Our publications

Our publications

Our research staff have a range of publications that you can access through their PURE profiles. Please select the member of staff from our staff pages.

Here is a selection of our most up to date publications. To see the full list, please visit the PURE portal.


Title Synopsis Author(s)
Global Perspectives on Teaching Excellence (2018) This book explores the notion of teaching excellence from the viewpoint of a variety of international authors; guiding the reader to understand the complex terrain in which teaching excellence is foregrounded, and highlighting a number of key issues facing the future of global higher education. Christine Broughan, Graham Steventon, and Lynn Clouder 
Academic development to support the internationalization of the curriculum (IoC): A qualitative research synthesis. (2020) In: International Journal for Academic Development. 25, 3, p. 218-231 14 p. In this paper we employed qualitative research synthesis to identify journal articles that consider academic development to support internationalization of the curriculum (IoC). Despite their diversity, we found common themes in the five selected studies. We weave these themes with Betty Leask’s five-stage model of the IoC process, and Cynthia Joseph’s call for a pedagogy of social justice. Katherine Wimpenny, Jos
Beelen, and Virginia
The evolution of mathematics support: a literature review. (2020) In: International Journal of Mathematical Education in Science and Technology, 51(8), 1224-1254 Mathematics support, the provision of additional learning opportunities to, primarily, non- mathematics specialist undergraduates has grown significantly since the early 1990s, particularly in the UK, Ireland and Australia. Alongside the growth in volume of provision, there has been a marked increase in the amount of research and scholarship relating to mathematics support that has been carried out and disseminated. This paper reviews this literature and in doing so identifies areas in which mathematics support has evolved.   Duncan Lawson, Michael Grove, and Tony
Mapping community, social, and economic risks to investigate the association with school violence and bullying in Italy. (2020) In: Child Abuse and Neglect. School violence and bullying are a pandemic issue. The academic literature underlined the need to investigate social-contextual risk factors. The United Nations called for more comprehensive and disaggregated data to inform prevention strategies. The present study comprises a set of secondary analyses on Italian data from the International Civic and Citizenship Study 2016. We adopted an innovative ‘bottom-up’ approach to identify the level of disaggregation for national data. The researchers focused on community, social, and economic risk indicators at school-level, and investigated whether it was possible to aggregate schools in different classes, depending on their risk profile.  Carlo Tramontano, Annalaura Nocentini, Laura Palmerio, Bruno Losito, and Ersilia Menesini
The Anti-Ecological University: Competitive Higher Education as Ecological Catastrophe. (2020) In: Philosophy and Theory of Higher Education, 2(2), pp.45-66 The article aims at critiquing the current competitive framing which is shaping higher education policies and discourse at an international level. We trace the roots of this framing to ideological mis-interpretations of evolutionary theory and ecology, and to the influence of eugenics in the framing of educational policy. We then use a systems theory lens to articulate the negative impact of competitive dynamics in global education on an eco-systemic level, focusing on a “de-ecologisation” of the two dimensions of time and space in the lives of university students and staff.  Luca Morini
How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. (2020) In: Journal of Research in Reading Increasing evidence indicates that morphological skills are linked to literacy outcomes, including word reading, spelling and reading comprehension. Despite this evidence, the precise ways in which morphology influences the development of children's literacy skills remain largely underspecified in theoretical models of reading and spelling development. In this paper, we draw on the extensive empirical evidence base in English to explicitly detail how morphology might be integrated into models of reading and spelling development. Kyle C. Levesque, Helen Breadmore, and S Hélène Deacon
Fast and Slow: Using Spritz for academic study?" Technology Knowledge and Learning. (2020) In: Technology, Knowledge and Learning. In an age of increasing digital reading it is interesting that university students’ are not adapting innovative technologies for academic study. This small-scale qualitative evaluation investigates how undergraduate students respond to a refined Rapid Serial Visual Presentation speed reading application called Spritz, which claims to significantly increase users’ ability to skim read and comprehend content effectively. We evaluated the tool and asked students to express which affordances they would forego to make the technology acceptable. Arinola Adefila
Sean Graham, and Ashok Patel
Developing an Autonomous-Support Culture in Higher Education for Disabled Students. (2020) In: Disability and Health Journal. Inclusive practices have enhanced opportunities for many disabled people to engage in Higher Education; however, although support services that are central to success are increasing they are still intermittent and atomistic. This paper argues that using Self Determination Theory, HE Institutions can develop bespoke models of support, which will enable disabled students to utilize their autonomy agency and capabilities. This approach provides students with the requisite tools needed to take responsibility for their own learning and seek appropriate and timely support when needed.

Arinola Adefila
Christine Broughan, Diane Phimister, and
Joanne Opie
Using Open Education Practices across the Mediterranean for Intercultural Curriculum Development in Higher Education. (2019) In: Teaching in Higher Education  This multinational authored article presents the findings and recommendations of a three-year, European-funded project ‘OpenMed: Opening up education in South Mediterranean countries’, which brought together five higher education partners from Europe and nine from the South Mediterranean region. This paper discusses how the cultural approaches used among experts and project partners with different national, linguistic, and educational backgrounds have instigated change in policy and practice at a personal, institutional, and national level. Katherine Wimpenny, Isidro Jariego, Fabio Nascimbeni, Saida Affouneh, Ahmed Alkamari, Daniel Villar-Onrubia, and Ayman Eldieb
Understanding Attainment Disparity: The Case for a Corpus-Driven Analysis of the Language used in Written Feedback Information to Students of Different Backgrounds. (2019) In: Journal of Writing Analytics. Disparity of attainment between different groups of students in UK higher education has been correlated with ethnicity (UUK & NUS, 2019).  The causes of such attainment gaps are complex, and one important factor may be the nature of the feedback given by academic staff on assignments written by different groups of students. This paper aims to explore the feasibility of investigating this hypothesis by analyzing written feedback and looking for patterns in feedback given to different groups of students. Sian Alsop and Sheena Gardner
The role of assistive technology in renegotiating the inclusion of students with disabilities in Higher Education in North Africa. (2019) In: Studies in Higher Education. 44, 8, p. 1344-1357 This article considers the impact of a two-year collaborative European Union-funded project. The ‘Sustainable Ways to Increase Higher Education Students’ Equal Access to Learning Environments’ (SWING) project aimed to promote equal access to university education, and future career opportunities, for students with disabilities in the North African countries, using accessible assistive technology. Appreciative inquiry was used to explore the impact of the project processes and outcomes. We share how the focus on assistive technology addressed the invisibility of students with disabilities by promoting individual and collective student agency. Deanne Clouder, Jacqueline Cawston, Katherine Wimpenny, Ahmed Khalifa Aly Mehanna, Youcef Hdouch, Iman Raissouni, and Karima Selmaoui
Academic development to support the internationalization of the curriculum (IoC): A qualitative research synthesis. (2019) In: International Journal for Academic Development. Little has been published regarding the training of academic developers themselves to support internationalization of the curriculum (IoC) initiatives. However, higher education institutions around the globe are responding to strategic demands for IoC which prepare students as ‘world-ready’ graduates. We employed qualitative research synthesis to identify recent journal articles which consider current trends in academic development to support IoC. Despite their diversity, we found common themes in the five selected studies. Our discussion and recommendations weave these themes with Betty Leask’s five-stage model of the process of IoC and Cynthia Joseph’s call for a pedagogy of social justice.  Katherine Wimpenny, Jos Beelen, and Virginia King
Literacy interest, home literacy environment and emergent literacy skills in pre-schoolers. (2019) In: Journal of Research in Reading. 42, 1, p. 150-161 12 p. Children’s literacy interest is positively associated with their literacy attainments. However, interest in literacy activities, particularly for younger children, is likely influenced by their home literacy environment (HLE), which may also be bound up with socio-economic factors, such as parental education levels.  Julia Carroll, Andrew Holliman, Francesca Weir, and Alison Baroody
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