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Items where Subject is "LB2300 Higher Education"

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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.

Acar, O. A. ORCID: 0000-0003-1993-0921 & Tuncdogan, A. (2018). Using the Inquiry-based Learning Approach to Enhance Student Innovativeness: A Conceptual Model. Teaching in Higher Education, 24(7), pp. 895-909. doi: 10.1080/13562517.2018.1516636

Allbon, E. (2019). Changing mindsets: encouraging law teachers to think beyond text. Journal of Open Access to Law, 7(1), pp. 14-16.

Allbon, E. (2011). From Black and White to Colour; Educating and Engaging the Screen Addicts of 2011. Legal Information Management, 11(4), 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. (2013). Too cool for (law) school? Using technology to engage students in legal skills. European Journal of Law and Technology, 4(1),

Allende, C., Luksic, J. D. & Navarrete Hernandez, N. (2024). Better together? Student's benefits of educational market integration. Journal of Development Economics, 167, article number 103233. doi: 10.1016/j.jdeveco.2023.103233

Attenborough, J. ORCID: 0000-0002-4018-8445 & Abbott, S. (2018). Building a professional identity: views of pre-registration students. Nursing Times, 114(8), pp. 52-55.

Attenborough, J. ORCID: 0000-0002-4018-8445 & Abbott, S. (2020). Using storytelling in nurse education: The experiences and views of lecturers in a higher education institution in the United Kingdom. Nurse Education in Practice, 44, article number 102762. doi: 10.1016/j.nepr.2020.102762

Attenborough, J. ORCID: 0000-0002-4018-8445, Knight, R.-A. ORCID: 0000-0002-7804-7250 & Parker, P. M. (2018). Undergraduate student views about assessment workload. Educational Developments, 19(19.3), pp. 14-16.

Attoe, C., Lavelle, M. ORCID: 0000-0002-3951-0011, Sherwali, S. , Rimes, K. & Jabur, Z. (2019). Student interprofessional mental health simulation (SIMHS): evaluating the impact on medical and nursing students, and clinical psychology trainees. Journal of Mental Health Training, Education and Practice, 14(1), pp. 46-58. doi: 10.1108/jmhtep-06-2018-0037

Augustine, G. ORCID: 0000-0003-0793-6816 & King, B. G. (2019). Worthy of debate: discursive coherence and agreement in the formation of the field of sustainability in higher education. Socio-Economic Review, 17(1), pp. 135-165. doi: 10.1093/ser/mwz020

Awais, A. ORCID: 0000-0001-8065-8213, Fu, N. & Jones, S. ORCID: 0000-0003-4789-4948 (2023). Developing Students’ Resilience during the Crisis: A Moderated Model Linking College Support, Study Demands, Student Resilience, and Students’ Change-Oriented Behaviours. Higher Education Quarterly, doi: 10.1111/hequ.12468

Bacon, A. M., McDaid, C., Williams, N. & Corr, P. J. ORCID: 0000-0002-7618-0058 (2019). What motivates academic dishonesty in students? A reinforcement sensitivity theory explanation. British Journal of Educational Psychology, 90(1), pp. 152-166. doi: 10.1111/bjep.12269

Bakou, A. E. ORCID: 0000-0002-4813-7212, Shuai, R. & Hogarth, L. (2021). Brief Negative Affect Focused Functional Imagery Training Abolishes Stress-Induced Alcohol Choice in Hazardous Student Drinkers. Journal of Addiction, 2021, pp. 1-7. doi: 10.1155/2021/5801781

Banal-Estanol, A., Liu, Q., Macho-Stadler, I. & Pérez-Castrillo, D. (2023). Similar-to-me effects in the grant application process: Applicants, panellists, and the likelihood of obtaining funds. R&D Management, 53(5), pp. 819-839. doi: 10.1111/radm.12601

Banal-Estanol, A., Jofre-Bonet, M., Iori, G. ORCID: 0000-0001-9443-9353 , Maynou, L., Tumminello, M. & Vassallo, P. (2023). Performance-based research funding: Evidence from the largest natural experiment worldwide. Research Policy, 52(6), article number 104780. doi: 10.1016/j.respol.2023.104780

Banal-Estanol, A., Macho-Stadler, I. & Pérez-Castrillo, D. (2019). The steps of funding academic research: from grant application in partnership until award and output. Revue Economique, Vol. 7(5), pp. 625-653. doi: 10.3917/reco.705.0625

Bastos, M. T. (2015). Outcompeting Traditional Peers? Scholarly Social Networks and Academic Output. 2015 48th Hawaii International Conference on System Sciences (HICSS), 2015-M, pp. 2043-2052. doi: 10.1109/hicss.2015.244

Baudoin, L., Simone, C., Nava, L. ORCID: 0000-0001-7579-6398 , Poggioli, N. & van der Broek, O. M. (2022). Imagining A Place For Sustainability Management: An Early Career Call for Action. Journal of Management Studies, 60(3), pp. 754-760. doi: 10.1111/joms.12887

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., 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),

Begum, M., Haglund, P., Korhonen, A. , Lonati, V., Monga, M., Strömbäck, F. & Tilanterä, A. (2023). Empirical Evaluation of a Differentiated Assessment of Data Structures: The Role of Prerequisite Skills. Informatics in Education, doi: 10.15388/infedu.2024.05

Bell, D. ORCID: 0000-0001-8066-5317 (2021). A qualitative investigation of the digital literacy practices of doctoral students. Journal of Information Literacy, 15(3), pp. 82-99. doi: 10.11645/15.3.2829

Beverungen, A., Hoedemaekers, C. & Veldman, J. (2014). Charity and finance in the university. Critical Perspectives on Accounting, 25(1), pp. 58-66. doi: 10.1016/j.cpa.2012.10.005

Bhabra, M. & Sparks, F. ORCID: 0000-0002-2406-4944 (2022). Exploring research impact; why it matters?. Current Opinion in Otolaryngology & Head and Neck Surgery, 30(3), pp. 188-193. doi: 10.1097/moo.0000000000000801

Blum, N., Berlin, A., Isaacs, A. ORCID: 0000-0001-5135-232X , Burch, W. J. & Willott, C. (2019). Medical students as global citizens: a qualitative study of medical students' views on global health teaching within the undergraduate medical curriculum. BMC Medical Education, 19(1), article number 175. doi: 10.1186/s12909-019-1631-x

Brook, J. ORCID: 0000-0002-8867-0150 & Kemp, C. (2021). Flexible rostering in nursing student clinical placements: A qualitative study of student and staff perceptions of the impact on learning and student experience.. Nurse Education in Practice, 54, article number 103096. doi: 10.1016/j.nepr.2021.103096

Brown, A. & Rich, M.G. (2020). Pedagogy and Evaluation: The Challenge for Business and Management Degree Courses in the 21st Century. Electronic Journal of Business Research Methods, 18(2), pp. 84-99. doi: 10.34190/jbrm.18.2.002

Brown, D., Barry, J. A. & Todd, B. ORCID: 0000-0003-0098-5623 (2020). Barriers to academic help-seeking: the relationship with gender-typed attitudes. Journal of Further and Higher Education, 45(3), pp. 401-416. doi: 10.1080/0309877x.2020.1774049

Brown, M., McCann, E. ORCID: 0000-0003-3548-4204, Donohue, G. , Martin, C. H. & McCormick, F. (2021). LGBTQ+ Psychosocial Concerns in Nursing and Midwifery Education Programmes: Qualitative Findings from a Mixed-Methods Study. International Journal of Environmental Research and Public Health, 18(21), article number 11366. doi: 10.3390/ijerph182111366

Bryce, C. ORCID: 0000-0002-9856-7851, Dowling, M. & Lucey, B. (2020). The Journal Quality Perception Gap. Research Policy, 49(5), article number 103957. doi: 10.1016/j.respol.2020.103957

Bryce, C. ORCID: 0000-0002-9856-7851, Dowling, M. & Lucey, B. (2018). To truly judge the quality of research, read it. Time Higher Education,

Bullimore, A., Reader, K. & Sultany, A. (2013). Flexible Learning Spaces Evaluation Report. Learning at City Journal, 3(1), pp. 79-91.

Burton, S. ORCID: 0000-0003-4531-9413 (2021). Solidarity, now! Care, Collegiality, and Comprehending the Power Relations of "Academic Kindness" in the Neoliberal Academy. Performance Paradigm, 16, pp. 20-39.

Cairns, A. J. G., Blake, D. ORCID: 0000-0002-2453-2090, Dowd, K. , Coughlan, G. D., Jones, O. & Rowney, J. (2022). A General Framework for Analysing the Mortality Experience of a Large Portfolio of Lives: With an Application to the UK Universities Superannuation Scheme. European Actuarial Journal, 12(1), pp. 381-415. doi: 10.1007/s13385-022-00309-1

Cairns, J. G., Hervey, T. ORCID: 0000-0002-8310-9022 & Johnson, O. (2018). Neither ‘bolt-on’ nor ‘built-in’ : benefits and challenges of developing an integrated skills curriculum through a partnership model. Journal of Learning Development in Higher Education, 13(13), doi: 10.47408/jldhe.v0i13.435

Campion, K. ORCID: 0000-0002-8501-6479 & Clark, K. (2022). Revitalising race equality policy? Assessing the impact of the Race Equality Charter mark for British universities. Race Ethnicity and Education, 25(1), pp. 18-37. doi: 10.1080/13613324.2021.1924133

Cardwell, P. J. ORCID: 0000-0002-7485-3474 (2019). Does studying abroad help academic achievement?. European Journal of Higher Education, 10(2), pp. 147-163. doi: 10.1080/21568235.2019.1573695

Cardwell, P. J. ORCID: 0000-0002-7485-3474 & Kirkham, R. (2010). Giving Feedback in the Context of Large-Scale Teaching in Law. Directions in Legal Education, 2010(3), pp. 12-13.

Cassidy, K. J., Sullivan, M. N. & Radnor, Z. ORCID: 0000-0002-1624-5729 (2019). Using insights from (public) services management to improve student engagement in higher education. Studies in Higher Education, 46(6), pp. 1190-1206. doi: 10.1080/03075079.2019.1665010

Cathala, X. ORCID: 0000-0002-4632-3804 & Moorley, C. (2023). Diffusion of social media in nursing education: A scoping review. Nurse Education Today, 127, article number 105846. doi: 10.1016/j.nedt.2023.105846

Chmiel, M. & Moise, R. ORCID: 0000-0002-2578-9832 (2024). Undergraduate public relations education in the United Kingdom: Quo Vadis?. Public Relations Inquiry, doi: 10.1177/2046147x241230055

Coates, R ORCID: 0000-0002-6944-6428, Rocca-Ihenacho, L. ORCID: 0000-0002-8161-3938, Olander, E. K. ORCID: 0000-0001-7792-9895 , Ayers, S. ORCID: 0000-0002-6153-2460 & Salmon, D. ORCID: 0000-0003-2562-2116 (2019). A postgraduate Optimum Birth module to increase midwives’ readiness to work in midwifery-led settings: A mixed-methods evaluation. Birth, 46(3), pp. 533-539. doi: 10.1111/birt.12399

Coughlan, T., Lister, K. & Lucassen, M. ORCID: 0000-0001-6958-3468 (2021). Representing the Unseen with “Our Journey”: a Platform to Capture Affective Experiences and Support Emotional Awareness in University-Level Study. Journal of Formative Design in Learning, 5(1), pp. 39-52. doi: 10.1007/s41686-021-00055-9

Courtenay, M., Castro-Sanchez, E. ORCID: 0000-0002-3351-9496, Gallagher, R. , Gould, D. J., Hawker, C. & Nurse Antimicrobial Stewardship Group (NAG) (2022). The delivery of antimicrobial stewardship competencies in United Kingdom pre-registration nurse education programmes: A national cross-sectional survey. Journal of Hospital Infection, 121, pp. 39-48. doi: 10.1016/j.jhin.2021.09.027

Cowie, H. & Myers, C. A. (2014). Bullying amongst University Students in the UK. International Journal of Emotional Education, 6(1), pp. 66-75.

Curran, P. J. (2013). City Unrulyversity. Westminster Briefing,

Curran, P. J. (2015). How to lead a university: a beginner’s guide. Times Higher Education,

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,

Deave, T., Novak, C., Brook, J. ORCID: 0000-0002-8867-0150 & Salmon, D. ORCID: 0000-0003-2562-2116 (2017). Evaluation of the Specialist Community Public Health Nursing Peripatetic Assessment Model. Community Practitioner, 90(8), pp. 45-47.

Defeyter, M. A., Stretesky, P. B., Long, M. A. , Furey, S., Reynolds, C. ORCID: 0000-0002-1073-7394, Porteous, D., Dodd, A., Mann, E., Kemp, A., Fox, J., McAnallen, A. & Gonçalves, L. (2021). Mental Well-Being in UK Higher Education During Covid-19: Do Students Trust Universities and the Government?. Front Public Health, 9, article number 646916. doi: 10.3389/fpubh.2021.646916

Dezanetti, T., Quinaud, R. T., Caraher, M. ORCID: 0000-0002-0615-839X & Jomori, M. M. (2022). Meal preparation and consumption before and during the COVID-19 pandemic: The relationship with cooking skills of Brazilian university students. Appetite, 175, article number 106036. doi: 10.1016/j.appet.2022.106036

Dietrich, C., Lucius, C., Nielsen, M. , Burmester, E., Westerway, S., Chu, C., Condous, G., Cui, X-W., Dong, Y., Harrison, G. ORCID: 0000-0003-2795-8190, Koch, J., Kraus, B., Nolsøe, C., Nayahangan, L., Pedersen, M. V., Saftoiu, A., Savitsky, E. & Blaivas, M. (2023). The ultrasound use of simulators, current view, and perspectives: Requirements and technical aspects (WFUMB state of the art paper). Endoscopic Ultrasound, 12(1), pp. 38-49. doi: 10.4103/eus-d-22-00197

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),

Dreisiebner, S., Polzer, A. K., Robinson, L. ORCID: 0000-0001-5202-8206 , Libbrecht, P., Bote-Vericad, J-J., Urbano, C., Mandl, T., Vilar, P., Zumer, M., Juric, M., Pehar, F. & Stricevic, I. (2021). Facilitation of information literacy through a multilingual MOOC considering cultural aspects. Journal of Documentation, 77(3), pp. 777-797. doi: 10.1108/jd-06-2020-0099

Duncan, N. J. ORCID: 0000-0002-5841-8464, Field, R. & Strevens, C. (2020). Ethical Imperatives for Legal Educators to Promote Law Student Wellbeing. Legal Ethics, 23(1-2), pp. 65-88. doi: 10.1080/1460728x.2020.1834070

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

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.

Evans, R. (2014). Can Universities Make Good Journalists?. Journalism Education, 3(1), pp. 66-87.

Gadd, E., Morrison, C. & Secker, J. ORCID: 0000-0002-3047-1212 (2019). The Impact of Open Access on Teaching—How Far Have We Come?. Publications, 7(3), article number 56. doi: 10.3390/publications7030056

Garcia, C., Grant, E., Treharne, G. J. , Arahanga-Doyle, H., Lucassen, M. F. G. ORCID: 0000-0001-6958-3468, Scarf, D., Taumoepeau, M., Veale, J. & Rapsey, C. (2023). ‘Is it worth potentially dealing with someone who won't get it?’: LGBTQA+ university students’ perspectives on mental health care. Journal of the Royal Society of New Zealand, pp. 1-15. doi: 10.1080/03036758.2023.2235297

Garcia, C., Grant, E., Treharne, G. J. , Arahanga-Doyle, H., Lucassen, M. F. G. ORCID: 0000-0001-6958-3468, Scarf, D., Taumoepeau, M., Veale, J. & Rapsey, C. (2023). ‘We’ll be okay together’: navigating challenges as queer university students in Aotearoa New Zealand. Kōtuitui: New Zealand Journal of Social Sciences Online, pp. 1-17. doi: 10.1080/1177083x.2023.2235388

Giudici, A. ORCID: 0000-0001-6033-1643 (2022). Le grandi difficoltà del sistema universitario britannico. La Nuova Atlantide, 2(6), pp. 103-106.

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(sup1), doi: 10.3402/rlt.v20i0.19190

Gomes, D. & Stavropoulou, C. ORCID: 0000-0003-4307-1848 (2019). The impact generated by public and charity-funded research in the UK: A systematic literature review. Health Research Policy and Systems, 17(1), article number 22. doi: 10.1186/s12961-019-0425-2

Gond, J-P. ORCID: 0000-0002-9331-6957, Mena, S. & Mosonyi, S. (2020). The Performativity of Literature Reviewing: Constituting the Corporate Social Responsibility Literature through Re-Presentation and Intervention. Organizational Research Methods, 26(2), pp. 195-228. doi: 10.1177/1094428120935494

Gonçalves, A. S., McCourt, C. ORCID: 0000-0003-4765-5795, Pestana-Santos, M. & Prata, A. P. (2023). Barriers and facilitators to the implementation of a midwifery-led-care model: a qualitative systematic review protocol. Millenium: Journal of Education, Technologies, and Health, 2(22), article number e28162. doi: 10.29352/mill0222.28162

Goodall, A. H. (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. H. ORCID: 0000-0002-9074-1157 & Baker, A. (2020). Feline followers and “umbrella carriers”: Department chairs’ influence on faculty job satisfaction and quit intentions. Research Policy, 49(4), article number 103955. doi: 10.1016/j.respol.2020.103955

Goodall, A. H., McDowell, J. M. & Singell, L. D. (2017). Do Economics Departments Improve After They Appoint a Top Scholar as Chairperson?. KyKlos, 70(4), pp. 546-564. doi: 10.1111/kykl.12148

Goodall, A. H. & Oswald, A. (2014). Do the social sciences need a makeover?. Times Higher Education, pp. 34-38.

Goold, P. ORCID: 0000-0003-1097-8291 (2022). The Legal Judgment: A Novel Twist on the Classic Law School Problem Question. The Law Teacher, 56(3), pp. 368-383. doi: 10.1080/03069400.2021.2000232

Goozée, R., Papadatou-Pastou, M., Barley, E. , Haddad, M. ORCID: 0000-0002-4822-5482 & Tzotzoli, P (2018). Survey to Inform the Development of an Online Support System for Higher Education Students - Higher Education and Online Support. Health, 10(03), pp. 351-364. doi: 10.4236/health.2018.103028

Hamdali, Y., Skade, L., Jarzabkowski, P. ORCID: 0000-0001-8674-6628 , Nicolini, D., Reinecke, J., Vaara, E. & Zietsma, C. (2023). Practicing Impact and Impacting Practice? Creating Impact through Practice-Based Scholarship. Journal of Management Inquiry, doi: 10.1177/10564926231219621

Hancock, Jessica Clare (2018). Engaging With Liminalities and Combating Toxicity. Journal of Perspectives in Applied Academic Practice, 6(3), pp. 66-74. doi: 10.14297/jpaap.v6i3.380

Harding, C. ORCID: 0000-0002-5192-2027 (2009). Involving adult service users with learning disabilities in the training of speech and language therapy students. International Journal of Teaching and Learning in Higher Education, 20(2), pp. 205-211.

Harper, R. A. & Lawrenson, J. G. ORCID: 0000-0002-2031-6390 (2018). Rapid expansion of optometry student numbers in the UK: potential for significant risk. Ophthalmic & Physiological Optics, 38(5), pp. 471-473. doi: 10.1111/opo.12585

Harrison, G. & Harris, A. (2014). Postgraduate Medical Ultrasound Programme: Have we Flipped?. Learning at City Journal, 4(2), pp. 25-38.

Hassani-Nezhad, L., Anderberg, D., Chevalier, A. , Lührmann, M. & Pavan, R. (2021). Higher education financing and the educational aspirations of teenagers and their parents. Economics of Education Review, 85, article number 102175. doi: 10.1016/j.econedurev.2021.102175

Hennelly, M. L. ORCID: 0000-0001-7776-3207 & Ctori, I. ORCID: 0000-0003-1523-4996 (2022). Technology in education. Community Eye Health Journal, 35(114), pp. 22-23.

Higgins, A., Maguire, G., Watts, M. , Creaner, M., McCann, E. ORCID: 0000-0003-3548-4204, Rani, S. & Alexander, J. (2011). Service user involvement in mental health practitioner education in Ireland. Journal of Psychiatric and Mental Health Nursing, 18(6), pp. 519-525. doi: 10.1111/j.1365-2850.2011.01698.x

Hillier, J. K., Saville, G., Smith, M. J. , Scott, A. J., Raven, E. K., Gascoigne, J., Slater, L., Quinn, N., Tsanakas, A. ORCID: 0000-0003-4552-5532, Souch, C., Leckebusch, G. C., Macdonald, N., Loxton, J., Wilebore, R., Collins, A., MacKechnie, C., Tweddle, J., Milner, A. M., Moller, S., Dove, M., Langford, H. & Craig, J. (2019). Demystifying academics to enhance university-business collaborations in environmental science. Geoscience Communication, 2(1), pp. 1-23. doi: 10.5194/gc-2-1-2019

Holtham, C. ORCID: 0000-0002-2497-8455, Biagioli, M., Owens, A. & Pässilä, A. (2021). Crafting strategic thinking: Creative pedagogy for management studies. Innovative Practice in Higher Education, GLAD H(Octobe), S58-S95.

Horn, L., Rubin, O. & Schouenborg, L. ORCID: 0000-0002-2660-3403 (2016). Undead Pedagogy: How a Zombie Simulation Can Contribute to Teaching International Relations. International Studies Perspectives, 17(2), pp. 187-201. doi: 10.1111/insp.12103

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.

Huyghe, A., Knockaert, M. & Obschonka, M. (2016). Unraveling the "passion orchestra" in academia. Journal of Business Venturing, 31(3), pp. 344-364. doi: 10.1016/j.jbusvent.2016.03.002

Huyghe, A., Knockaert, M., Piva, E. & Wright, M. (2016). Are researchers deliberately bypassing the technology transfer office? An analysis of TTO awareness. Small Business Economics, 47(3), pp. 589-607. doi: 10.1007/s11187-016-9757-2

Isopahkala-Bouret, U., Tholen, G. ORCID: 0000-0001-6439-5046 & van Zanten, A. (2023). Introduction to the special issue: positionality and social inequality in graduate careers. Journal of Education and Work, 36(1), pp. 1-8. doi: 10.1080/13639080.2023.2169995

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

Johnson, J., Kaur, E., Arezina, J. , Bryant, L. D., Wallace, R., Harrison, G. ORCID: 0000-0003-2795-8190, Bender Atik, R., Coates, J., Hardicre, N., Sicklen, R., Lardner, T., Horwood, K., Beety, H., Arnold, J. & Pollak, K. I. (2023). Communication coaching for sonographers (CCS): Preliminary evaluation of a novel intervention to improve unexpected news delivery. PEC Innovation, 3, article number 100231. doi: 10.1016/j.pecinn.2023.100231

Jones, E., Samra, R. & Lucassen, M. ORCID: 0000-0001-6958-3468 (2021). Key challenges and opportunities around wellbeing for distance learning students: the online law school experience. Open Learning: The Journal of Open, Distance and e-Learning, 38(2), pp. 117-135. doi: 10.1080/02680513.2021.1906639

Kay, L. ORCID: 0000-0002-7259-5416 (2017). Studying for a doctorate: Developing a strong voice. Practising Midwife, 20(4), pp. 18-20.

Khine, R. ORCID: 0000-0003-0021-0553, Harrison, G. ORCID: 0000-0003-2795-8190 & Flinton, D. (2024). What makes a good clinical practice experience in radiography and sonography? An exploration of qualified clinical staff and student perceptions. Radiography, 30(1), pp. 66-72. doi: 10.1016/j.radi.2023.09.013

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, 43(1), pp. 190-199. doi: 10.1080/03075079.2016.1161018

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Sumner, E., Crane, L. & Hill, E. L. ORCID: 0000-0003-3130-1271 (2021). Examining academic confidence and study support needs for university students with dyslexia and/or developmental coordination disorder. Dyslexia, 27(1), pp. 94-109. doi: 10.1002/dys.1670

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Victoria, R., Lydia, B. & Germain, S. ORCID: 0000-0003-2697-6039 (2021). Law Teacher of the Year 2018 and 2019: in conversation with Lydia Bleasdale and Sabrina Germain. The Law Teacher, 55(2), pp. 120-127. doi: 10.1080/03069400.2021.1927574

Vinayavekhin, S. ORCID: 0000-0002-7417-8851, Li, F. ORCID: 0000-0002-6589-6392, Banerjee, A. ORCID: 0000-0001-8961-7223 & Caputo, A. (2023). The academic landscape of sustainability in management literature: Towards a more interdisciplinary research agenda. Business Strategy and the Environment, 32(8), pp. 5748-5784. doi: 10.1002/bse.3447

Walby, S. ORCID: 0000-0002-9696-6947 (2021). Sociology: Fragmentation or reinvigorated synthesis?. Journal of Classical Sociology, 21(3-4), pp. 323-333. doi: 10.1177/1468795x211042969

Walker, R. & Voce, J. ORCID: 0000-0001-9351-530X (2023). Post-Pandemic Learning Technology Developments in UK Higher Education: What Does the UCISA Evidence Tell Us?. Sustainability, 15(17), article number 12831. doi: 10.3390/su151712831

Warrender, D., Connell, C., Jones, E. , Monteux, S., Colwell, L., Laker, C. & Cromar‐Hayes, M. (2024). Mental health deserves better: Resisting the dilution of specialist pre‐registration mental health nurse education in the United Kingdom. International Journal of Mental Health Nursing, 33(1), pp. 202-212. doi: 10.1111/inm.13236

Waterhouse, P., Samra, R. & Lucassen, M. ORCID: 0000-0001-6958-3468 (2022). Distance education students’ satisfaction: Do work and family roles matter?. Distance Education, 43(1), pp. 56-77. doi: 10.1080/01587919.2021.2020622

Waterhouse, P., Samra, R. & Lucassen, M. ORCID: 0000-0001-6958-3468 (2020). Mental distress and its relationship to distance education students’ work and family roles. Distance Education, 41(4), pp. 540-558. doi: 10.1080/01587919.2020.1821606

Whiting, M., Whiting, L., Roberts-Edema, K. , Boyle, C., Lane, H., Millar, M. ORCID: 0000-0002-1089-7427 & Titchener, T. (2023). Virtual and online learning during COVID-19: the experience of community children’s nursing students. Nursing Children and Young People, 35(6), pp. 28-34. doi: 10.7748/ncyp.2023.e1462

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),

Willmott, H. ORCID: 0000-0003-1321-7041 (2022). Critical essay: Blinding faith – Paradoxes and pathologies of opacity in peer review. Human Relations, 75(9), pp. 1741-1769. doi: 10.1177/00187267211016752

Wilson, M. R. & Corr, P. J. (2016). Managing ‘academic value’: the 360-degree perspective. Perspectives: Policy and Practice in Higher Education, 22(1), pp. 4-10. doi: 10.1080/13603108.2016.1181117

Windscheffel, R. ORCID: 0000-0003-2769-5861 (2019). Case study on posters and group work: Diversifying assessment on an MA in Academic Practice. Educational Developments, 20(1), pp. 13-16.

Winter, D. & Yates, J. ORCID: 0000-0001-9235-564X (2021). The (faltering) renaissance of theory in higher education careers practice. Journal of the National Institute for Career Education and Counselling, 46(1), pp. 10-17. doi: 10.20856/jnicec.4603

Yates, J. ORCID: 0000-0001-9235-564X & Hirsh, W. (2022). One-to-one career conversations in UK higher education: practical approaches and professional challenges. Journal of Further and Higher Education, 46(9), pp. 1304-1317. doi: 10.1080/0309877x.2022.2072195

Yates, J. ORCID: 0000-0001-9235-564X & Plagnol, A. ORCID: 0000-0001-5705-8949 (2022). Female computer science students: A qualitative exploration of women’s experiences studying computer science at university in the UK. Education and Information Technologies, 27(3), pp. 3079-3105. doi: 10.1007/s10639-021-10743-5

Zibarras, L. D., Patterson, F. & Driver, R. (2017). A future research agenda for selection into healthcare. European Journal Of Dental Education, 22(2), e300-e302. doi: 10.1111/eje.12279

Zwiener-Collins, N., Jafri, J. ORCID: 0000-0002-4457-5098, Saini, R. & Poulter, T. (2021). Decolonising quantitative research methods pedagogy: teaching contemporary politics to challenge hierarchies from data. Politics, 43(1), pp. 122-138. doi: 10.1177/02633957211041449

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.

van de Venter, R., Skelton, E. ORCID: 0000-0003-0132-7948, Matthew, J. , Woznitza, N., Tarroni, G. ORCID: 0000-0002-0341-6138, Hirani, S. P. ORCID: 0000-0002-1577-8806, Kumar, A., Malik, R. & Malamateniou, C. ORCID: 0000-0002-2352-8575 (2023). Artificial intelligence education for radiographers, an evaluation of a UK postgraduate educational intervention using participatory action research: a pilot study. Insights Imaging, 14(1), article number 25. doi: 10.1186/s13244-023-01372-2

Book

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.

Book Section

Burton, S. (2018). Writing Yourself In? The Price of Playing the (Feminist) Game in the Neoliberal University. In: Taylor, Y. & Lahad, K. (Eds.), Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures. (pp. 115-136). Palgrave.

Empson, L. (2017). My liminal life: Perpetual journeys across the research-practice divide. In: Bartunek, J. & McKenzie, J. (Eds.), Academic–Practitioner Relationships: Developments, Complexities and Opportunities. (pp. 200-216). UK: Routledge.

Fatsis, L. ORCID: 0000-0002-3082-951X (2019). Ensinando (com) imaginação sociológica – sugestões para acender uma esperança. In: Ehlert Maia, J. M., Lopes Dos Santos, Y., Blank, T. & Fonseca, V. (Eds.), Como você ensina?: educação e inovação no ensino de história e de ciências sociais. . Editora FGV.

Glover, I. & Oliver, A. (2008). Hybridisation of social networking and learning environments. In: Luca, J. & Weippl, E. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008. (pp. 4951-4958). EdITLib.

Isopahkala-Bouret, U. & Tholen, G. ORCID: 0000-0001-6439-5046 (2023). Relative Employability: Applying the Insights of Positional Competition and Conflict Theories Within the Current Higher Education Landscape. In: Siivonen, P., Isopahkala-Bouret, U., Tomlinson, M. , Korhonen, M. & Haltia, N. (Eds.), Rethinking Graduate Employability in Context: Discourse, Policy and Practice. (pp. 51-72). Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-031-20653-5_3

Kernan, M.A. (2017). An exploration of Barnett’s analysis of the ‘ecological’ university (2011) and the potential contribution of arts-based pedagogy and knowledge. In: Ward, J. & Linstead, S. (Eds.), Empowering the Intangible. (pp. 73-88). York, UK: University of York, Heslington, York, YO10 5DD.

Kernan, M.A. ORCID: 0000-0003-4666-5457, Holtham, C. ORCID: 0000-0002-2497-8455 & Jones, S. ORCID: 0000-0003-4789-4948 (2021). Accelerating movement across the intentional arc: developing the strategic sensographer. In: Adams, J. & Owens, A. (Eds.), Beyond Text Learning Through Arts-Based Research Practices. (pp. 52-67). Bristol, UK: Intellect Books.

Kovacevic, A. ORCID: 0000-0002-8732-2242, Vukasinovic, N., Pavkovic, N. & Horak, P. (2017). Evaluation of “Codeve” methodology for teaching npd to virtual design teams. In: Proceedings of the 19th International Conference on Engineering and Product Design Education (E&PDE17), Building Community: Design Education for a Sustainable Future. (pp. 555-560). Glasgow: The Design Society.

Quinsee, S. ORCID: 0000-0001-6433-8877 (2022). Leadership in the Third Space. In: McIntosh, E. & Nutt, D. (Eds.), The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism. . Routledge.

Quinsee, S. ORCID: 0000-0001-6433-8877 & Parker, P. M. (2020). CIRCLE: a cyclical approach to stakeholder engagement for change management. In: Potter, J. & Devecchi, C. (Eds.), Delivering Educational Change in Higher Education. (pp. 139-149). Abingdon, UK: Routledge.

Secker, J. (2017). Students in the SADL: lessons from LSE’s digital literacy programme. In: Reedy, K. & Parker, J. (Eds.), Digital Literacy Unpacked. (pp. 83-96). London: Facet Publishing.

Secker, J. ORCID: 0000-0002-3047-1212 (2020). Understanding the role of technology in academic practice through a lens of openness. In: INTED2020 Proceedings. (pp. 5363-5368). Valencia, Spain: IATED. doi: 10.21125/inted.2020.1449

Secker, J. (2017). The trouble with terminology: rehabilitating and rethinking ‘Digital Literacy'. In: Reedy, K. & Parker, J. (Eds.), Digital Literacy Unpacked. (pp. 3-16). London: Facet Publishing.

Secker, J. & Fryer, C. (2008). Information Literacy and RSS feeds at LSE. In: Goodwin, P. & Parker, J. (Eds.), Information Literacy Meets Library 2.0. (pp. 95-102). London, UK: Facet Publishing.

Shanouda, F. (2019). The Violent Consequences of Disclosure … and How Disabled and Mad Students Are Pushing Back. In: Whitburn, B. & McMaster, C. (Eds.), Disability and the University: A Disabled Students’ Manifesto. . Peter Lang US.

Conference or Workshop Item

Allbon, E. (2011). Stimulating student learning when visual is king. Paper presented at the LILAC 2011, 18 - 20 Apr 2011, London School of Economics & Political Science, London, UK.

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.

Basdekis, I., Kloukinas, C. ORCID: 0000-0003-0424-7425, Agostinho, C. , Vezakis, I., Pimenta, A., Gallo, L. & Spanoudakis, G. ORCID: 0000-0002-0037-2600 (2023). Pseudonymisation in the context of GDPR-compliant medical research. In: 2023 19th International Conference on the Design of Reliable Communication Networks (DRCN). 19th International Conference on the Design of Reliable Communication Networks (DRCN), 17-20 Apr, 2023, Vilanova i la Geltrú, Spain. doi: 10.1109/DRCN57075.2023.10108370

Brown, A. & Rich, M. (2021). Evaluation of student learning on undergraduate business and management undergraduate courses: Student feedback. Paper presented at the ECRM21-19th European Conference in Research Methods for Business and Management 2021, 17-18 Jun 2021, Virtual.

Cole, L., MacFarlane, A. ORCID: 0000-0002-8057-0737 & Makri, S. ORCID: 0000-0002-5817-4893 (2020). More than Words: The Impact of Memory on How Undergraduates with Dyslexia Interact with Information. In: CHIIR 2020 - Proceedings of the 2020 Conference on Human Information Interaction and Retrieval. ACM SIGIR Conference on Human Information Interaction and Retrieval (CHIIR), 14 - 18 March 2020, Vancouver, Canada. doi: 10.1145/3343413.3378005

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.

Harrison, G. & Harris, A. (2016). Games with Aims. Poster presented at the Achieving Excellence in Radiography Education & Research Conference, 25-26 Nov 2016, Birmingham, UK.

Holtham, C. ORCID: 0000-0002-2497-8455, Rich, M. ORCID: 0000-0002-5782-1710 & Huang, L. ORCID: 0000-0003-3428-0162 (2023). Student use of interactive technology in large face-to-face lectures post-pandemic – issues and opportunities. In: INTED2023 Proceedings. 17th annual International Technology, Education and Development Conference, 6-7 March 2023, Valencia, Spain. doi: 10.21125/inted.2023

Hurley, G. (2022). Hermeneutic Phenomenological research on how Nurse Educators make meaning of compassion and understand its role in their professional practice in a Higher Education Institution in the United Kingdom. Paper presented at the NET/NEP 2022 8th International Nurse Education Conference, 19-22 Oct 2022, Barcelona, Spain. doi: 10.1016/j.nedt.2022.105588

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.

Kernan, M.A. (2016). Collaboration and aesthetic pedagogy: A theoretical analysis of creative group performances in a Masters programme in Innovation, Creativity and Leadership. Paper presented at the IFKAD 2016 – International Forum on Knowledge Asset Dynamics, 15-17 Jun 2016, Dresden, Germany.

Kernan, M.A. (2016). From 1899 to digital: The Arden Shakespeare, Shakespearean critical scholarship and the evolution of English as a discipline. Paper presented at the Shakespeare: Metamorphosis Festival, 25 Aug 2016, London, UK.

Kernan, M.A. (2017). Higher education, employability and the Teaching Excellence Framework: City’s BA English and the broader potential of publishing education. Paper presented at the By the Book 2017: Best practice in Publishing Studies Teaching, 21-23 June 2017, Florence, Italy.

Kernan, M.A. ORCID: 0000-0003-4666-5457 (2018). Learning to Lead through the Arts, Redesigning learning in the age of paradox - solving problems and imagining futures, Cass Business School. Paper presented at the Redesigning learning in the age of paradox - solving problems and imagining futures, 21 Jun 2018, London, UK.

Kernan, M.A. ORCID: 0000-0003-4666-5457 (2019). Narrative, identity and power in an interdisciplinary Masters in Innovation, Creativity and Leadership. Paper presented at the Interstructural Reading, 4 Jun 2019, London, UK.

Kernan, M.A. ORCID: 0000-0003-4666-5457 (2019). Programme and assessment design for graduate outcomes. Paper presented at the Westminster Forum Graduate Employability Conference: Making Employability Everyone’s Business, 29 Oct 2019, London, UK.

Kernan, M.A. ORCID: 0000-0003-4666-5457 (2019). Programme and assessment design in graduate outcomes: City's BA English. Paper presented at the Westminster Forum Graduate Employability Conference: Making Employability Everyone’s Business, 29 Oct 2019, London, UK.

Kernan, M.A. (2016). An exploration of Barnett’s analysis of the ‘ecological’ university (2011) and the potential contribution of arts-based pedagogy and knowledge. Paper presented at the Empowering the Intangible: Art of Management & Organization Conference 2016, 1-4 Sep 2016, Bled, Slovenia.

Kernan, M.A., Rich, M.G., Brown, A. & Holtham, C. (2017). Three dimensions of ambiguity: what they mean for management students. Paper presented at the Chartered Association of Business Schools’ Learning, Teaching & Student Experience 2017: Showcasing excellence in business and management education, 25-26 Apr 2017, Bristol, UK.

Mamo, J., Farrugia, P., Borg, J. , Wodehouse, A., Grierson, H. & Kovacevic, A. ORCID: 0000-0002-8732-2242 (2015). Using engineering design tools in multidisciplinary distributed student teams. In: Kovacevic, A. ORCID: 0000-0002-8732-2242, Bingham, G. & Parkinson, B. (Eds.), Proceedings of the 17th International Conference on Engineering and Product Design Education (E&PDE15), Great Expectations: Design Teaching, Research & Enterprise. 17th International Conference on Engineering and Product Design Education (E&PDE15), Great Expectations: Design Teaching, Research & Enterprise, 03 - 04 September 2015, Loughbourgh, UK.

Nooshin, L. (2017). ‘BME’ Perspectives on Music Higher Education. Paper presented at the ‘BME’ Perspectives on Music Higher Education, 2 May 2017, Cambridge, UK.

Pace, I. ORCID: 0000-0002-0047-9379 (2024). Critical Independence and the Interaction with Practice: Redefining Collegiality when working with Living Practitioners. Paper presented at the Understanding Offence: Delimiting the (Un)sayable, 21-23 Mar 2024, Durham, UK.

Pace, I. ORCID: 0000-0002-0047-9379 (2023). Academic Music in the United Kingdom and the Dalliance with Practice - Lecture at Faculty of Music, Oxford University, 25 April 2023. Paper presented at the Oxford University, 25 Apr 2023.

Pace, I. ORCID: 0000-0002-0047-9379 (2022). Musicology and Academic Freedom. Paper presented at the Music and the University Conference, 7 Jul 2022, London, UK.

Pace, I. ORCID: 0000-0002-0047-9379 (2019). Position Statement: 'Questioning the Gap: Defining a Role for the SMA in Preparing Students for Music Degrees in Higher Education Today', SotonMAC, 30 July 2019. Paper presented at the Society for Music Analysis Annual Conference, 30 July 2019, Southampton, UK.

Pace, I. ORCID: 0000-0002-0047-9379 (2022). Response to Panel on 'Classical Music in Higher Education'. Paper presented at the Music and the University Conference, 8 Jul 2022, London, UK.

Parker, P. M., Quinsee, S. ORCID: 0000-0001-6433-8877 & Knight, R. A. ORCID: 0000-0002-7804-7250 (2019). Continuing professional development and maintaining good standing of fellows of the higher education academy. In: Gómez Chova, L., López Martínez, A. & Candel Torres, I. (Eds.), INTED2019 Proceedings. 13th International Technology, Education and Development Conference, 11-13 Mar 2019, Valencia, Spain.

Prest, K. ORCID: 0000-0002-1531-0285, Sparks, F. ORCID: 0000-0002-2406-4944 & Morgan, S. ORCID: 0000-0002-7573-4290 (2023). Forging pathways and strengthening the AHP community in research: Sharing stories from three early career Clinical Academics. Poster presented at the North East London AHPs Deliver Celebration Conference, 7 Jun 2023, London, UK.

Priego, E. ORCID: 0000-0003-4418-369X, Berube, L. ORCID: 0000-0002-1046-8569, Francisco, M. , Cooke, I., Makri, S. ORCID: 0000-0002-5817-4893 & Wisdom, S. (2023). UK Digital Comics: Challenges and Opportunities of a Collaborative Doctoral Partnership. A Co-designed Comic Poster. Poster presented at the The Digital Humanities 2023 Conference: Collaboration as Opportunity, 10-14 Jul 2023, Graz, Austria. doi: 10.6084/m9.figshare.22717675.v2

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. In: Proceedings of ECEL 2004: The 3rd European Conference on e-learning. ECEL 2004: the 3rd European conference on e-learning, 25 - 26 November 2004, Paris, France.

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.

Reyes-Aldasoro, C. C. ORCID: 0000-0002-9466-2018 (2019). Redesign of the assessment materials for the Module EE3517 Medical Imaging Modalities. Paper presented at the Learning at City Conference 2019: Promoting Student Success, 3 July 2019, London, UK.

Secker, J. ORCID: 0000-0002-3047-1212 (2021). Frames, models and definitions. In: Septentrio Conference Series. Creating #CK2021 Knowledge, 3-4 Jun 2021 doi: 10.7557/5.5875

Secker, J., Bond, S.J. & Grussendorf, S. (2010). Lecture capture: rich and strange, or a dark art?. Paper presented at the ALT-C 2010, 6-9 Sep 2010, Nottingham, UK.

Secker, J. & Jackson, C. (2014). Getting published: tips for aspiring authors. Paper presented at the 2nd European Conference on Information Literacy (ECIL), 20-23 Oct 2014, Dubrovnik, Croatia.

Secker, J. ORCID: 0000-0002-3047-1212, Reimers, S. ORCID: 0000-0002-9497-0942 & Foley, G. (2022). From face-to-face to remote learning: what can we learn from student experiences of pre-recorded lectures in the pandemic? In: INTED proceedings. 16th International Technology, Education and Development Conference, 7-8 Mar 2022, Online Conference. doi: 10.21125/inted.2022.0520

Secker, J. ORCID: 0000-0002-3047-1212 & Voce, J. ORCID: 0000-0001-9351-530X (2022). Educational Development During The “Digital Pivot”: Supporting Teaching Staff To Support Online Learners. In: INTED proceedings. 16th International Technology, Education and Development Conference, 7-8 Mar 2022, Online Conference. doi: 10.21125/inted.2022

Sikora, I. (2015). "A Tale of Two Industries" - Building the Bridge Between Business Aviation and Academia. Paper presented at the 5th Annual EBASCON, 24-25 Feb 2015, Frankfurt, Germany.

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.

Thorpe, C. & Webber, S. (2020). Fake news: has it changed UK academic librarians’ ideas about teaching Information Literacy?. Paper presented at the European Conference on Information Literacy (ECIL) 2021, 20 -23 Sep 2021, Online.

Vidovics, B., Vukasinovic, N., Pavkovic, N. & Kovacevic, A. ORCID: 0000-0002-8732-2242 (2016). Development of methodology for distributed collaborative design environment. In: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity. 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, 8 - 9 September 2016, Aalborg, Denmark.

Willson, R., Makri, S. ORCID: 0000-0002-5817-4893, McKay, D. & Ayeni, P. (2022). Precarity and progression during a pandemic. Preliminary findings from a study of early career academics’ information behaviour during COVID-19. In: Information Research: an international electronic journal. Information Seeking in Context (ISIC), 26-29 Sep 2022, Berlin, Germany. doi: 10.47989/irisic2225

Internet Publication

Hulene, G., Cronshaw, S., Davies, E. , de Main, L., Holmes, H., Hope, A., Odindo, C., Page-Tickell, R., Rawal, A. ORCID: 0000-0001-5185-1735, Roberts, S., Talbot, D., Vieth, S. & Wolstencroft, P. (2023). Student Engagement Guidelines: Learning from innovative practices introduced in response to COVID-19 Quality Assurance Agency.

Pace, I. ORCID: 0000-0002-0047-9379 (2018). The RAE and REF: Resources and Critiques

Pace, I. (2015). Some final thoughts on composition, performance, the REF, and teaching

Pace, I. (2015). Those 300-word statements on Practice-as-Research for the RAE/REF – origins and stipulations

Pace, I. ORCID: 0000-0002-0047-9379 (2018). The Tory Government distrusts the arts and humanities – but what about academics?

Priego, E. ORCID: 0000-0003-4418-369X, Pérez, N. & de la Mora, F. (2022). "Living with Covid" While Clinically Vulnerable: A Real-Life Story City, University of London and Symbola Comics. doi: 10.6084/m9.figshare.19322825.v1

Monograph

Banal-Estanol, A., Jofre-Bonet, M. & Lawson, C. (2013). The Double-Edged Sword of Industry Collaboration: Evidence from Engineering Academics in the UK (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 (08/14). London, UK: Department of Economics, City University London.

Banal-Estanol, A. & Macho-Stadler, I. (2008). Commercial Incentives in Academia (08/13). London, UK: Department of Economics, City University London.

Banal-Estanol, A. & Macho-Stadler, I. (2007). Financial incentives in academia: research versus development (07/09). London, UK: Department of Economics, City University London.

Bell, M. G. H., Moon, D. & Secker, J. (2012). Undergraduate support at LSE: the ANCIL report. London, UK: London School of Economics.

Harrison, G. ORCID: 0000-0003-2795-8190 & Dolbear, G. (2018). Standards for Sonographic Education. Consortium for the Accreditation of Sonographic Education.

Quinsee, S. ORCID: 0000-0001-6433-8877 & Jones-Devitt, S. (2018). Enhancing the Impact of National Teaching Fellows: Critical Success Factors. York: Advance HE.

Secker, J. & Coonan, E. (2011). A New Curriculum for  Information Literacy (ANCIL): Executive Summary. Cambridge: Cambridge University Library.

Secker, J. & Coonan, E. (2011). A New Curriculum for Information Literacy (ANCIL): curriculum and supporting documents. Cambridge: Cambridge University Library.

Secker, J. & Karnad, A. (2014). SADL project evaluation report. London, UK: Library, Technology and Innovation.

Other

Flinton, D. M., Khine, R., O'Sullivan, C. ORCID: 0000-0002-3179-1250 & Mannion, L. ORCID: 0000-0002-9400-9238 (2023). Gamification in radiotherapy education: Adopting competitive task elements in simulation using the Virtual environment of a radiotherapy treatment room (VERT) system.

Report

Curran, P. J. (2010). The Higher Education Workforce Framework 2010. London: HEFCE.

Defeyter, G., Stretesky, P., Long, M. , Furey, S., Reynolds, C. ORCID: 0000-0002-1073-7394, Dodds, A., Porteous, D., Mann, E.J., Stretesky, C., Kemp, A., Fox, J. & McAnallen, A. (2020). Food Insecurity and Lived Experience of Students (FILES). London, UK: Parliament.

Myers, C. A. ORCID: 0000-0001-8216-2844, Powell-Jones, H., Cowie, H. , Short, E., Waye, F. & Hudson, N. (2023). Violence at University Pilot Project: Student experiences of violence, harassment and discrimination. London, UK: City, University of London.

Saker, M. ORCID: 0000-0002-7414-2840, Mercea, D. ORCID: 0000-0003-3762-2404 & Myers, C. A. ORCID: 0000-0001-8216-2844 (2023). Locating Fear: A pilot study examining the use of a chatbot app to surface embodied experiences of fear in situ.. London, UK: School of Policy & Global Affairs, City University of London.

Secker, J. ORCID: 0000-0002-3047-1212, Reimers, S., Foley, G. , Hanley, T., Kogan, P. & Ney, S. (2021). Learning Online with International Politics. London, UK: Centre for Distance Education, University of London International Programmes.

Voce, J. ORCID: 0000-0001-9351-530X, Walker, R., Barrand, M. , Chatzigavriil, A. & Craik, A. (2022). Technology Enhanced Learning in UK higher education - 2022 pulse survey. UCISA.

Yates, J. ORCID: 0000-0001-9235-564X & Hirsh, W. (2021). Career difficulties of HE students in the UK. .

Thesis

Beveridge, L. (2023). The Impact of Dyslexia on the Online Information-Seeking Behaviour of Undergraduate Students. (Unpublished Doctoral thesis, City, University of London)

Bower, A. (2023). “It’s like… here’s a space to be human about it”, or: How do GP Trainees Make Use of Reflective Practice Groups? A Grounded Theory Investigation. (Unpublished Doctoral thesis, City, University of London)

Caminotto, G. (2018). Accounting for the Gender Imbalance in UK Higher Education Administration: a Discourse Analysis. (Unpublished Doctoral thesis, City, Universtiy of London)

Eynon, Rebecca Elizabeth (2004). The use of the World Wide Web in teaching and learning in higher education : a case study approach. (Unpublished Doctoral thesis, City University)

Gulati, S. (2006). Learning during online and blended courses - Volume 1. (Unpublished Doctoral thesis, City, University of London)

Gulati, S. (2006). Learning during online and blended courses - Volume 2. (Unpublished Doctoral thesis, City, University of London)

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)

Mertan, E. (2023). Experiences of Accessing and Undergoing Psychological Therapy in the UK: Turkish International Students’ Perspective. (Unpublished Doctoral thesis, City, University of London)

Tury, S. (2014). The information-seeking behaviour of distance learners: a case study of the university of London International programmes. (Unpublished Doctoral thesis, City University London)

Wagner, Julia (2021). The Subject Matter and Intentions Related to Verbal Feedback in One-to-One Vocal and Instrumental Lessons in Higher Music Education. (Unpublished Doctoral thesis, Guildhall School of Music and Drama)

Wetherick, D. (2022). The assessment of musicianship in selection for UK Music Therapy training: Performing 'Music Therapy Musicianship'. (Unpublished Doctoral thesis, Guildhall School of Music and Drama)

Working Paper

Duncan, N. J. (2011). Why teach legal ethics on undergraduate law degrees?. London: The City Law School of City University London.

Goold, P. ORCID: 0000-0003-1097-8291 (2021). The Legal Judgment: A Novel Twist on the Classic Law School Problem Question (City Law School Research Paper 2021/11). London, UK: City Law School, City, University of London.

Goozee, R., Barrable, A., Lubenko, J. , Papadatou-Pastou, M., Haddad, M. ORCID: 0000-0002-4822-5482, McKeown, E. ORCID: 0000-0002-4183-5376, Hirani, S. P. ORCID: 0000-0002-1577-8806, Martin, M. & Tzotzoli, P. Investigating the feasibility of MePlusMe, an online intervention to support mental health, wellbeing, and study skills in higher education students (10.31234/osf.io/bm9g4). .

This list was generated on Fri Mar 29 02:28:06 2024 UTC.