All Outputs (3)

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?.

Addressing the hidden curriculum during transition to HE: the importance of empathy (2020)
Book Chapter
Hubbard, K., Gawthorpe, P., Fallin, L., & Henri, D. (2020). Addressing the hidden curriculum during transition to HE: the importance of empathy. In T. Hinchcliffe (Ed.), The Hidden Curriculum of Higher Education (59-76). Heslington, York: Advance HE

The Student Thesis Conference as a model for authentic and inclusive student research dissemination (2018)
Journal Article
Douglas, C., Yearsley, J., Scott, G. W., & Hubbard, K. E. (2018). The Student Thesis Conference as a model for authentic and inclusive student research dissemination. Higher Education Pedagogies, 3(1), 319-341. https://doi.org/10.1080/23752696.2018.1478675

Engaging in a final year project is required in most undergraduate degree programmes. However, the student research experience often differs from the academic experience due to a lack of opportunities for research dissemination. We present the Studen... Read More about The Student Thesis Conference as a model for authentic and inclusive student research dissemination.