems for university students and graduates. IGI Global, Hershey, PA, US, pp. 58-76.

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Grabrovaz, Meaghan

, Goodwin, Victoria

and Grimwood, Tom

(2020) An asset-based approach to widening participation for young people in Cumbria. Health and Society Knowledge Exchange (HASKE).

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Grabrovaz, Meaghan

and Grimwood, Tom

(2019) Understanding the rural and coastal contexts in widening participation. Health and Society Knowledge Exchange (HASKE).

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Grabrovaz, Meaghan

and Grimwood, Tom

(2018) An evaluation of the effect of bursary and other types of financial support on student outcomes at the University of Cumbria. Health and Social Care Evaluations (HASCE). (Unpublished)

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Green, Joanne L. (2018) Peer support systems and professional identity of student nurses undertaking a UK learning disability nursing programme. Nurse Education in Practice, 30 . pp. 56-61.

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Greenwood, Anthony

(2007) Using external live projects with final year undergraduates. Practitioner Research in Higher Education, 1 (1). pp. 25-27.

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Greenwood, Anthony

and Murray (née Ryder), Sandy (2018) Experiences with authentic assessment on two practitioner-focused business degree programmes. In: Learning & Teaching Fest 2018, 6 June 2018, University of Cumbria, Lancaster, UK. (Unpublished)

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Grimwood, Tom

, Goodwin, Victoria

and Grabrovaz, Meaghan

(2020) Voluntary and community organisations in Cumbria: assets for young people’s decision-making? Health and Society Knowledge Exchange (HASKE).

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Grimwood, Tom

, Snell, Laura

and Robinson, Amy (2019) Accelerated postgraduate nursing pilot programme: an evaluation. Health and Social Care Evaluations (HASCE). (Unpublished)

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Hallam, Issy (2017) Promoting social cohesion during blended learning in a Foundation Degree. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 113-123.

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Halsall, Martyn (2009) Everest, the Final Furlong: Completing a PhD. In: Research FEST 2009, July 2009, University of Cumbria.

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Haresnape, Janet (2014) Student perceptions of an assessed, online, collaborative activity. Practitioner Research in Higher Education, 9 (1). pp. 18-37.

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Harness, Susan

(2018) Conceptions of being a lecturer in nursing: variation of identities and how these are negotiated during a tutorial. Doctoral thesis, University of Cumbria (awarding body Lancaster University).

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Harness, Susan

and Boyd, Pete

(2021) Academic identities and their deployment within tutorials. International Journal of Educational Research, 108 (101777).

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Harris, Dean, Smart, Shelley, Gill, Robert, Miller, Paul K.

, Bolton, Gareth

, Waring, Lorelei and Marland, Amanda (2018) The impacts of a clinically-orientated approach to teaching physics in ultrasound to sonography students. In: UK Radiological and Radiation Oncology Congress: Disease and Diversity, 2-4 July 2018, Liverpool, UK. (Unpublished)

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Harvey, Tina

(2017) Building peer support: developing students' feedback skills. In: 6th International AHE Conference (Assessment in Higher Education), 28-29 June 2017, Manchester, UK. (Unpublished)

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Harvey, Tina

(2019) Collaboration with students: listening to the student voice to develop assessment feedback practice. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Harvey, Tina

(2019) What went wrong? Students’ and lecturer reflection on why face-to-face feedback was ineffective. In: 7th International AHE Conference 2019 (Assessment in Higher Education), 26-27 June 2019, Manchester, UK. (Unpublished)

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Harvey, Tina

and Scott, Joanne (2022) Reviewing pedagogic feedback practice from the Integrated Foundation Year student perspective. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

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Hayes, Catherine (2018) Addressing the need to modernise professional identity for pharmacy clinical education: focusing on strategic pedagogic design. In: Health Education England North East 5th Quality Conference 2018, 14 March 2018, The Durham Centre, Durham, UK. (Unpublished)

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Hayes, Catherine (2018) Authenticity in transformative learning (with an eye on the TEF). In: Research into Higher Education Conference, 17 January 2018, LED Research Centre, University of Cumbria, Lancaster, UK. (Unpublished)

Hayes, Catherine (2018) Beauty and the beast: process and output in the TEF and the REF. In: Teaching and Learning Annual Conference, 16 January 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Hayes, Catherine (2018) Beyond disciplinarity in strategic pedagogical research: who do we think we are? In: 2nd Faculty of Education Research Day, 22 May 2018, Liverpool Hope University, UK. (Unpublished)

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Hayes, Catherine (2019) Building pedagogic practice: using Lego Serious Play in postgraduate nurse education. In: Nerantzi, Christina, (ed.) Christina Nerantzi compilation: stories of Lego Serious Play. TBC, TBC, [in press].

Hayes, Catherine (2019) Building resilience with Lego Serious Play: facilitating self awareness and reflexivity. In: Transition, Persistence and Resilience: Academic Advising for Success, UKAT Annual Conference 2019, 10-12 April 2019, University of Plymouth, UK. (Unpublished)

Hayes, Catherine (2018) Co-constructing social knowledge and driving digital interactivity: the University of Sunderland Nurse Navigator System. In: Student Success Stories Conference, 9 March 2018, University of Sunderland, UK. (Unpublished)

Hayes, Catherine (2018) Considering the epistemological tools of higher education [blog]. The BERA Blog: Research Matters . (Unpublished)

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Hayes, Catherine (2018) For he's a jolly good fellow, for she's a jolly good fellow: a pragmatic insight into how to articulate "jolly good". In: University of Cumbria Higher Education Academy (HEA) Fellows Celebration Event, 18 April 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Hayes, Catherine (2018) Podiatric medicine and surgery: situated learning in simulation with social constructivism. In: Health Education England North East Quality Conference 2018, 14 March 2018, The Durham Centre, Durham, UK. (Unpublished)

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Hayes, Catherine (2018) Pragmatic reflexivity: the art of applied epistemic cognition. In: Doctoral Professorial Master Class, 17 January 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Hayes, Catherine (2018) Putting the 'logical' into epistemological stance. In: An Introduction to Professional Doctorate Study, 2-3 February 2018, Liverpool Hope University, UK. (Unpublished)

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Hayes, Catherine (2018) Underpinning patient safety with strategic approaches to health sciences pedagogy: experiential and situated learning environments. In: Health Education England North East Quality Conference 2018, 14 March 2018, The Durham Centre, Durham, UK. (Unpublished)

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Hayes, Catherine (2018) University of Cumbria HEA fellowship celebration event. In: University of Cumbria HEA Celebration Event, 18 April 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Hayes, Catherine (2018) Wall of scholarship: beyond disciplinarity in international teaching excellence: the impact of transformative learning in action. In: Impact of Teaching Excellence ANTF (Association of National Teaching Fellows) and HEA (Higher Education Academy) Excellence Awards Symposium, 20-21 March 2018, The Studio, Manchester, UK. (Unpublished)

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Hayes, Catherine, Bussey, Sonia and Graham, Yitka (2019) Illuminating undergraduate experiential and situated learning in podiatry clinical placement provision at a UK school of podiatric medicine. Higher Education, Skills and Work-Based Learning, 9 (4). pp. 688-694.

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Hayes, Catherine and Corrie, Ian

(2020) Learner-centred pedagogy framing authentic identity and positionality in Higher Education. In: Inoue-Smith, Yukiko and McVey, Troy, (eds.) Optimizing Higher Education learning through activities and assessments. IGI Global, pp. 77-95.

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Hayes, Catherine, Fulton, John, Irons, Alastair and Capper, Stephen (2018) Partnership in professional doctoral reflexivity: action research as a driver in the co-construction of knowledge. In: 7th Annual Change Agent Network (CAN) Conference: Championing Student-Staff Partnership in an Age of Change, 19-20 April 2018, University of Winchester, UK. (Unpublished)

Hayes, Catherine and Graham, Sarah (2018) Proposing an eight stage model of academic curriculum development via knowledge co-construction with students. In: RAISE Conference 2018: Working Better Together: Collaborations in Student Engagement, 5-7 September 2018, Sheffield Hallam University, UK. (Unpublished)

Hayes, Catherine and Graham, Yitka (2018) Evaluating interactivity design in the context of technology enhanced learning: an overarching case study methodology integrating anecdote circles and surveys as methods of inquiry for nursing curricula. In: RCN Education Forum National Conference and Exhibition: Partners in Practice: Nurses Working Together Through Change, 20-21 March 2018, Newcastle Civic Centre, Newcastle upon Tyne, UK. (Unpublished)

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Hayes, Catherine, Hinshaw, Kim and Petrie, Kevin (2018) Reconceptualising medical curriculum design in strategic clinical leadership training for the 21st century physician. In: Storey, Valerie Anne and Beeman, Thomas Edward, (eds.) Preparing physicians to lead in the 21st century. Advances in medical education, research, and ethics book series . IGI Global, Hershey, PA, USA, pp. 147-163.

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Hayes, Catherine, Smith, Peter and Fulton, John (2018) Ways of knowing for professional doctorate education: reconnecting and reframing perspectives in ontology and epistemology. In: British Education Research Association (BERA) Annual Conference 2018, 11-13 September 2018, Northumbria University, Newcastle, UK. (Unpublished)

Hayes, Catherine, Sunday, Joseph, Foluke Bosun, Stella, Ijeheito, Chinyere, Thompson, Kareem, Onuorah, Obi and Anyanwu, Philip (2018) Postgraduate peer assisted student support / Supplemental instruction in action: evaluating a pilot educational intervention with doctoral students. In: Student Success Stories Conference, 9 March 2018, University of Sunderland, UK. (Unpublished)

Hayes, Catherine, Todd, Claire Richenda, Livingstone, Andrew and Petrie, Kevin (2018) Beyond disciplinarity in knowledge construction for creative arts and allied health signature pedagogies. In: Student Success Stories Conference, 9 March 2018, University of Sunderland, UK. (Unpublished)

Hayes, Tracy

(2018) Dr Bear and the adventure bears. Children's Geographies, 16 (4). pp. 461-464.

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Hayes, Tracy

(2018) My post-doctoral journey and plans, highlighting my successes. In: Research and Enterprise Committee Meeting, 14 December 2018, University of Cumbria, Carlisle, UK. (Unpublished)

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Hayes, Tracy

(2017) Thesis in a box: creatively presenting transdisciplinary research. In: Doctoral Colloquium, 13 July 2017, Lancaster, UK. (Unpublished)

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Hayes, Tracy

(2019) A handbag?! A practitioner’s story of teaching research ethics to undergraduate students. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Hayes, Tracy

(2019) A tale tail of PhD surviving and thriving! In: Postgraduate Student Research Conference, 11 July 2019, University of Cumbria, Lancaster, UK. (Unpublished)

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Headington, Rita (2018) Students’ informal peer feedback networks. Practitioner Research in Higher Education, 11 (1). pp. 4-14.

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Headington, Rita and Chapman, Amanda

(2016) Editorial: Practitioner Research in Higher Education, 10 (1). Practitioner Research in Higher Education, 10 (1). pp. 1-2.

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Heinonen, Paavo (2015) Modern portable technology in environmental education as part of formal curriculum teaching. Masters dissertation, University of Cumbria.

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Hepplestone, Stuart, Glover, Ian, Irwin, Brian and Parkin, Helen J. (2016) Setting out the role of feedback in the assessment process through both the student and tutor perspective. Practitioner Research in Higher Education, 10 (1). pp. 81-90.

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Hill, Davina L.

and Fielden, Kelly (2017) Using Mentimeter to promote student engagement and inclusion. In: Pedagogy in Practice seminar, 18 December 2017, Fusehill Street, Carlisle, UK. (Unpublished)

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Hilton, Sarah Jae

, Howard, Lynn

, Morris, Karen

and Rhind, Susan

(2024) Action research evaluation of the utilisation of ThingLinkTM  to provide immersive case based learning, and its value on the learners experiences. Health Professions Education, 10 (12). pp. 123-121.

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Hind, Catherine Lisa (2018) Emotional support session. In: Mental Health & Wellbeing Conference, 26 February 2018, University of Cumbria, Lancaster, UK. (Unpublished)

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Hirst, Nicky (2016) Using Pecha Kucha as formative assessment in two undergraduate modules: (re) conceptualising ‘the right lines’. Practitioner Research in Higher Education, 10 (1). pp. 140-155.

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Holgate, Emma and Moses-Allison, Linda (2019) Enhancing skills@cumbria support using webinars. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Holt, Susan

, Farrell, Mary and Corrigan, Richard

(2023) Developing the SVN CLEI: a novel psychometric instrument for evaluating the clinical learning environment of student veterinary nurses in the UK. Journal of Veterinary Medical Education, 50 (1). pp. 94-103.

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Holt, Susan

, Mason, Jenny, Farrell, Mary, Corrigan, Richard

and Warman, Sheena

(2024) Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory. Veterinary Record (VetRecord), 194 (11).

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Holt, Susan L.

, Farrell, Mary and Corrigan, Richard

(2024) Veterinary nursing students’ experience in the clinical learning environment and factors affecting their perception. Journal of Veterinary Medical Education, 51 (3). pp. 357-368.

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Hooker, Joanne and Whistance, Jayne (2016) Embedding key transferable employability skills for lifelong success through blending an innovative portfolio to complement traditional assessment. Practitioner Research in Higher Education, 10 (1). pp. 156-175.

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Hough, Hannah L. (2006) Information literacy training for all staff: a strategic approach. In: The Librarians Information Literacy Annual Conference, 27-29 March 2006, University of Leeds.

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Hoyle, Kathryn, Ruston, Sarah, Scott, Joanne and Harvey, Tina

(2020) Case study: using PebblePad to enhance the effectiveness of personal tutoring and improve student engagement. (Unpublished)

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Hughes, Helen Philippa Narelle

, Mouratidou, Maria

and Donald, William E.

(2023) Exploring the impact of an industrial placement year on students' competency development: a three-cohort, longitudinal study. Higher Education, Skills and Work-Based Learning, 13 (6). pp. 1218-1233.

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Hurford, Donna and Read, Andrew (2009) “I already know how I feel about this”: using assessment to encourage criticality. In: Inman, Sally and Rogers, Maggie, (eds.) Papers presented at UK Conference July 2009 on Developing Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education. UK Teacher Education Network for Education Sustainable Development/Global Citizenship, Glasgow, pp. 84-93.

Hurford, Grace (2019) Promoting responsible leadership and sustainability: a case study in management education. In: Sharma, Radha R., (ed.) Human resource management for organizational sustainability. Environmental and social sustainability for business advantage collection . Business Expert Press, New York, US, pp. 177-184.

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Hurford, Grace and Chapman, Philippa (2018) Let’s get sustainable: a five-day MBA residency adventure. In: Lowe Steffen, Seana, Rezmovits, Jamie, Trevenna, Shanah and Rappaport, Shana, (eds.) Evolving leadership for collective wellbeing: lessons for implementing the United Nations sustainable development goals. Building leadership bridges series . Emerald Publishing Limited, Bingley, UK, pp. 313-329.

Hutchison, Sonia (2014) How can I work participatively with carers to improve the education of social work students? In: Research and Enterprise Conference: Collaboration and Impact, 4 July 2014, University of Cumbria, Lancaster. (Unpublished)

Huxtable, Marie

and Whitehead, Jack

(2020) Enhancing educational influences in learning with a living educational theory approach to pedagogical action research in higher education. Educational action research . pp. 310-327.

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Huxtable, Marie

and Whitehead, Jack

(2015) How does Living Educational Theory research enable individuals to research into their higher education to improve it and contribute to educational knowledge? In: BERA HE SIG Symposium: Researching into Higher Education: Innovative Research Methods, 8 May 2015, Institute of Education, London, UK. (Unpublished)

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Hyde, Emma

, Hardy, Maryann

, Strudwick, Ruth Mary

and Upton, Amanda

(2024) The impact of a massive open online course on levels of awareness of patient centred care in UK-based diagnostic radiographers. Journal of Practice Teaching and Learning, 22 .

Hymer, Barry (2008) Giftedness as a living concept: what is a living theory approach to Action Research and how can it contribute to gift creation through student-led enquiry? In: Hymer, Barry, Whitehead, Jack and Huxtable, Marie, (eds.) Gifts, talents and education: a living theory approach. Wiley, Chichester, UK, pp. 65-72.

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Inglis, Scott

, Whitehouse, Claire and Drude, Finn (2024) NurseQuest, a gamified odyssey in nursing education. In: Active Learning Network Festival of Active Learning, 11-15 March 2024, Online. (Unpublished)

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Jackson, Alison

(2017) Editorial: Teacher Education Advancement Network Journal, 9 (2). Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 1-2.

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Jackson, Alison

and Ashworth, Mary (2013) Embedding a university teacher education programme in a school: an evaluation of a school and university partnership. (Unpublished)

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Jackson, Alison

and Burch, James (2018) New directions for teacher education: investigating school/university partnership in an increasingly school-based context. Professional Development in Education, 45 (1). pp. 138-150.

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Jackson, Alison

and Eady, Sandra (2012) Teaching as a Masters profession in England: the need for continued debate. Professional Development in Education, 38 (1). pp. 149-152.

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Jackson, Alison

and Eady, Sandra (2010) Teaching as a Masters profession: the need for continued debate. In: British Educational Research Association Annual Conference, 1-4 September 2010, University of Warwick, UK. (Unpublished)

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Jackson, Elizabeth (2007) Seventies, eighties, nineties, noughties…. a sequence of concerns. Practitioner Research in Higher Education, 1 (1). pp. 28-32.

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Jackson, Norman, Gough, David, Dunne, Elisabeth and Shaw, Melissa (2004) Developing an infrastructure to support an evidence informed approach to Personal Development Planning. Higher Education Academy, York.

Jasinskaa, Lidia, Marquis, Christopher

and Williams, Phillipa (2022) The nuclear medicine technologist will see you now. Nuclear Medicine Communications, 43 (5). pp. 577-623.

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Johnston, Sophie (2017) Wednesday does not last forever. Nursing Times .

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Jones, Alistair and Lishman, Ros (2022) Putting the action into politics: embedding employability in the academic curriculum. European Political Science .

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Jones, Emma

, Priestley, Michael

, Brewster, Liz

, Wilbraham, Susan

, Hughes, Gareth

and Spanner, Leigh (2020) Student wellbeing and assessment in higher education: the balancing act. Assessment & Evaluation in Higher Education, 46 (3). pp. 438-450.

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Jordan, Sally (2009) Assessment for learning: pushing the boundaries of computer-based assessment. Practitioner Research in Higher Education, 3 (1). pp. 11-19.

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Kaye, Linda K., McCann, Joseph J. and Bates, Elizabeth

(2017) A snapshot of the student experience: exploring student satisfaction through the use of photographic elicitation. In: 2017 SOLSTICE and CLT (Centre for Learning and Teaching) Conference, 5-6 June 2017, Edge Hill University, Ormskirk, UK. (Unpublished)

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Kean, Jenny (2012) Show AND tell: using peer assessment and exemplars to help students understand quality in assessment. Practitioner Research in Higher Education, 6 (2). pp. 83-94.

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Kempster, Steve, Watton, Emma and Chapman, Philippa (2019) Management education for developing a new generation of managers to lead responsibly. In: Sharma, Radha R., (ed.) Human resource management for organizational sustainability. Environmental and social sustainability for business advantage collection . Business Expert Press, New York, US, pp. 163-176.

Kenward, Linda

(2013) Teaching communication via awareness of Berne's personal ego states. Nurse Education Today, 33 (10). pp. 1096-1098.

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Kulenovic, Edina (2018) How can student peer assessment be used to improve the quality of student learning? Teacher Education Advancement Network Journal, 10 (1). pp. 35-49.

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Laidlaw, Kirsteen

, Cabiati, Elena, Henriksen, Oystein and Shore, Caroline (2020) Preparing students for social work practice in contemporary societies: insights from a transnational research network. European Journal of Social Work, 23 (6). pp. 980-991.

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Lakin, Liz (2002) Food, exercise and lifestyle: an initial teacher training perspective. International Journal of Consumer Studies, 26 (3). pp. 188-197.

Lander, Vini, Elton-Chalcraft, Sally

and Revell, Lynn (2017) “Honestly, I think it’s a horrendous knee-jerk reaction”: politeness, superiority, assimilation and criticality: student teachers’ views on fundamental British values. The BERA Blog: Research Matters . (Unpublished)

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Larmour, Caroline (2019) From theory to practice: working with community partners to create real life learning experiences. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Lawson, Dave (2019) Assessing the credibility and validity of the Motivational Strategies for Learning Questionaire (MSLQ) to aid self regulating learning to a cohort of undergraduate students. Practitioner Research in Higher Education, 12 (1). pp. 15-23.

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Lawton, Mark

(2017) ‘Employers’ perspectives on maximising undergraduate student learning from the outdoor education centre work placement. Journal of Hospitality, Leisure, Sport & Tourism Education, 21 (A). pp. 1-12.

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Leslie, Andrew

(2002) Distance learning in forestry: the experience of the National School of Forestry. Quarterly Journal of Forestry, 69 (3). S11-S14.

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Leslie, Andrew

and Wilson, Edward R. (2009) The anatomy of a woodland: stand profile diagrams as an aid to problem-based learning in undergraduate forestry education. Forestry Chronicle, 85 (5). pp. 725-732.

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Leslie, Pippa

(2019) Mindsets for formative feedback processes in higher education. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Logan, Cheri (2006) Circles of practice: educational and professional graphic design. Journal of Workplace Learning, 18 (6). pp. 331-343.

Logan, Cheri (2008) Metaphor and pedagogy in the design practicum. International Journal of Technology & Design Education, 18 (1). pp. 1-17.

Logan, Cheri, Kurien, Anish, Flint, Debbie and Allan, Simon (2007) Distributed e-learning in art, design, media. Higher Education Academy: Art/Design/Media Subject Centre, London, UK.

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Lopes, Amélia, Boyd, Pete

, Andrew, Nicola and Pereira, Fátima (2014) The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education, 68 (2). pp. 167-183.

Loughran, Beth

(2022) Artistic research and assessment: a creative practice perspective. PARtake: The Journal of Performance as Research, 5 (1).

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Loughran, Beth

(2021) Sharing my practice and research in higher education: ‘universal soul’, university soul, my university role and context. Movement, Dance and Drama, 40 (2).

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Loynes, Christopher

(2015) Creating global students: internationalization of curricula in higher education. Teaching-focused in HE: THE GEES network .

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Loynes, Christopher

(2015) Transcultural European outdoor studies: a case study of transcultural learning and teaching. In: RGS-IBG Higher Education Research Group Annual Conference: Geographies of the Anthropocene, 1-4 September 2015, University of Exeter, UK. (Unpublished)

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Loynes, Christopher

, Fenton, Lisa

and Towers, Daniel

(2019) Wild pedagogies: its potential for changing perceptions and experiences of nature. In: Nature Connections 2019, 2 July 2019, University of Derby, UK. (Unpublished)

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Loynes, Christopher

and Gurholt, Kirsti Pedersen (2017) The journey as a transcultural experience for international students. Journal of Geography in Higher Education, 41 (4). pp. 532-548.

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Loynes, Christopher

and Towers, Daniel

(2019) Embedding sustainability into Higher Education curricula: Geography and beyond. In: Royal Geographical Society with IBG Annual International Conference 2019, 27th-30th August 2019, London. (Unpublished)

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Loynes, Christopher

and Towers, Daniel

(2018) Finding new ways: developing a co-constructed approach to excursions in higher education. Journal of Experiential Education, 41 (4). pp. 369-381.

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Lundstrom, Mats, Astrom, Maria, Stolpe, Karin and Bjorklund, Lasse (2016) Assessing student theses: differences and similarities between examiners from different academic disciplines. Practitioner Research in Higher Education, 10 (1). pp. 217-226.

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Ma, Yin, Nimmi, P.M.

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(2024) Exploring the impact of serious leisure on well-being and self-perceived employability: the mediating role of career adaptability amongst Chinese undergraduates. Higher Education, Skills and Work-Based Learning, 14 (6). pp. 1252-1266.

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MacDonald, Iain

(2019) Adopt and adapt: undergraduate diagnostic radiography student responses to technology enhanced collaborative assessment using online wiki and verbal MS PowerPoint presentations. In: United Kingdom Imaging and Oncology Congress (UKIO), 10-12 June 2019, ACC, Liverpool, UK. (Unpublished)

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MacDonald, Iain

(2018) Adopt and adapt: undergraduate responses to novel technology enhanced collaborative assessment. In: Research into Higher Education Conference, 17 January 2018, LED Research Centre, University of Cumbria, Lancaster, UK. (Unpublished)

MacDonald, Iain

(2017) Using a wiki to drive student learning. In: RIPLE Research into Higher Education Winter Conference, 11 January 2017, University of Cumbria, Carlisle, UK. (Unpublished)

MacDonald, Iain

(2018) A comparison of response to feedback given to undergraduates in two collaborative formative assessments: wiki and oral presentations. In: International AHE Conference 2018 (Assessment in Higher Education), 28 June 2018, Manchester, UK. (Unpublished)

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Malik, Poonam

(2017) For richer, or poorer, in science and in health… what makes industry-university partnerships work or fail? In: University of Cumbria Research & Innovation Conference: Achievement, Impact and Potential, 7 July 2017, Lancaster, UK. (Unpublished)

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Marshall, Alison

, Neagle, Royce J. and Boyle, Roger D. (2011) Student supported consultancy to address market needs: Leeds Source-IT, a case study. In: Howlett, Robert J., (ed.) Innovation through Knowledge Transfer 2010. Smart Innovation, Systems and Technologies (SIST) series, 9 . Springer-Verlag, Coventry, UK, pp. 309-318.

Marshall, Alison

, Quinlan, Patrick and Berry, John (2013) Supporting regional growth from the higher education community: the Energy Coast Campus Programme in West Cumbria. In: Innovation through Knowledge Transfer 2013, 11-12 April 2013, Derry-Londonderry, Northern Ireland.

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Marshall, Alison

, Quinlan, Patrick and Berry, John (2013) Supporting regional growth from the higher education community: the Energy Coast Campus Programme in West Cumbria. InImpact: The Journal of Innovation Impact, 5 (1). pp. 104-115.

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Marshall, Gill and Harris, Phil (2000) A study of the role of an objective structured clinical examination (OSCE) in assessing clinical competence in third year student radiographers. Radiography, 6 (2). pp. 117-122.

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Marshall, Gill and Jones, Nicholas (2002) Does widening participation reduce standards of achievement in postgraduate radiography education? Radiography, 8 (3). pp. 133-137.

Marshall, Gill and Jones, Nicholas (2003) A pilot study into the anxiety induced by various assessment methods. Radiography, 9 (3). pp. 185-191.

Marshall, Gill and MacDonald, Iain

(2010) ‘Assessment as and for learning’ using authentic assessments: a postgraduate perspective based on the MSc in Medical Imaging (Magnetic Resonance Imaging (MRI) route). Learning Exchange, 1 (1).

Mason, Zoe (2024) Simulation learning: exploring its transformative influence on nursing practice. Nursing Standard .

Mason, Zoe (2022) The effectiveness of clinical simulation in professional healthcare programmes to improve students' situational awareness during acute deterioration. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Mataka, Samantha and Miller, Paul K.

(2024) Can student engagement be enhanced using an immersion room for simulated learning? In: Achieving Excellence in Radiography Education and Research Conference, 20-21 November 2024, Ibis Birmingham New Street Station, Birmingham, UK. (Unpublished)

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Mawson, Julie and Miller, Paul K.

(2024) Bridging the gap: understanding why assistant practitioners choose a radiography UDip pathway. In: UK Imaging and Oncology Congress 2024 (UKIO 2024): Vision and values: Putting people first, 10-12 June 2024, Liverpool ACC, UK. (Unpublished)

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McCann, Joseph J. and Bates, Elizabeth

(2017) How to eat an elephant: university psychology students' perceptions of critical thinking. In: HEA (Higher Education Academy) Annual Conference 2017: Generation TEF: Teaching in the Spotlight, 4-6 July 2017, Renold Building, Manchester, UK. (Unpublished)

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McCann, Joseph J., Bates, Elizabeth

and Boyd, Pete

(2017) An exploration of university psychology lecturers' and A-level psychology teachers' perceptions of critical thinking instruction. In: PsyPAG 2017 Annual Conference (Psychology Postgraduate Affairs Group), 26-28 July 2017, Northumbria University, Newcastle, UK. (Unpublished)

McCann, Joseph J., Bates, Elizabeth

and Boyd, Pete

(2017) A systematic review of critical thinking in psychology education. In: BPS Student Conference (British Psychological Society), 2017, University of Cumbria, UK. (Unpublished)

McCary, Jacqui, Pankhurst, Sheila, Valentine, Helen and Berry, Angela (2011) What works? A comparative evaluation of the roles of student adviser and personal tutor in relation to undergraduate student retention. Higher Education Academy.

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McGhie, Linda

(2017) The identity of higher education lecturers in further education colleges. Doctoral thesis, Keele University.

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McManus, Richard (2016) Assessment timing: student preferences and its impact on performance. Practitioner Research in Higher Education, 10 (1). pp. 203-216.

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Mccanney, John and Taylor, Julie

(2023) Doing the job! Expectations of police recruits (pre- and post- graduate entry). Policing: a Journal of Policy and Practice, 17 (1). paac104.

Mcphie, Jamie

(2018) I knock at the stone's front door: performative pedagogies beyond the human story. Parallax, 24 (3). pp. 306-323.

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Mcphie, Jamie

and Clarke, David

(2014) A walk in the park: considering practice for environmental education through an immanent take on the ‘material turn’. In: Under Western Skies Conference (UWS 2014): Intersections of Environments, Technologies, and Communities, 9-12 September 2014, Mount Royal University, Calgary, Alberta, Canada.. (Unpublished)

Mecinska, Lula (2019) Using LEGO Serious Play for complex concepts in social science and beyond. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Meehan, Sarah and Mallabon, Elizabeth

(2018) How students can develop skills to cope with academic stress. In: Mental Health & Wellbeing Conference, 8 March 2018, University of Cumbria, Ambleside, UK. (Unpublished)

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Meer, Dan and Mace, Denise (2019) How can LinkedIn learning help students. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Meer, Nicky and Chapman, Amanda

(2014) Assessment for confidence: exploring the impact that low-stakes assessment design has on student retention. International Journal of Management Education, 12 (2). pp. 186-192.

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Meer, Nicky and Chapman, Amanda

(2013) Can we do it like this?: students as partners in the assessment process. In: Higher Education Academy Conference, 22-24 April 2013, Nottingham, UK. (Unpublished)

Meer, Nicky and Chapman, Amanda

(2015) Co-creation of marking criteria: students as partners in the assessment process. Business and Management Education in HE . pp. 1-15.

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Mennell, Julie (2017) Here we Cumbria: modern universities and the industrial strategy [online blog]. MillionPlus website .

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Merelo, Juan J.

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Messenger, Hazel and Boyd, Pete

(2022) Authentic assessment: integrating professional and academic standards for coherent assessment in higher education. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

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Miller, Paul K.

, Bolton, Gareth

, Waring, Lorelei and Booth, Lisa

(2024) Future-proofing education for advanced practice in ultrasound: the perspectives of clinical leads in England. Health Education England.

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Miller, Paul K.

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(2022) Implementing a virtual placement scheme for physiotherapy students: the experiences of clinical educators. Physiotherapy, 114 (S1). e11.

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Morphet, Clive and Peck, Frank

(1994) In search of the differential shift: integrating fieldwork into the taught programme in industrial geography. Journal of Geography in Higher Education, 18 (2). pp. 229-235.

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Morrison, Jade (2016) University satisfaction, peer communication, and appearance appraisal as predictors of global self-esteem in university students. Journal of Applied Psychology and Social Science, 2 (2). pp. 95-133.

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Mouratidou, Maria

(2020) Career issues, paths and motivations: career stories of four UK academics. In: Antoniadou, Marilena and Crowder, Mark, (eds.) Modern day challenges in academia: time for a change. Edward Elgar, Cheltenham, UK, pp. 31-43.

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Mouratidou, Maria

, Donald, William

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and Ma, Yin (2024) Exploring the relationship between self-perceived academic performance and entrepreneurial intention: the moderating roles of serious leisure, perceived stress and gender. Higher Education, Skills and Work-Based Learning, 14 (4). pp. 767-781.

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Murtagh, Lisa (2012) Enhancing preparation for higher education. Practitioner Research in Higher Education, 6 (1). pp. 31-39.

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Murtagh, Lisa and Baker, Nadine (2009) Feedback to feed forward: student response to tutors’ written comments on assignments. Practitioner Research in Higher Education, 3 (1). pp. 20-28.

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Murtagh, Lisa and Birchinall, Elizabeth (2018) Developing communities of practice in school-university partnerships. Teacher Education Advancement Network Journal, 10 (1). pp. 85-95.

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Mycroft, Lesley (2017) Teachers’ voice problems: exploring a possible solution. Teacher Education Advancement Network Journal (TEAN), 9 (2). pp. 35-50.

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Nevin, Owen

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Newcombe, Rachel A.

(2020) Evaluation of a peer mentoring scheme and the Impact on Third Year Students. In: LED Showcase Conference 2020, 3rd December 2020, Online. (Unpublished)

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Nicholson, Dawn Theresa (2018) Enhancing student engagement through online portfolio assessment. Practitioner Research in Higher Education, 11 (1). pp. 15-31.

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Nixon, Jon, Buckley, Alison

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Norris, Kath (2019) New qualifications for mentors and lead mentors: enhancing support for teacher trainees on school placements. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Nutbrown, Stephen, Higgins, Colin and Beesley, Su (2016) Measuring the impact of high quality instant feedback on learning. Practitioner Research in Higher Education, 10 (1). pp. 130-139.

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O'Brien, Rhona and Harvey, Tina

(2017) Closing the GAP: addressing educational inequality through authentic assessment. In: 6th International AHE Conference (Assessment in Higher Education), 28-29 June 2017, Manchester, UK. (Unpublished)

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O'Keeffe, Muireann, Gormley, Clare and Ferguson, Pip (2018) Moving the focus from grades to feedback: a case study of pass/fail marking. Practitioner Research in Higher Education, 11 (1). pp. 70-79.

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Osola, Ann (2019) Teaching project management: a practitioner's story. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Parker, Michael and Winstone, Naomi E. (2016) Students’ perceptions of interventions for supporting their engagement with feedback. Practitioner Research in Higher Education, 10 (1). pp. 53-64.

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Parmar, Deeba, Chapman, Amanda

and Trotter, Elaine (2006) Learning through research: the first year experience from the mature students’ perspective. In: Inaugural European First Year Experience conference, 26-28 April 2006, University of Teesside, UK. (Unpublished)

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Pastore, Serafina and Pentassuglia, Monica (2016) Teachers’ and students’ conceptions of assessment within the Italian higher education system. Practitioner Research in Higher Education, 10 (1). pp. 109-120.

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Pazio, Monika (2016) The discrepancies between staff and students’ perceptions of feedback and assessment practices: analysis of TESTA data from one HE institution. Practitioner Research in Higher Education, 10 (1). pp. 91-108.

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Peacock, Julie

, Mewis, Ruth and Rooney, Deirdre (2018) The use of campus based field teaching to provide an authentic experience to all students. Journal of Geography in Higher Education, 42 (4). pp. 531-539.

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Pearson, John (2018) Engaging practical students through audio feedback. Practitioner Research in Higher Education, 11 (1). pp. 87-94.

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Peelo, Moira (2013) Support for PhD students: the impact of institutional dynamics on the pedagogy of learning development. Practitioner Research in Higher Education, 7 (1). pp. 22-33.

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Pennington, Charlotte R., Bates, Elizabeth

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(2017) Transitioning in higher education: an exploration of psychological and contextual factors affecting student satisfaction. Journal of Further and Higher Education, 42 (5). pp. 596-607.

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Philpott, Carey (2014) Reasons for Doctoral non-completion; one non-completing Doctoral student’s voice on limitations in the academic literature. Practitioner Research in Higher Education, 9 (1). pp. 67-72.

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Philpott, Carey (2014) The importance of students’ motivation and identity when supervising professional doctorate students; a reflection on traditional and professional routes. Practitioner Research in Higher Education, 9 (1). pp. 59-66.

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Pickup, Julie (2017) How can patients participate in the assessment of student nurses' practice competencies? Masters dissertation, University of Cumbria.

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Plater, Mark (2007) Student assignment feedback. Practitioner Research in Higher Education, 1 (1). pp. 46-50.

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Policek, Nicoletta

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Poole, Christine (2007) Marking the work of students with specific learning difficulties. In: National Association of Disability Practitioners (NADP) Annual Conference 2007, 3-4 July 2007, Paramount Hotel, Daventry, UK. (Unpublished)

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Poppitt, Nicola J. and Iqbal, Yasser (2009) Formative feedback in a Business School: understanding the student perspective. Practitioner Research in Higher Education, 3 (1). pp. 3-10.

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Potter, Ray and Roberts, Deborah (2007) Desktop video conferencing. Higher Education Academy, Bristol.

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Potter, Ray and Roberts, Deborah (2006) Desktop video conferencing in higher education: the potential and the reality. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 40-43.

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Prescott, Georgia

(2016) Challenging assumptions and making progress. In: Anderson, Babs, (ed.) Philosophy for children: theories and praxis in teacher education. Routledge, Taylor & Francis, Abingdon, UK, pp. 122-130.

Prescott, Georgia

(2014) From unconscious incompetence…? A personal journey to understanding spiritual development. RE Today, 32 (1). pp. 60-62.

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Prescott, Georgia

(2018) The important thing is… using poetry to get to the heart of things in RE. RE Today, 36 (1). pp. 20-21.

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Prickett, Stevie

(2021) Accessing and engaging in physical spaces from your screen. In: Annual Learning & Teaching Fest 2021, 7 July 2021, Online. (Unpublished)

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Priestley, Michael

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Prince, Heather

(2019) Building blocks in experiential learning for inclusive teaching and learning. In: EOE 2019 Conference: Diversity and Inclusion in Outdoor and Experiential Learning, 25-27 September 2019, Institute of Technology, Tralee, Ireland. (Unpublished)

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Prince, Heather

(2018) Capturing experiences in the outdoors using social networking sites through photo-elicitation. In: International Seminar of the European Institute of Outdoor Adventure Education and Experiential Learning (EOE), 19-23 September 2018, Bohinj, Slovenia. (Unpublished)

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Prince, Heather

(2019) Capturing outdoor experiences using social networking sites: Exploring students’ practices through photo-elicitation. In: Kokalji, Irena, (ed.) The Mediation of Experiences by Technology in the Outdoors. Selected papers from the European Institute of Outdoor Adventure Education and Experiential Learning (EOE), 17th . CSOD, Ljubljana, Slovenia, pp. 76-80.

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Prince, Heather

(2005) Graduate pathways: a longitudinal study of graduates in outdoor studies in the U.K. Journal of Adventure Education and Outdoor Learning, 5 (1). pp. 21-33.

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Prince, Heather

(2018) Making sense of the sensory outdoors. In: Leather, Mark, (ed.) Book of extended abstracts: 16th European EOE conference: Outdoor atmospheres and narratives - connecting young people to the world. Plymouth Marjon University, Plymouth, UK, pp. 91-96.

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Prince, Heather

(2019) Outdoor Learning in Primary Schools: Practice, Challenges and Opportunities. In: Ambleside Professoriate Lecture Series, 20 March 2019, University of Cumbria, Ambleside Campus. (Unpublished)

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Prince, Heather

(2021) Outdoor environmental education research and reflective practice. In: Thomas, Glyn J., Dyment, Janet and Prince, Heather, (eds.) Outdoor Environmental Education in Higher Education: International Perspectives. International Explorations in Outdoor and Environmental Education . Springer International Publishing AG, Cham, Switzerland, pp. 349-361.

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Prince, Heather

(2016) Principal Lecturer to Principal Fellow: on cloud nine with a few clouds in between. Higher Education Academy website .

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Prince, Heather

, Ager, Jennifer, Weller, Andy and Bannister, Roo (2019) Research informed practice or practice informed research? Reflections on master’s dissertation student journeys. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Prince, Heather

and Barlow, Chris

(2024) Found in translation: developing students' skills and competencies to implement nature-based and place-based outdoor curricula. In: Garnham, Wendy and Oprandi, Paolo, (eds.) Outdoor learning in higher education: educating beyond the seminar room. SEDA Series (Staff and Educational Development Association) . Routledge, Taylor & Francis, Abingdon, UK, pp. 186-194.

Prince, Heather

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Prince, Heather

and Hayes, Tracy

(2018) Evidencing atmospheres and narratives: measuring the immeasurable? In: Leather, Mark, (ed.) Book of extended abstracts: 16th European EOE conference: Outdoor atmospheres and narratives - connecting young people to the world. Plymouth Marjon University, Plymouth, UK, pp. 97-102.

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Prince, Robert (2016) Predicting success in higher education: the value of criterion and norm-referenced assessments. Practitioner Research in Higher Education, 10 (1). pp. 22-38.

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Pugh, Eamonn

and Tyson, Edward (2014) The emotional knowledge of teaching: trainee teachers’ response to an observation and feedback “tool”. In: 4th international conference on value and virtue in practice-based research: Openness and criticality: evaluating and publishing our research, 22-23 July 2014, York, UK. (Unpublished)

Purves, Ross and Pulsford, Mark (2018) ‘I came out feeling scared and pressured, and just like a number': undergraduate Education Studies students' perceptions of postgraduate Initial Teacher Education (ITE) routes and selection processes for 2016-17. Teacher Education Advancement Network Journal, 10 (1). pp. 50-61.

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Quinn, P. and Morris, Karen

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Rawlings Smith, Emma, Elton-Chalcraft, Sally

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Rees, Scott (2023) Carrying out research, critical appraisal, ethics and stakeholder involvement. Journal of Paramedic Practice, 15 (11). pp. 456-460.

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Reimann, Nicola

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Rhind, Susan

(2019) Coming in from afar: shaping experiences of students on distant learning modules when creating a community of learning (L&T Fest). In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Robbins, Joy, Firth, Amanda and Evans, Maria (2018) Improving work based assessment: addressing grade inflation numerically or pedagogically? Practitioner Research in Higher Education, 11 (1). pp. 80-86.

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Robert, David

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and Smith, Philip (2019) Digital narratives in eLearning: the development of learning and teaching strategies. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Roscoe, Jason

(2021) Maximizing trainee Cognitive Behavioral Therapists use of clinical supervision: Can a bespoke workshop help to broaden their horizons? Journal of Applied Psychology and Social Science, 6 (1). pp. 58-89.

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Roscoe, Jason

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and Blackley, Rhiannon (2022) ‘It was like the unicorn of the therapeutic world’: CBT trainee experiences of acquiring skills in guided discovery. The Cognitive Behaviour Therapist, 15 . e32.

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Rothwell, Daniela

(2024) Initial teacher education seminars and minority ethnic students: exploring dialogic teaching and engagement. Teaching in Higher Education .

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Ryder, Sandy and Greenwood, Anthony

(2015) Understanding the quality of the student experience in blended learning environments: focussing on student engagement as a learner need. In: Quality in Blended Learning, 27-29 August 2015, Malaga, Spain. (Unpublished)

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Ryder, Sandy, Greenwood, Anthony

and Carter, Helen (2016) Multiple conceptions of success. In: Perspectives in Experiential Learning in HE, 11 March 2016, University of Cumbria, Ambleside, UK. (Unpublished)

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Sambell, Kay

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Sambell, Kay

(2013) Engaging students through assessment. In: Dunne, Elisabeth and Owen, Derfel, (eds.) The student engagement handbook: practice in higher education. Emerald Group Publishing Limited, Bingley, UK, pp. 379-396.

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Sambell, Kay

(2017) Engaging students via assessment and feedback: working together with students. In: RIPLE Research into Higher Education Winter Conference, 11 January 2017, University of Cumbria, Carlisle, UK. (Unpublished)

Sambell, Kay

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Sambell, Kay

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Sambell, Kay

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Sambell, Kay

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Sambell, Kay

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Sambell, Kay

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Seward, Deborah

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Shaw, Melissa (2005) 2005 Autumn update on emerging practice on the use of personal development planning (PDP) for Postgraduate Researchers (PGRs). UK Higher Education Researcher Development Group.

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Sheedy, Caroline (2018) Hegemony and assessment: the student experience of being in a male homogenous higher education computing course. Practitioner Research in Higher Education, 11 (1). pp. 59-69.

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Simpson, Rachel and Reading, Catherine (2019) Developing as a peer reviewer: enhancing students’ graduate attributes. Practitioner Research in Higher Education, 12 (1). pp. 38-49.

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Slates, Sarah

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Sloane, Charles

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Sloane, Charles

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(2018) Coping and the plain radiography student: professionalism and the crippling dilemma of accountability before and after graduation. In: UK Radiological and Radiation Oncology Congress: Disease and Diversity, 2-4 July 2018, ACC Liverpool, UK. (Unpublished)

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Sloane, Charles

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(2017) Informing radiography curriculum development: the views of UK radiology service managers concerning the ‘fitness for purpose’ of recent diagnostic radiography graduates. Radiography, 23 (S1). S16-S22.

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Smart, Shelley and Miller, Paul K.

(2024) Student radiographers’ role ideal and role reality. In: UK Imaging and Oncology Congress 2024 (UKIO 2024): Vision and values: Putting people first, 10-12 June 2024, Liverpool ACC, UK. (Unpublished)

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Smith, Caroline and Boyd, Pete

(2012) Becoming an academic: the reconstruction of identity by recently appointed lecturers in nursing, midwifery and the allied health professions. Innovations in Education and Teaching International, 49 (1). pp. 63-72.

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Smith, Joanna, Dyer, Sally and Richardson, Sarah (2019) Using stories from disabled students: accessing specialist support to build student success in teaching and learning strategies. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Smith, Matthew (2022) Race equality in social work: an inclusive curriculum review. In: Race 2B Conference, 20 October 2022, University of Cumbria, Carlisle, UK. (Unpublished)

Smith, Sarah, Godley, Simon, Anderson, Adele, Heap, Samantha and Miller, Paul K.

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Smith, Sarah, Godley, Simon, Miller, Paul K.

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Smith, Sarah, Miller, Paul K.

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Smith, Sarah, Miller, Paul K.

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Solano, Victor Guillen (2016) Written assessment and feedback practices in postgraduate taught courses in the UK: staff and international students’ perspectives. Practitioner Research in Higher Education, 10 (1). pp. 65-80.

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Southall, Jane and Wason, Hilary (2016) Evaluating the use of synoptic assessment to engage and develop lower level Higher Education students within a Further Education setting. Practitioner Research in Higher Education, 10 (1). pp. 192-202.

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Stephens, James

(2022) University of Sanctuary. In: Race 2B Conference, 20 October 2022, University of Cumbria, Carlisle, UK. (Unpublished)

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Strike, Peter (2014) Important research is being left behind: here’s how a change to the funding system could help. The Conversation [website] . (Unpublished)

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Stuart, Kaz

(2019) Challenging Neoliberal discourses as ‘nasty little theories’: co-creation in Higher Education. The Journal of Youth Voices in Education: Methods Theory Practice, 1 (2). pp. 59-70.

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Stuart, Kaz

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Stuart, Kaz

(2013) Storytelling and cycles of development in higher education. In: McIntosh, Paul and Warren, Digby, (eds.) Creativity in the classroom: case studies in using the arts in teaching and learning in higher education. Intellect Books, Bristol, UK, pp. 149-164.

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Stuart, Kaz

(2020) A critique of ‘Early School Leaving’, ‘Drop Out’ and ‘NEET’ from the UK, Denmark and Norway: marginalisation and co-created education research project. Journal of Higher Education Theory and Practice, 20 (7).

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Stuart, Kaz

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Sugarman, Leonie, Georgiades, Nicholas J. and Wilkinson, Brian E. (1979) Putting personal growth into an occupational psychology curriculum. British Journal of Guidance and Counselling, 7 (1). pp. 1-16.

Sutton, Paul (2016) The strategic approach to studying, and the value of assessment. Practitioner Research in Higher Education, 10 (1). pp. 3-12.

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Symonds, Nick (2017) 'From the student bar to the front line': the leadership challenges presented by the academic/professional policing nexus. In: 17th Annual Conference of the European Society of Criminology (EuroCrim 2017): Challenging ‘Crime’ and ‘Crime Control’ in Contemporary Europe, 13-16 September 2017, Cardiff, UK. (Unpublished)

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Taylor, Julie

(2017) Bricolage: visual and creative arts in the design of applied psychology assessments. In: Watt, Sal and Wakefield, Caroline, (eds.) Teaching visual methods in the social sciences. Routledge, Abingdon, UK.

Taylor, Julie

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Taylor-Beswick, Amanda

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Taylor-Beswick, Amanda

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Taylor-Beswick, Amanda

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Taylor-Beswick, Amanda

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Taylor-Beswick, Amanda

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Temple, Sue

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Thanaraj, Ann (2017) Constructive reflection: getting the best out of reflective learning. International Journal for Innovation Education and Research, 5 (2). pp. 40-60.

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Thanaraj, Ann (2016) Evaluating the potential of virtual simulations to facilitate professional learning in law: a literature review. World Journal of Education, 6 (6). pp. 89-100.

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Thanaraj, Ann (2016) Improving leadership practice through the power of reflection: an epistemological study. International Journal of Learning, Teaching and Educational Research, 15 (9). pp. 28-43.

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Thanaraj, Ann (2016) Internationalizing education: evaluating the growth of intercultural communication and competency in students through an international negotiation project using an online law office. Journal of Pedagogic Development, 6 (1). pp. 42-54.

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Thanaraj, Ann (2016) Making a transition: the development of academics’ role and identity in online teaching. Practitioner Research in Higher Education, 10 (2). pp. 40-53.

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Thanaraj, Ann (2012) Student engagement with e-portfolios: purpose, benefits and problems. Practitioner Research in Higher Education, 6 (2). pp. 25-40.

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Thanaraj, Ann (2016) Understanding how a law clinic can contribute towards students’ development of professional responsibility. International Journal of Clinical Legal Education, 23 (4). pp. 89-135.

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Thanaraj, Ann (2014) Using virtual clinics to develop and experience professional responsibility and clinical legal skills. In: International Legal Ethics Conference VI: Legal Ethics at a time of Regulatory Change, 10-12 July 2014, City University London, England. (Unpublished)

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Thanaraj, Ann and Sales, Michael (2015) Lawyering in a digital age: a practice report on the design of a virtual law clinic at Cumbria. International Journal of Clinical Legal Education, 22 (3). pp. 334-361.

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Thanaraj, Ann and Williams, Steve (2014) Embedding technology enhanced learning at universities: a collaboration between University of Cumbria and Newcastle University. Journal of Learning Development in Higher Education, 2014 (Sp. ed).

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Thomas, Glyn J., Dyment, Janet and Prince, Heather

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Thompson, David and Meer, Nicky (2021) Blurring the boundaries of formative and summative assessment for impact on learning. Practitioner Research in Higher Education, 14 (1). pp. 28-40.

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Thompson, Janet and Kenward, Linda

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Thompson, Janet, Kenward, Linda

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(2019) Recent happenings in Art and Design. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

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Torres, J.T. and Anguiano, Carlos J. (2016) Interpreting feedback: a discourse analysis of teacher feedback and student identity. Practitioner Research in Higher Education, 10 (2). pp. 2-11.

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Torres, J.T. and Ferry, Nicole (2019) I am who you say I am: the impact of instructor feedback on pre-service teacher identity. Practitioner Research in Higher Education, 12 (1). pp. 3-14.

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Towers, Daniel

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Towers, Daniel

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Toyn, Mike

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Tulley-Pitchford, Kay (2012) Mouse click plagiarism: can technology help to fight back? Practitioner Research in Higher Education, 6 (2). pp. 56-68.

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Tyers, Karen (2007) Redefining services to distance learners: what’s in a name? Sconul Focus, 40 . pp. 84-88.

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Tynan, Rick and Mallaburn, Andrea (2017) Consistency counts – or does it? Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 90-99.

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Valijärvi, Riitta-Liisa and Tarsoly, Eszter (2019) Translating Google Translate to the language classroom: pitfalls and possibilities. Practitioner Research in Higher Education, 12 (1). pp. 61-74.

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Vickery, Richard, Sharrock, John, Hurst, Ruth and Broadbridge, Judith (2011) What models of paired trainee placements in secondary ICT departments provide the kind of environment that enhances the quality of the placement and improves the mentoring process? In: British Educational Research Conference (BERA), 6-8 September 2011, Institute of Education, London, UK. (Unpublished)

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Villarroel, Verónica

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Walsh, Mike (2017) Learning clinical competencies: self confidence in nurse practitioner students. In: Royal College of Nursing (RCN) International Nursing Research Conference 2017, 5-7 April 2017, Oxford, UK. (Unpublished)

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Walsh, Mike and van Soeren, Mary (2012) Interprofessional learning and virtual communities: an opportunity for the future. Journal of Interprofessional Care, 26 (1). pp. 43-48.

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Walters, David, Greenwood, Anthony

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Ward, Kath

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Ward, Kath

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Ward, Richard

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Ward, Richard

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Ward, Richard

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Ward, Richard

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Ward, Richard

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Ward, Richard

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Waring, Lorelei and Bolton, Gareth

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Waring, Lorelei, Bolton, Gareth

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Waring, Lorelei, Bolton, Gareth

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Waring, Lorelei, Miller, Paul K.

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Warner, Diane (2010) Moving into the unknown. Race Equality Teaching, 28 (3). pp. 39-43.

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Watson, Joanne (2019) Gamifying career ahead: reshaping the University's employability award. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Watton, Emma and Stables, Sarah (2016) The benefits of job sharing: a practice-based case study. In: Flynn, Patricia M., Haynes, Kathryn and Kilgour, Maureen A., (eds.) Overcoming challenges to gender equality in the workplace: leadership and innovation. Greenleaf Publishing, Saltaire, UK, pp. 67-77.

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Weatherall, Andrew

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Weaver, Margaret

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Weaver, Margaret

(2011) Collaboration in a new academic era: future challenges for SCONUL Access. In: SCONUL Access Group Annual Meeting, 28 June 2011, Manchester, UK. (Unpublished)

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Weaver, Margaret

(2006) Exploring conceptions of learning and teaching through the creation of flexible learning spaces: the Learning Gateway - a case study. New Review of Academic Librarianship, 12 (2). pp. 109-125.

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Weaver, Margaret

(2007) Introducing England’s newest university: the University of Cumbria. Sconul Focus, 41 . pp. 55-57.

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Weaver, Margaret

(2006) The Learning Gateway: opening the doors to a new generation of learners at St Martin’s College, Carlisle campus. Sconul Focus, 38 . pp. 8-10.

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Weaver, Margaret

(2012) Managing complex change collaboratively. In: Melling, Maxine and Weaver, Margaret, (eds.) Collaboration in Libraries and Learning Environments. Facet Publishing, London, UK, pp. 69-85.

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Weaver, Margaret

(2008) More than the sum of its parts: a university for Cumbria. New Review of Academic Librarianship, 14 (1-2). pp. 79-98.

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Weaver, Margaret

(2013) Student journey work: a review of academic library contributions to student transition and success. New Review of Academic Librarianship, 19 (2). pp. 101-124.

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Weaver, Margaret

(2008) Transformative learning support models in higher education: educating the whole student. Facet Publishing.

Weaver, Margaret

(2010) The flexible professional: a fusion of cultures to support learning and teaching. In: TICER Digital Libraries a la Carte Summer School, 26-30 July 2010, University of Tilburg, Netherlands. (Unpublished)

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Weaver, Margaret

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Weaver, Margaret

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Weaver, Margaret

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White, Andy, Donnelly, Sandie and Mace, Denise (2019) Developing digital capabilities in your learners. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

White, Sue and Weaver, Margaret

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Whitehead, Jack

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Whitehead, Jack

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Whitehead, Jack

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(2014) Generating living-educational-theories from changing practices for changing times: past, present and future possibilities of self-study research. In: Garbett, Dawn and Ovens, Alan, (eds.) Changing practices for changing times: past, present and future possibilities for self-study research, Proceedings of the Tenth International Conference on Self-Study of Teacher Education Practices. The University of Auckland, Auckland, New Zealand, pp. 208-211.

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Whitehead, Jack

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Wilbraham, Susan

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Wilbraham, Susan

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Wilbraham, Susan

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Wilby, Helen

(2012) A qualitative interpretation of the structured anchored approach to functional assessment. Doctoral thesis, Lancaster University.

Wilby, Helen

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Willocks, Katie, Browning, Ruth and Stuart, Kaz

(2018) Pedagogy in practice: questioning personal tutoring. In: Learning & Teaching Fest 2018, 6 June 2018, University of Cumbria, Lancaster, UK. (Unpublished)

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Wilson, Charlotte

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Wilson, David (2018) Mental health awareness workshop. In: Mental Health & Wellbeing Conference, 5 March 2018, University of Cumbria, London, UK. (Unpublished)

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Wilson, David (2016) Responding to risk through behavioural intervention teams. University & College Counselling . pp. 10-13.

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Wilson, David (2016) A whole campus approach to suicide prevention and intervention. In: AMOSSHE 2016: Breaking Boundaries, 6-8 July 2016, Glasgow, Scotland. (Unpublished)

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Wilson, David, Hunt, Ashleigh

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(2019) Using the CARE (Campus Assessment, Respond, and Evaluation) model at Academic Departmental Level. In: Learning & Teaching Fest 2019, 3 July 2019, University of Cumbria, Carlisle, UK. (Unpublished)

Wilson, James, Wu, Yao, Xie, Jianmei, Johnson, Dawn and Huijser, Henk (2017) Inspiring learning through research and enquiry: the Summer Undergraduate Research Fellowship (SURF) at Xi’an Jiaotong-Liverpool University (XJTLU). In: Carnell, Brent and Fung, Dilly, (eds.) Developing the higher education curriculum: research-based education in practice. UCL Press, London, UK.

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Wilson, Susie (2024) Students’ perceptions of learning about occupational therapy threshold concepts through images on role-emerging practice placements: a qualitative study. British Journal of Occupational Therapy, 87 (1_supp). pp. 25-26.

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Y

Yearsley, Shirley (2007) A literature review analysing current research into undergraduate interprofessional learning in the health and social care context. Practitioner Research in Higher Education, 1 (1). pp. 56-58.

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Youngson, Annabel

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