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Outputs (45)

A pan-European perspective of third space professionals located in learning and teaching centres (2025)
Journal Article
Scott, G. W., Costa, M. J., Ewen, M., Lillie, C., Peterbauer, H., Vettori, O., Weiß, C., Warm, J., Valk, A., Karm, M., Soots, H.-B., Geirsdóttir, G., Magni, F., Agrati, L. S., Basbas, N., Căprioară, D., Girtu, M., Torstensdotter, G. L., Dalenius, P., Kilborn, J., …Savaş, T. C. (2025). A pan-European perspective of third space professionals located in learning and teaching centres. Journal of Learning Development in Higher Education, https://doi.org/10.47408/jldhe.vi33.1182

During 2023, the European University Association brought together members of 10 Learning and Teaching Centres from 10 European countries to explore the development and strategic benefits of Learning and Teaching Centres. Through critical self-reflect... Read More about A pan-European perspective of third space professionals located in learning and teaching centres.

Exploring the value of PGRs who teach (PGWT) in supporting undergraduate students’ sense of belonging: A Student Staff Partnership Project (2024)
Journal Article
Grant, B., Lillie, C., Smith, M., & Tomlinson, A. (2024). Exploring the value of PGRs who teach (PGWT) in supporting undergraduate students’ sense of belonging: A Student Staff Partnership Project. Journal of PGR Pedagogic Practice, 4(4), 12-31. https://doi.org/10.31273/ctv5zz94

The aim of this research was to explore the impact of interactions between undergraduate students (‘students’) and the postgraduate researchers (‘PGWT’) who teach them, on students’ sense of belonging. Meaningful interactions between staff and studen... Read More about Exploring the value of PGRs who teach (PGWT) in supporting undergraduate students’ sense of belonging: A Student Staff Partnership Project.

Using Generative AI in teaching, learning and assessment: Inclusive, ethical and sustainable innovation (2024)
Digital Artefact
Lawrence, J., Davis, M., Drewett, L., Ewen, M., Fallin, L., Fischer, I., Folley, S., Gramaglia, L., Kwok, K., Morrell, L., Mullenger, E., Taintor, H., Wallbank, A., & Wilson, L. (2024). Using Generative AI in teaching, learning and assessment: Inclusive, ethical and sustainable innovation. [https://sites.google.com/brookes.ac.uk/genaiheteaching]

Welcome to this open educational resource showcasing the outputs of an Association of National Teaching Fellows collaborative innovation project.

The site is home to accessible, real-world examples of using GenAI in teaching, learning and assessme... Read More about Using Generative AI in teaching, learning and assessment: Inclusive, ethical and sustainable innovation.

Trends in innovation and interdisciplinary knowledge across educational settings (2024)
Book
Armellini, A., & Martinez-Roig, R. (Eds.). (2024). Trends in innovation and interdisciplinary knowledge across educational settings. Peter Lang. https://doi.org/10.3726/b20999

This book deals with various contributions on innovation and knowledge from an educational perspective. Throughout the various chapters, empirical research, reflections and bibliographical studies from different areas of education are presented. All... Read More about Trends in innovation and interdisciplinary knowledge across educational settings.

Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions? (2024)
Journal Article
Hubbard, K. (2024). Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions?. Higher Education, https://doi.org/10.1007/s10734-024-01216-y

Equity is increasingly seen as a core value for Higher Education systems around the world. (In)equity is often measured through construction of achievement gaps, quantifying the relative outcomes of two populations of students. Institution-level gaps... Read More about Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions?.

Reframing ‘the Anarchy’: Castles, Landscapes and Society in Twelfth-Century Lincolnshire and Yorkshire (2024)
Thesis
Prescott, R. Reframing ‘the Anarchy’: Castles, Landscapes and Society in Twelfth-Century Lincolnshire and Yorkshire. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4617818

The reign of King Stephen, c. 1135-54, was condemned by nineteenth-century historians as a period of anarchy and castles have often been seen as a cause or symptom of its instabilities. Although many aspects of Stephen’s reign have been reappraised i... Read More about Reframing ‘the Anarchy’: Castles, Landscapes and Society in Twelfth-Century Lincolnshire and Yorkshire.

Building a competence-based model for the academic development of programme leaders (2023)
Journal Article
Lawrence, J., Morrell, L. J., & Scott, G. W. (2023). Building a competence-based model for the academic development of programme leaders. International Journal for Academic Development, https://doi.org/10.1080/1360144X.2023.2166942

The programme leader is crucial to the success of a higher education provider’s educational portfolio. However, programme leader development is under-researched and is too often conceptualised in a negative way, as the solution to a problem. Here we... Read More about Building a competence-based model for the academic development of programme leaders.

Utilising the Professional Standards Framework for teaching and supporting learning for strategic transformation (2022)
Report
(2022). Utilising the Professional Standards Framework for teaching and supporting learning for strategic transformation. AdvanceHE

This report and case studies from the 2021-22 Advance HE Collaborative Development Fund project, Utilising the Professional Standards Framework for teaching and supporting learning for strategic transformation, bring together studies from institution... Read More about Utilising the Professional Standards Framework for teaching and supporting learning for strategic transformation.

Designing for diverse learners (2022)
Presentation / Conference Contribution
Fallin, L., & Tomlinson, T. Designing for diverse learners. Presented at ALDcon22: The Learning Development Conference

Learning and teaching are only sustainable if accessible and inclusive. For this reason, we produced the Designing for diverse learners poster, a set of easy to follow guidance on developing learning resources to support learners with a variety of ne... Read More about Designing for diverse learners.