City Research Online

Items where Subject is "LB2300 Higher Education"

Up a level
Group by: Authors | Type
Jump to: A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | V | W | Y | Z
Number of items at this level: 325.

A

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. (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.

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

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. 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

B

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., 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.

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

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

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

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

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 (Unpublished Doctoral thesis, City, University of London)

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

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)

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. (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.

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.

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.

C

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

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 (Unpublished Doctoral thesis, City, Universtiy of London)

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

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

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

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. (2010). The Higher Education Workforce Framework 2010. London: HEFCE.

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,

D

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, 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.

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

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

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.

E

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.

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.

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

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)

F

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.

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.

G

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

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.

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

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). .

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

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)

H

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

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.

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.

Holtham, C. ORCID: 0000-0002-2497-8455, Rich, M. ORCID: 0000-0002-5782-1710 & Huang, L. ORCID: 0000-0003-3428-0162 (2022). Student use of interactive technology in large face-to-face lectures post-pandemic – issues and opportunities. Paper presented at the 17th annual International Technology, Education and Development Conference, 6-7 March 2023, Valencia, Spain. doi: 10.21125/inted.2023

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

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.

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

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

I

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

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

J

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

K

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.

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

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. (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.

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.

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

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.

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.

Krlev, G. & Spicer, A. (2022). Reining in Reviewer Two: How to Uphold Epistemic Respect in Academia. Journal Of Management Studies, 60(6), pp. 1624-1632. doi: 10.1111/joms.12905

L

Larner, E., Fish, A., Way, C. , Muir, K., Graham, F., Armstrong, B., Patel, V., Knights, D., Jourdain, R., Allen, T., Armstrong, I., Collister, J., Barnett, O. & Reynolds, C. ORCID: 0000-0002-1073-7394 (2021). Reaction to a low-carbon footprint food logo and other sustainable diet promotions in a UK University’s Student Union ‘Living Lab’. Future of Food: Journal on Food, Agriculture and Society, 9(1), pp. 1-30. doi: 10.17170/kobra-202011192217

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.

M

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.

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.

Mannino, I., Bell, L., Costa, E. , Di Rosa, M., Fornetti, A., Franks, S. ORCID: 0000-0002-9449-2725, Iasillo, C., Maiden, N. ORCID: 0000-0001-6233-8320, Olesk, A., Pasotti, J., Resner, B., Roche, J., Schofield, B., Villa, R. & Zollo, F. (2021). Supporting quality in science communication: insights from the QUEST project. Journal of Science Communication, 20(03), article number A07. doi: 10.22323/2.20030207

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),

Masson, C., Birgand, G., Castro-Sanchez, E. ORCID: 0000-0002-3351-9496 , Eichel, V. M., Comte, A., Terrisse, H., Rubens-Duval, B., Gillois, P., Albaladejo, P., Picard, J., Bosson, J. L., Mutters, N. T. & Landelle, C. (2020). Is virtual reality effective to teach prevention of surgical site infections in the operating room? study protocol for a randomised controlled multicentre trial entitled VIP Room study. BMJ Open, 10(6), article number e037299. doi: 10.1136/bmjopen-2020-037299

Mc Veigh, C., Reid, J., Carswell, C. , Ace, L., Walsh, I., Graham-Wisener, L., Rej, S., Potes, A., Atkinson, K., Edginton, T. ORCID: 0000-0002-2228-8194 & Noble, H. (2021). Mindfulness as a well-being initiative for future nurses: a survey with undergraduate nursing students. BMC Nursing, 20(1), article number 253. doi: 10.1186/s12912-021-00783-0

McCann, E. ORCID: 0000-0003-3548-4204 & Brown, M. (2018). The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review. Nurse Education Today, 64, pp. 204-214. doi: 10.1016/j.nedt.2018.02.028

McCarthy, L. ORCID: 0000-0001-6299-4651 & Grosser, K. (2023). Breaking isolation: Consciousness-raising as a methodology for academic activism. Organization: the interdisciplinary journal of organization, theory and society, 30(5), pp. 1152-1167. doi: 10.1177/13505084231166172

McDonagh, L. ORCID: 0000-0003-2085-5404, Bonadio, E. & Alba Betancourt, A. (2020). Social Innovation and University Intellectual Property: Insights from the UK and Mexico. European Intellectual Property Review,

McManus, S. ORCID: 0000-0003-2711-0819 & Gunnell, D. (2020). Trends in mental health, non-suicidal self-harm and suicide attempts in 16-24-year old students and non-students in England, 2000-2014. Social Psychiatry and Psychiatric Epidemiology, 55(1), pp. 125-128. doi: 10.1007/s00127-019-01797-5

Medisauskaite, A., Silkens, M. E. W. M. ORCID: 0000-0001-8279-1341 & Rich, A. (2023). A national longitudinal cohort study of factors contributing to UK medical students' mental ill-health symptoms. General Psychiatry, 36(2), article number e101004. doi: 10.1136/gpsych-2022-101004

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)

Mercea, D. ORCID: 0000-0003-3762-2404, Burean, T. & Proteasa, V. (2020). Student Participation and Public Facebook Communication: Exploring the Demand and Supply of Political Information in the Romanian #rezist Demonstrations. International Journal of Communication, 14, pp. 4136-4159.

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

Mitchell, A. & Rich, M. ORCID: 0000-0002-5782-1710 (2022). The challenges of writing an effective literature review for students and new researchers of business. European Conference on Research Methodology for Business and Management Studies, 21(1), pp. 141-148. doi: 10.34190/ecrm.21.1.169

Mizrachi, D., Salaz, A., Kurbanoglu, S. , Boustany, J., Todorova, T., Yantao, P., Zhang, J., Zivkovic, D., Pesut, D., Kortelainen, T., Bar-Ilan, J., Aharony, N., Collina, E., Krumina, L., Geagea, H., Ghinculov, S., Landoy, A., Gastinger, A., de la Vega, A., Terra, A., Johnston, N., Repanovici, A., Vilar, P., Schneider, R., Dogan, G., Kurbanoglu, S., Jamal, P., Bawden, D. ORCID: 0000-0002-0478-6456, Secker, J., Morrison, C.M., Salaz, A., Mizrachi, D., Boustany, J. & ARFIS Research Group, . (2018). Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis. PLoS ONE, 13(5), article number e0197444. doi: 10.1371/journal.pone.0197444

Myers, C-A. ORCID: 0000-0001-8216-2844 & Cowie, H. (2018). Bullying Among Students in Further and Higher Education. The Role of Counsellors in Addressing the Issue. University & College Counselling, 6(3), pp. 12-17.

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.

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.

N

Nerantzi, C., Chatzidamianos, G., Stathopoulou, H. & Karaouza, E. (2021). Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness. Journal of Interactive Media in Education, 2021(1), p. 26. doi: 10.5334/jime.668

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

O

Oksamytna, K. ORCID: 0000-0001-7725-3151 (2023). Global Dialogues During the Russian Invasion of Ukraine. Journal of International Relations and Development, 26(4), pp. 675-684. doi: 10.1057/s41268-023-00315-0

P

Pace, I. ORCID: 0000-0002-0047-9379 (2023). AI may force a sharpening of educational conceptions of ‘creativity’ as relate to employability in the ‘creative industries’. Times Higher Education(3 July),

Pace, I. ORCID: 0000-0002-0047-9379 (2023). Against sacrificing academic excellence. The Critic,

Pace, I. ORCID: 0000-0002-0047-9379 (2023). Don't stop the music. The Critic,

Pace, I. ORCID: 0000-0002-0047-9379 (2024). Exhausting, divisive and irrational. The Critic,

Pace, I. ORCID: 0000-0002-0047-9379 (2024). Plagiarism policing serves democracy, not white, Western supremacy. Times Higher Education,

Pace, I. ORCID: 0000-0002-0047-9379 (2023). Self-regulation is not enough to uphold academic freedom. Times Higher Education(22 Jul),

Pace, I. ORCID: 0000-0002-0047-9379 (2023). We can't stop the 'rip-off degrees' debate - but we can changes its terms. Times Higher Education,

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 (2022). Performing arts need a research and practice excellence framework. Times Higher Education,

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 (2018). The RAE and REF: Resources and Critiques

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.

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?

Pace, I. ORCID: 0000-0002-0047-9379 (2022). The UK government must ensure core subjects are taught in every region. Times Higher Education,

Pace, I. ORCID: 0000-0002-0047-9379 (2022). University departments need a broad range of active performing artists. Times Higher Education,

Pace, I. ORCID: 0000-0002-0047-9379 (2022). We need a statutory qualification for practitioners in higher education. Times Higher Education,

Palmer, P. & Grant, P. ORCID: 0000-0002-2808-6219 (2018). Enhancing the Academic Prestige of Nonprofit Studies: Can impact case studies help?. Journal of Nonprofit Education & Leadership, 8(4), pp. 356-372.

Papadatou-Pastou, M., Campbell-Thompson, L., Barley, E. , Haddad, M. ORCID: 0000-0002-4822-5482, Lafarge, C., McKeown, E. ORCID: 0000-0002-4183-5376, Simeonov, L. & Tzotzoli, P. (2019). Exploring the feasibility and acceptability of the contents, design, and functionalities of an online intervention promoting mental health, wellbeing, and study skills in Higher Education students. International Journal of Mental Health Systems, 13(1), article number 51. doi: 10.1186/s13033-019-0308-5

Parker, P. M. (2013). How can we facilitate developing scholarly writing?. Educational Developments, 14.4(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. (2014). Teaching Excellence from whose perspective?. International Journal of Assessment and Evaluation, 20(4), pp. 35-43. doi: 10.18848/2327-7920/cgp/v20i04/48357

Parker, P. M. (2009). What should we assess in practice?. Journal Of Nursing Management, 17(5), pp. 559-569. doi: 10.1111/j.1365-2834.2009.01025.x

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. 93-98.

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. doi: 10.18848/1447-9494/cgp/v16i11/46715

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.

Parker, P. M. & Quinsee, S. (2018). Peer supported review of education. INTED2018 Proceedings, pp. 4326-4330. doi: 10.21125/inted.2018.0844

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.

Patterson, F., Tiffin, P. A., Lopes, S. & Zibarras, L. D. ORCID: 0000-0002-9522-1679 (2018). Unpacking the dark variance of differential attainment on examinations in overseas graduates. Medical Education, 52(7), pp. 736-746. doi: 10.1111/medu.13605

Perkins, J. (2014). Defining Partnership in Sensory Terms. Learning at City Journal, 4(2), pp. 7-17.

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.

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

Q

Quinsee, S. ORCID: 0000-0001-6433-8877 (2021). Editorial. Innovations in Education and Teaching International, 58(1), pp. 1-2. doi: 10.1080/14703297.2020.1865658

Quinsee, S. ORCID: 0000-0001-6433-8877 (2022). Editorial. Innovations in Education and Teaching International, 59(6), pp. 621-622. doi: 10.1080/14703297.2022.2138003

Quinsee, S. ORCID: 0000-0001-6433-8877 (2023). Editorial. Innovations in Education and Teaching International, 60(6), pp. 797-798. doi: 10.1080/14703297.2023.2270260

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. (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. (2011). How can we create the university of the future?. Learning at City Journal, 1(1), pp. 8-22.

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

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.

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

R

Radnor, Z., Osborne, S. P., Kinder, T. & Mutton, J. (2014). Operationalizing Co-Production in Public Services Delivery: The contribution of service blueprinting. Public Management Review, 16(3), pp. 402-423. doi: 10.1080/14719037.2013.848923

Rai, R. K. & Campion, K. ORCID: 0000-0002-8501-6479 (2022). Decoding "decoloniality" in the academy: tensions and challenges in "decolonising" as a "new" language and praxis in British history and geography. Ethnic and Racial Studies, 45(16), pp. 478-500. doi: 10.1080/01419870.2022.2099750

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.

Reed, K., Collier, R., White, R. , Wells, R., Ingram, J., Borelli, R., Haesler, B., Caraher, M., Lang, T., Arnall, A., Ajates Gonzalez, R., Pope, H., Blake, L. & Sykes, R. (2017). Training Future Actors in the Food System: A new collaborative cross-institutional, interdisciplinary training programme for students. Exchanges: the Warwick Research Journal, 4(2), pp. 201-218.

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.

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.

Reynolds, L. M. ORCID: 0000-0002-4288-3732, Attenborough, J. ORCID: 0000-0002-4018-8445 & Halse, J. (2020). Nurses as educators: creating teachable moments in practice. Nursing Times, 116(2), pp. 25-28.

Rich, M., Brown, A. & Banerjee, A. ORCID: 0000-0001-8961-7223 (2019). Addressing the challenge of building research capabilities in Business Management Undergraduate students. Electronic Journal of Business Research Methods, 17(3), pp. 130-142. doi: 10.34190/jbrm.17.3.003

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.

Rich, M.G., Brown, A. & Banerjee, A (2019). The challenge of introducing the subject of research and research methods to business undergraduates. Proceedings of the European Conference on Research Methods in Business and Management Studies, 2019-J, pp. 278-284. doi: 10.34190/RM.19.038

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.

Rikap, C. ORCID: 0000-0003-4153-4490 (2017). How the teachers-researchers of the Pharmacy and Biochemistry at the University of Buenos Aires perceive the university autonomy. Revista Iberoamericana de Educacion Superior, 8(23), pp. 138-162. doi: 10.22201/iisue.20072872e.2017.23.3015

Rikap, C. ORCID: 0000-0003-4153-4490 (2017). La autonomía universitaria como autogobierno: ¿crisis de representatividad en la Universidad de Buenos Aires? = University’s Autonomy as Self-Government: a Crisis of Representativeness in the Universidad de Buenos Aires?. CIAN-Revista de Historia de las Universidades, 20(2), doi: 10.20318/cian.2017.3944

Rikap, C. ORCID: 0000-0003-4153-4490 (2017). The differentiated market-university: Is commodification equally affecting all universities?. Journal for Critical Education Policy Studies, 15(3), pp. 266-304.

Rikap, C. ORCID: 0000-0003-4153-4490 & Harari-Kermadec, H. (2021). Motivations for collaborating with industry: has public policy influenced new academics in Argentina?. Studies in Higher Education, 46(4), pp. 901-912. doi: 10.1080/03075079.2019.1659764

Rikap, C. ORCID: 0000-0003-4153-4490 & Naidorf, J. (2020). Ciencia privatizada en América Latina. Con-Ciencia Social(3), pp. 57-76. doi: 10.7203/con-cienciasocial.3.16790

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

Robinson, L. & Bawden, D. (2017). 'The story of data': a socio-technical approach to education for the data librarian role in the CityLIS library school at City, University of London. Library Management, 38(6/7), pp. 312-322. doi: 10.1108/lm-01-2017-0009

Rodgers, J. (2012). Getting the Story Right: evaluating a postgraduate multimedia journalism module. Investigations in university teaching and learning, Volume, pp. 61-65.

Ryan, L. ORCID: 0000-0003-2985-3544 (2023). Research Infrastructures with European Research Infrastructure Consortium (ERIC) status: Revisiting the case of ERICs and Intellectual Property Rights in the European Research Area. European Intellectual Property Review, 45(5), pp. 252-265.

S

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.

Samra, R., França, A. B., Lucassen, M. F. G. ORCID: 0000-0001-6958-3468 & Waterhouse, P. (2023). A network approach to understanding distance learners’ experience of stress and mental distress whilst studying. International Journal of Educational Technology in Higher Education, 20(1), article number 27. doi: 10.1186/s41239-023-00397-3

Samra, R., Waterhouse, P. & Lucassen, M. ORCID: 0000-0001-6958-3468 (2021). Combining and managing work-family-study roles and perceptions of institutional support. Distance Education, 42(1), pp. 88-105. doi: 10.1080/01587919.2020.1869530

Schochet, E., Haenschel, C. ORCID: 0000-0001-7855-2735, Gaigg, S. B. ORCID: 0000-0003-2644-7145 & Fett, A-K. ORCID: 0000-0003-0282-273X (2023). Mental health, loneliness and stress of Asian, Black and White UK university students before and during the COVID-19 pandemic. Social Sciences & Humanities Open, 8(1), article number 100697. doi: 10.1016/j.ssaho.2023.100697

Secker, J. (2004). Developing the e-Literacy of academics: case studies from LSE and the Institute of Education, University of London. JeLit, 1(2), pp. 97-108.

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. (2006). New copyright licence allows scanning services to be extended in Higher Education. ALISS Quarterly, 1(3), pp. 20-22.

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. & Bell, M. (2010). Copyright? Why Would I Need to Worry About That? The Challenges of Providing Copyright Support for Staff. Legal Information Management, 10(3), pp. 166-170. doi: 10.1017/s1472669610000654

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. & 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. & 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.

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

Secker, J. & Macrae-Gibson, R. (2011). Evaluating MI512: An information literacy course for PhD students. Library Review, 60(2), pp. 96-107. doi: 10.1108/00242531111113050

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, 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.

Secker, J. & Roger, K. (2002). Learning Technology at the LSE. Assignation, 19(3), pp. 33-35.

Secker, J. ORCID: 0000-0002-3047-1212 & Tilley, E. (2022). Students, academic reading and information literacy in a time of COVID. Journal of Information Literacy, 16(2), pp. 69-79. doi: 10.11645/16.2.3291

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

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.

Shuai, R., Bakou, A. E. ORCID: 0000-0002-4813-7212, Andrade, J. , Hides, L. & Hogarth, L. (2022). Brief Online Negative Affect Focused Functional Imagery Training Improves 2-Week Drinking Outcomes in Hazardous Student Drinkers: a Pilot Randomised Controlled Trial. International Journal of Behavioral Medicine, 29(3), pp. 346-356. doi: 10.1007/s12529-021-10019-9

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.

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.

Singer, J. ORCID: 0000-0002-5777-9065, Lewis, S. C. & Wahl-Jorgensen, K. (2023). Journalism in the Quarterly: A Century of Change in the Industry and the Academy. Journalism & Mass Communication Quarterly, 100(4), pp. 773-792. doi: 10.1177/10776990231189455/

Snyder, S. N., Pitt, K. A., Shanouda, F. , Voronka, J., Reid, J. & Landry, D. (2019). Unlearning through Mad Studies: Disruptive pedagogical praxis. Curriculum Inquiry, 49(4), pp. 485-502. doi: 10.1080/03626784.2019.1664254

Spicer, A., Jaser, Z. & Wiertz, C. (2021). The future of the business school: finding hope in alternative pasts. Academy of Management Learning & Education, 20(3), pp. 459-466. doi: 10.5465/amle.2021.0275

Stavropoulou, C. ORCID: 0000-0003-4307-1848, Somai, M. & Ioannidis, J. P. A. (2019). Most UK scientists who publish extremely highly-cited papers do not secure funding from major public and charity funders: A descriptive analysis. PLoS ONE, 14(2), article number e0211460. doi: 10.1371/journal.pone.0211460

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.

Subramanian, A. ORCID: 0000-0001-8104-5312 (2022). Two years on: what has COVID-19 taught us about online (telerehabilitation) visual impairment teaching clinics?. Clinical and Experimental Optometry, 106(1), pp. 91-93. doi: 10.1080/08164622.2022.2121642

Subramanian, A. ORCID: 0000-0001-8104-5312 (2021). Remote visual impairment teaching clinics during COVID‐19 at a university optometry school. Ophthalmic and Physiological Optics, 41(3), pp. 630-631. doi: 10.1111/opo.12804

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

T

Tan, A. J. Y. ORCID: 0000-0002-6947-3063, Davies, J. L., Nicolson, R. I. & Karaminis, T. ORCID: 0000-0003-2977-5451 (2023). Learning critical thinking skills online: can precision teaching help?. Educational technology research and development, 71(3), pp. 1275-1296. doi: 10.1007/s11423-023-10227-y

Testoni, F., García Carrillo, M., Gagnon, M-A. , Rikap, C. ORCID: 0000-0003-4153-4490 & Blaustein, M. (2021). Whose shoulders is health research standing on? Determining the key actors and contents of the prevailing biomedical research agenda. PLoS One, 16(4), article number e0249661. doi: 10.1371/journal.pone.0249661

Testoni, F. E., Carrillo, M. G., Gagnon, M. A. , Rikap, C. ORCID: 0000-0003-4153-4490 & Blaustein, M. (2021). Erratum: Whose shoulders is health research standing on? Determining the key actors and contents of the prevailing biomedical research agenda (PLoS ONE (2021) 16:4 (e0249661) DOI: 10.1371/journal.pone.0249661). PLoS ONE, 16(11), article number e0260330. doi: 10.1371/journal.pone.0260330

Tholen, G. (2017). The Changing Opportunities of Professionalization for Graduate Occupations. Comparative Sociology, 16(5), pp. 613-633. doi: 10.1163/15691330-12341438

Tholen, G. ORCID: 0000-0001-6439-5046 (2019). Degree power: educational credentialism within three skilled occupations. British Journal of Sociology of Education, 41(3), pp. 283-298. doi: 10.1080/01425692.2019.1690427

Tholen, G. (2016). Symbolic closure: Towards a renewed sociological perspective on the relationship between higher education, credentials and the graduate labour market. Sociology, 51(5), pp. 1067-1083. 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. ORCID: 0000-0001-6439-5046 (2019). The limits of higher education institutions as sites of work skill development, the cases of software engineers, laboratory scientists, financial analysts and press officers. Studies in Higher Education, 44(11), pp. 2041-2052. doi: 10.1080/03075079.2018.1490894

Tholen, G. ORCID: 0000-0001-6439-5046 (2022). The meaning of higher education credentials in graduate occupations: the view of recruitment consultants. Journal of Education and Work, 36(1), pp. 9-21. doi: 10.1080/13639080.2022.2162019

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

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.

Touloumakos, A. K., Goozée, R., Papadatou-Pastou, M. , Barley, E. A., Haddad, M. ORCID: 0000-0002-4822-5482 & Tzotzoli, P. (2016). Online support system for students in higher education: Proof-of-concept study. Digital Health, 2, pp. 1-24. doi: 10.1177/2055207616655012

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.

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)

Tyrer, C. ORCID: 0000-0001-7720-6523 (2019). Beyond social chit chat? Analysing the social practice of a mobile messaging service on a higher education teacher development course. International Journal of Educational Technology in Higher Education, 16(1), article number 13. doi: 10.1186/s41239-019-0143-4

Tyrer, C. ORCID: 0000-0001-7720-6523 (2023). Untangling the complexity of mentoring feedback practices in post-compulsory initial teacher education in the UK. Journal of Further and Higher Education, 47(1), pp. 31-44. doi: 10.1080/0309877x.2022.2088271

Tyrer, C. ORCID: 0000-0001-7720-6523 (2021). The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback. Education and Information Technologies, 26(4), pp. 4241-4260. doi: 10.1007/s10639-021-10455-w

V

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

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.

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

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.

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

W

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)

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

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)

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

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

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

Y

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

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

Z

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

This list was generated on Sat Feb 24 02:27:00 2024 UTC.