Items where Subject is "L Education > LB Theory and practice of education > LB2300 Higher Education"
Group by: Creators | Item Type
Number of items at this level: 85.
Abbott, S. (2013). What influences student participation in asynchronous online discussions. Learning at City Journal, 3(1), pp. 33-44.
Abbott, S., Berridge, E.-J. & Craig, G. M. (2013). Addressing the needs of international postgraduate students: the role of social capital. Learning at City Journal, 3(1), pp. 20-32.
Abbott, S. & Johnson, B. (2012). Reflective learning in a learning organisation: the roles of action learning and coaching. Learning at City Journal, 2(2),
Abbott, S., Robinson, A. & Attenborough, J. (2014). How would students prefer to be assessed? Report of a pilot research study. Learning at City Journal, 4(1), pp. 94-107.
Allbon, E. (2011). From Black and White to Colour; Educating and Engaging the Screen Addicts of 2011. Legal Information Management, 11, pp. 226-232. doi: 10.1017/S147266961100079X
Allbon, E. (2009). Innovative involvement not embarrassing intervention: Using technology to connect with students without treading on virtual toes. Legal Information Management, 9(4), pp. 240-245. doi: 10.1017/S1472669609990478
Allbon, E. (2012). Too cool for (law) school? Using technology to engage students in legal skills. Paper presented at the BILETA 2012, 29 - 30 Mar 2012, Northumbria University Law School, Newcastle, UK.
Allbon, E. (2013). Too cool for (law) school? Using technology to engage students in legal skills. European Journal of Law and Technology, 4(1),
Anderson, J., Simpson, A., Essen, C., Clark, M., Cook, J., Edwards, L., Fox, L., Light, I., MacMahon, A., Malihi-Shoja, L., Patel, R., Samociuk, S., Tang, L. & Westerby, N. (2009). Involving Service Users and Carers in Education: The Development Worker Role: Guidelines for Higher Education Institutes. Mental Health in Higher Education.
Attenborough, J., Gulati, S. & Abbott, S. (2012). Audio feedback on student assignments: boon or burden?. Learning at City Journal, 2(2),
Banal-Estanol, A., Jofre-Bonet, M. & Lawson, C. (2013). The Double-Edged Sword of Industry Collaboration: Evidence from Engineering Academics in the UK (Report No. 13/03). London, UK: Department of Economics, City University London.
Banal-Estanol, A., Jofre-Bonet, M. & Meissner, C. (2008). The Impact of Industry Collaboration on Academic Research Output: A Dynamic Panel Data Analysis (Report No. 08/14). London, UK: Department of Economics, City University London.
Banal-Estanol, A. & Macho-Stadler, I. (2007). Financial incentives in academia: research versus development (Report No. 07/09). London, UK: Department of Economics, City University London.
Baughan, P. (2012). Culture and culture change in a higher education context: what works and what doesn’t?. Learning at City Journal, 2(1), pp. 19-28.
Baughan, P. (2013). Exploring the relationship between sustainability and university curricula: a small-scale study. Learning at City Journal, 3(1), pp. 54-64.
Baughan, P., Lindsay, S. & Parker, P. M. (2015). Common themes and missing pieces: the educational value of postgraduate teaching development programmes. Compass: Journal of Learning and Teaching, 7(11),
Curran, P. J. (2012). Pay, performance and pensions are global challenges in higher education. Guardian Higher Education Network,
Curran, P. J. (2013). Postgraduate study needs the support of private sector funding. The Telegraph,
Curran, P. J. (2012). Should higher education salaries be determined nationally?. Guardian Higher Education Network,
Curran, P. J. (2012). Where a golden state once gleamed, sterling opportunities shine. Times Higher Education,
Curran, P. J. (2014). With assessment boycott, unions are fighting the last war. Times Higher Education,
Dove, A. (2012). Report on Work from October 2011 to August 2012 as University Learning Development Associate for Curriculum Development and for Learning Environments. Learning at City Journal, 2(2),
Duncan, N. J. (2011). Why teach legal ethics on undergraduate law degrees?. London: The City Law School of City University London.
de Than, C. (2013). Using mirror and other internal surveys in order to improve student experience. Learning at City Journal, 3(1), pp. 65-78.
Eskin, M., Voracek, M., Tran, T., Sun, J., Janghorbani, M., Giovanni Carta, M., Francesca Moro, M., Yoshimasu, K., Tsuno, K., Khader, Y., Idhail, J., Nawafleh, H., Hamdan, M., Shaheen, A., Kujan, O., Mechri, A., Flood, C., Phillips, L., Poyrazi, S. & Harlak, H. (2016). Suicidal Behavior and Psychological Distress in University Students: A 12-Nation Study. Archives of Suicide Research. Archives of Suicide Research, 20(3), pp. 369-388. doi: 10.1080/13811118.2015.1054055
Etkind, A., Glover, I., Singer, H. & Zverevich, V. (2008). Partnership Success Enhanced by StudyNet: Partnership Working Between the University of Hertfordshire Learning and Information Services and National and International Partners, in Particular the Information Resources Centre of the British Higher School of Art and Design, Moscow. Paper presented at the Libraries and Information Resources in the Modern World of Science, Culture, Education, and Business, 7 - 15 Jun 2008, Crimea, Ukraine.
Evans, R. (2011). Assessing student contribution in class: in quest of a reliable and transparent method. Investigations in University Teaching and Learning, 7, pp. 82-91.
Glover, I., Campbell, A., Latif, F., Norris, L., Toner, J. & Tse, C. (2012). A tale of one city: intra-institutional variations in migrating VLE platform. Research in Learning Technology, 20, doi: 10.3402/rlt.v20i0.19190
Glover, I. & Oliver, A. (2008). Hybridisation of social networking and learning environments. In: J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008. (pp. 4951-4958). EdITLib. ISBN 1880094657
Goodall, A. (2009). Highly cited leaders and the performance of research universities. Research Policy, 38(7), pp. 1079-1092. doi: 10.1016/j.respol.2009.04.002
Goodall, A., McDowell, J. M. & Singell, L. D. (2017). Do Economics Departments Improve After They Appoint a Top Scholar as Chairperson?. KyKlos,
Harrison, G. & Harris, A. (2014). Postgraduate Medical Ultrasound Programme: Have we Flipped?. Learning at City Journal, 4(2), pp. 25-38.
Hurst, J. & Quinsee, S. (2005). Partners with clinical practice: Evaluating the student and staff experiences of on-line continuing professional development for qualified nephrology practitioners. The Turkish Online Journal of Distance Education, 6(1), pp. 52-59.
Jarzabkowski, P., Giulietti, M., Oliveira, B. & Amoo, N. (2013). "We Don't Need No Education"-Or Do We? Management Education and Alumni Adoption of Strategy Tools. Journal of Management Inquiry, 22(1), pp. 4-24. doi: 10.1177/1056492612460588
Kaur, S. & Allbon, E. (2011). Tuning in not zoning out: teaching students legal skills via a multimedia learning hub. Paper presented at the Learning in Law Annual Conference 2011: Experiencing legal education, 28 - 29 Jan 2011, University of Warwick, Coventry, UK.
Knight, R.-A. (2014). Reflections on a ‘sustained teaching excellence’ award. Learning at City Journal, 4(2), pp. 50-52.
Knight, R.-A. & Botting, N. (2016). Organising undergraduate research projects: Student-led and academic-led models. Journal of Applied Research in Higher Education, 8(4), pp. 455-468. doi: 10.1108/JARHE-07-2015-0054
Knight, R.-A., Dipper, L. & Cruice, M. (2016). Viva Survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students. Studies in Higher Education, doi: 10.1080/03075079.2016.1161018
Kogan, P. (2014). Assessing the use and impact of technology in physical learning environments at City University London - Learning Development Associate project. Learning at City Journal, 4(1), pp. 53-68.
Lawrenson, J. (2014). Development of a web-based interactive tool for the assessment of clinical decision-making skills. Learning at City Journal, 4(1), pp. 27-40.
Lindsay, T. & Hunter, J. (2014). What do you see Nurse? Dementia: Everybody’s Business. Learning at City Journal, 4(2), pp. 53-55.
MacLaren, J. (2014). Developing Assessment at City: A Review of Learning Development Associate Projects 2010-12. Learning at City Journal, 4(1), pp. 14-26.
Marcoul, I., Campbell, A. & Erich, S. (2012). Constructing Assessment: An Investigation into the Effectiveness of Online Diagnostic Tests to Assess Linguistic Competence. Learning at City Journal, 2(2),
Meier, Katharine (2012). A realistic evaluation of a tool to assess the interpersonal skills of pre-registration nursing students. (Unpublished Doctoral thesis, City University London)
Myers, C-A. & Cowie, H. (2016). How can we prevent and reduce bullying amongst university students?. International Journal of Emotional Education, 8(1), pp. 109-119.
Parker, P. M. (2013). How can we facilitate developing scholarly writing?. Educational Developments, 14.4, pp. 26-27.
Parker, P. M. (2012). Learning and Teaching Prizes and Awards 2011 - 2012. Learning at City Journal, 2(2),
Parker, P. M., Attenborough, J., Cunningham, M., Holland, W. & Perkins, J. (2013). Interim Project report: Teaching Excellence: what is this and how can we assess and recognise this. Learning at City Journal, 3(1), pp. 92-97.
Parker, P. M. & Baughan, P. (2011). Providing written feedback that students will value and read. The international journal of learning, 16(11), pp. 253-262.
Parker, P. M. & Quinsee, S. (2011). Developing a community to disseminate good practice. The international journal of learning, 17(11), pp. 87-92.
Parker, P. M. & Quinsee, S. (2012). Facilitating Institutional Curriculum Change in Higher Education. International Journal of Learning, 18(5), pp. 49-60.
Perkins, J. (2014). Defining Partnership in Sensory Terms. Learning at City Journal, 4(2), pp. 7-17.
Priego, E. (2013). Open Access: Towards Fairer Access to Research. Paper presented at the Open Access Perspectives in the Humanities and Social Sciences, 24 Oct 2013, Senate House, University of London.
Quinsee, S. (2004). "3 stars for effort": designing pedagogic models for online learning delivery. Paper presented at the ECEL 2004: the 3rd European conference on e-learning, 25 - 26 November 2004, Paris, France.
Quinsee, S. & Bullimore, A. (2011). Creating the strategic learning environment at City University London. Campus-Wide Information Systems, 28(4), pp. 275-288. doi: 10.1108/10650741111162743
Quinsee, S. & Hurst, J. (2005). Blurring the boundaries? Supporting students and staff within an online learning environment. The Turkish Online Journal of Distance Education, 6(1), pp. 1-9.
Quinsee, S. & Parker, P. M. (2011). Lessons in curriculum design and institutional change. Paper presented at the AISHE-C 2010: Designing & Delivering Curricula for the Future, 26 - 27 Aug 2010, Dublin, Ireland.
Quinsee, S. & Sumner, N. (2005). How to manage the big bang: Evolution or revolution in the introduction of an MLE?. ASLIB PROCEEDINGS, 57(2), pp. 146-156. doi: 10.1108/00012530510589119
Rawlings-Anderson, K., Perovic, N. & Sumner, N. (2014). Project report: Evaluation of two post-graduate pre-registration nursing modules ‘Finding the Blend’: An evaluation of the balance between online and face to face learning and teaching in a blended curriculum. Learning at City Journal, 4(1), pp. 41-52.
Reimers, S. (2013). Developments in information technology and their implications for psychological research: Disruptive or diffusive change?. Learning at City Journal, 3(1), pp. 45-53.
Rich, M., Newman, D., Brown, S., Joshi, Y., Eyt-Dessus, A. & Mandal, A. (2014). Possible approaches to personalisation at Cass Business School. Learning at City Journal, 4(1), pp. 69-93.
Rietveld, J. (2013). Climbing the Great Wall: Linking Teacher Beliefs and Learning Styles in Cross-Cultural Teaching - Observations from cross-cultural teaching in Mainland China. Learning at City Journal, 3(1), pp. 7-19.
Robinson, L. & Bawden, D. (2010). Information (and library) science at City University London; 50 years of educational development. Journal of Information Science, 36(5), pp. 631-654. doi: 10.1177/0165551510383086
Rodgers, J. (2012). Getting the Story Right: evaluating a postgraduate multimedia journalism module. Investigations in university teaching and learning, 8, pp. 61-65.
Silvers, L. J. (2014). The Need for Greater Support in Academic Writing for PhD Students in Mathematics and Related Subjects. Learning at City Journal, 4(1), pp. 7-13.
Stewart, N. (2013). Top-down mandates and advocacy will help institutional repositories continue to enhance open access content and delivery. Paper presented at the Open Access Futures in the Humanities and Social Sciences, 24 Oct 2013, Senate House, University of London.
Tholen, G. (2016). Symbolic closure: Towards a renewed sociological perspective on the relationship between higher education, credentials and the graduate labour market. Sociology, doi: 10.1177/0038038516641857
Tholen, G. (2015). What can research into graduate employability tell us about agency and structure?. British Journal of Sociology of Education, 36(5), pp. 766-784. doi: 10.1080/01425692.2013.847782
Tholen, G., James Relly, S., Warhurst, C. & Commander, J. (2016). Higher education, graduate skills and the skills of graduates: the case of graduates as residential sales estate agents. British Educational Research Journal, 42(3), pp. 508-523. doi: 10.1002/berj.3222
Truxal, S. (2014). Encouraging student participation with formative assessment and engagement in grading criteria: hybrid peer/self-assessment activity. Learning at City Journal, 4(2), pp. 18-24.
Wiley, C. (2014). Academic Leadership in Learning and Teaching in Higher Education: A Personal Reflection on one Programme Director’s Professional Development. Learning at City Journal, 4(2), pp. 39-49.
Wiley, C. (2014). Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at a Single UK Higher Education Institution. International Journal of Assessment and Evaluation, 20,
Wiley, C. (2012). Report on Work from October 2011 to August 2012 as University Learning Development Associate for Assessment and Feedback. Learning at City Journal, 2(2),
Wilson, M. R. & Corr, P. J. (2016). Managing ‘academic value’: the 360-degree perspective. Perspectives: Policy and Practice in Higher Education, doi: 10.1080/13603108.2016.1181117