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Items where Subject is "LB2300 Higher Education"

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Number of items at this level: 234.

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, 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, 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),

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, 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(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

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, doi: 10.1111/bjep.12269

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.

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

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),

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.

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

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, 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, 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, pp. 1-16. 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), 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), 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, 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, 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)

Cardwell, P. J. ORCID: 0000-0002-7485-3474 (2019). Does studying abroad help academic achievement?. European Journal of Higher Education, 10(2), pp. 147-162. 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, doi: 10.1080/03075079.2019.1665010

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. (pp. 353-357). New York: ACM. ISBN 9781450368926 doi: 10.1145/3343413.3378005

Courtenay, M., Castro-Sanchez, E. ORCID: 0000-0002-3351-9496, Gallagher, R. , Gould, D. J., Hawker, C. & Nurse Antimicrobial Stewardship Group (NAG), (2021). The delivery of antimicrobial stewardship competencies in United Kingdom pre-registration nurse education programmes: A national cross-sectional survey. Journal of Hospital Infection, 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, 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, 106036. doi: 10.1016/j.appet.2022.106036

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. (2020). 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,

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)

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), 56. doi: 10.3390/publications7030056

Glover, I., Campbell, A., Latif, F. , Norris, L., Toner, J. & Tse, C. (2012). A tale of one city: intra-institutional variations in migrating VLE platform. Research in Learning Technology, 20, doi: 10.3402/rlt.v20i0.19190

Glover, I. & Oliver, A. (2008). Hybridisation of social networking and learning environments. In: 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, 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, doi: 10.1177/1094428120935494

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), 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, doi: 10.1111/kykl.12148

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

Goold, P. ORCID: 0000-0003-1097-8291 (2022). The Legal Judgment: A Novel Twist on the Classic Law School Problem Question. The Law Teacher, 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

H

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. 207-213.

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.

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, 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, GLADHE(Oct), 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

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

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.

Knight, R.-A. (2014). Reflections on a ‘sustained teaching excellence’ award. Learning at City Journal, 4(2), pp. 50-52.

Knight, R.-A. & Botting, N. (2016). Organising undergraduate research projects: Student-led and academic-led models. Journal of Applied Research in Higher Education, 8(4), pp. 455-468. doi: 10.1108/JARHE-07-2015-0054

Knight, R.-A., Dipper, L. & Cruice, M. (2016). Viva Survivors – the effect of peer-mentoring on pre-viva anxiety in early-years students. Studies in Higher Education, doi: 10.1080/03075079.2016.1161018

Kogan, P. (2014). Assessing the use and impact of technology in physical learning environments at City University London - Learning Development Associate project. Learning at City Journal, 4(1), pp. 53-68.

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.

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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.

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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. (pp. 99-104). Glasgow: The Design Society. ISBN 9781904670629

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(3), 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), 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), 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

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

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.

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), 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.

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

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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. (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?

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),

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, doi: 10.1186/s13033-019-0308-5

Parker, P. M. (2013). How can we facilitate developing scholarly writing?. Educational Developments, 14.4, pp. 26-27.

Parker, P. M. (2012). Learning and Teaching Prizes and Awards 2011 - 2012. Learning at City Journal, 2(2),

Parker, P. M. (2014). Teaching Excellence from whose perspective?. International Journal of Assessment and Evaluation, 20(4), pp. 35-43.

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. 92-97.

Parker, P. M. & Baughan, P. (2011). Providing written feedback that students will value and read. The international journal of learning, 16(11), pp. 253-262.

Parker, P. M. & Quinsee, S. (2011). Developing a community to disseminate good practice. The international journal of learning, 17(11), pp. 87-92.

Parker, P. M. & Quinsee, S. (2012). Facilitating Institutional Curriculum Change in Higher Education. International Journal of Learning, 18(5), pp. 49-60.

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. Paper presented at the 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.

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

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Quinsee, S. (2004). "3 stars for effort": designing pedagogic models for online learning delivery. Paper presented at the ECEL 2004: the 3rd European conference on e-learning, 25 - 26 November 2004, Paris, France.

Quinsee, S. (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

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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

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.17.3.001

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, 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, 8, pp. 61-65.

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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. (2006). New copyright licence allows scanning services to be extended in Higher Education. ALISS Quarterly, 1(3), pp. 25-27.

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., 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.

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.

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.

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), 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 (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

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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), e0249661. doi: 10.1371/journal.pone.0249661

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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, 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, 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., 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)

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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

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. (pp. 58-63). Glasgow: The Design Society. ISBN 9781904670780

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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

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 (2021). Critical essay: Blinding faith – Paradoxes and pathologies of opacity in peer review. Human Relations, 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, 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

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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, doi: 10.1080/0309877X.2022.2072195

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