Our research staff have a range of publications which 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:
Broughan, C. (ed.), Clouder, D. (ed.) & Steventon, G. (ed.), 2018, Global perspectives on Higher Education. Routledge.
Teaching excellence in higher education needs to be promoted and celebrated. However, a universal definition of excellent teaching remains elusive, and robust evidence about how it affects student learning appears to be lacking. This timely 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.
Morini, L., July 2020, The Anti-Ecological University: Competitive Higher Education as Ecological Catastrophe. In: Philosophy and Theory of Higher Education, 2(2), pp.45-66
Levesque, K., Breadmore, H., & Deacon S. H. (in press – May 2020). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading.
Adefila, A., Graham, S. & Patel, A., 25 Mar 2020, Fast and Slow: Using Spritz for academic study?" Technology Knowledge and Learning. 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 is even more surprising because today’s university students are purportedly digitally native keen to use new technologies in comfortable personal spaces but adhere to traditional paper when studying. There is a distinct paucity of research with respect to how students use technology for academic purposes, particularly independent 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.
Adefila, A., Broughan, C., Phimister, D. & Opie, J., 3 Feb 2020, Developing an Autonomous-Support Culture in Higher Education for Disabled Students. 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. Poor continuity of support is a systemic problem, particularly for students who engage in offsite placements where organisational structures do not adopt a student-centred approach. UK Universities require students to opt-into programmes of support that may necessitate rigorous paper work and labelling processes that may disempower students. Such models of support deter students from disclosing a disability and accessing relevant resources and support in a timely manner. 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.
Wimpenny, K., Nascimbeni, F., Affouneh, S., Almakari, A., Mayo, I., Aymen, E., 2019, Using Open Education Practices across the Mediterranean for Intercultural Curriculum Development in Higher Education, 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.
Alsop, S. & Gardner, S., 22 Sep 2019, Understanding Attainment Disparity: The Case for a Corpus-Driven Analysis of the Language used in Written Feedback Information to Students of Different Backgrounds. 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). For example, students who declared their ethnicity as Black were 20% less likely to graduate with a top classification than those who declared their ethnicity as White (OfS, 2018a). 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.
Aslam, F., Adefila, A. & Bagiya, Y., 10 Jan 2018, STEM outreach activities: an approach to teachers’ professional development: STEM outreach activities. In: Journal of Education for Teaching International research and pedagogy . 44, 1, p. 58-70
STEM outreach programmes in secondary schools are mediated by STEM teachers who are responsible for organising, implementing and evaluating the activities with a view to promoting STEM subjects. However, research investigating teachers' STEM roles and professional development through participation in outreach activities is limited. This paper explores teachers' views of STEM activities, how they understand their role as primary facilitators and the impact of their STEM engagement on their professional development. STEM outreach provides distinct opportunities for situated and dialogic learning. STEM teachers' effectiveness in engaging students by demonstrating the importance and relevance of STEM subjects in the real world and engaging captivating STEM outreach partners not only supports students learning but also enhances their opportunities to develop their knowledge and skills. Semi structured interviews were conducted with eleven teachers from six different schools in the West Midlands, United Kingdom. The data reveals STEM facilitators become the 'face' of STEM to their pupils. The expertise, knowledge and partnerships STEM facilitators develop, broadens their capacity to deliver teaching imbued with real world applications and improve students' understanding of the range of new and upcoming careers available. Most importantly, participating in STEM outreach activities help teachers maintain and reinforce their own sense of identity as STEM professionals.
Clouder, D., Cawston, J., Wimpenny, K., Khalifa Aly Mehanna, A., Hdouch, Y., Raissouni, I. & Selmaoui, K., Aug 2019, The role of assistive technology in renegotiating the inclusion of students with disabilities in Higher Education in North Africa. 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, brought together four European higher education institutions, one institution in Egypt and two in Morocco. It 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 will share how the focus on assistive technology addressed the invisibility of students with disabilities by promoting individual and collective student agency. Students’ emerging sense of empowerment is attributed to two factors that inform the wider inclusive education debate: the power of technology as a mediator of change and the importance of a bottom-up/top-down dynamic.
Crawford, M., 9 Jul 2018, Personal engagement, emotion and the educational workplace. In: Journal of Professional Capital and Community. 3, 3, p. 212-222
The purpose of this paper is to look how the concepts of personal engagement (Kahn) and emotion in schools can aid understanding both of research priorities and practice in schools. This paper suggests that the commonalities between the areas discussed, and the relationship to professional capital can be enhanced both in research and practice.
King, V., Roed, J. & Wilson, L., 3 Sep 2018, It's Very Different Here: Practice-Based Academic Staff Induction and Retention. In: Journal of Higher Education Policy and Management. 40, 5, p. 470-484
The sociologist, Max Weber (1864–1920), suggested that few could withstand the frustrations of academic life. As the strategic management of human resources begins to differentiate higher education institutions (HEIs) in league tables, the costs of voluntary staff turnover (attrition) become more significant. In this paper, we consider links between induction (orientation) and retention for academic staff. We report on a qualitative study of thirty academic staff in five United Kingdom HEIs who were recruited on the basis of their professional experience. Their practice-based knowledge lends our participants particular insight into their HEI induction experience which, where found wanting, led in several cases to resignation. We analyse the induction experiences of our participants to glean explanations for these perceived shortcomings. Since induction interventions are thought to lead to improved retention, we recommend policy and practice changes to induction, which may benefit all academic staff.
Wimpenny, K., Beelen, J. & King, V., 10 Jul 2019, Academic development to support the internationalization of the curriculum (IoC): A qualitative research synthesis. 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.