Outputs (58)

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.

Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect? (2023)
Journal Article
Peasland, E. L., Scott, G. W., Morrell, L. J., & Henri, D. C. (in press). Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?. Journal of geography in higher education, https://doi.org/10.1080/03098265.2023.2267459

Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, discipline-specific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills ou... Read More about Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?.

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.

Career Trajectories in The Third Space (2022)
Book Chapter
Louise Lawrence, J. (2022). Career Trajectories in The Third Space. In E. McIntosh, & D. Nutt (Eds.), The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism. Routledge. https://doi.org/10.4324/9781003037569

Drawing on her roots in feminist philosophy, the author embraces her place on disciplinary, professional, and institutional margins to consider career trajectories in the third space. The chapter reflects on the author’s career progression to PFHEA w... Read More about Career Trajectories in The Third Space.

Outdoor atmospheric microplastics within the Humber region (United Kingdom): Quantification and chemical characterisation of deposited particles present (2022)
Journal Article
Jenner, L., Sadofsky, L., Danopoulos, E., Chapman, E., White, D., Jenkins, R., & Rotchell, J. M. (2022). Outdoor atmospheric microplastics within the Humber region (United Kingdom): Quantification and chemical characterisation of deposited particles present. Atmosphere, 13(2), Article 265. https://doi.org/10.3390/atmos13020265

Atmospheric microplastics (MPs) have been consistently captured within air samples on a global scale. Locations with high human activity are reported to have high MP levels. An urban sampling site in the Humber region (U.K.) has been sampled over a 1... Read More about Outdoor atmospheric microplastics within the Humber region (United Kingdom): Quantification and chemical characterisation of deposited particles present.

Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants (2021)
Journal Article
Peasland, E. L., Henri, D. C., Morrell, L. J., & Scott, G. W. (in press). Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants. International journal of science education, 1-24. https://doi.org/10.1080/09500693.2021.1923080

Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all... Read More about Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants.