Pedagogic quality and inequality in university first degrees
Lead Research Organisation:
University of Nottingham
Department Name: Sch of Education
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
Publications
McLean M
(2015)
'Not everybody walks around and thinks "That's an example of othering or stigmatisation"': Identity, pedagogic rights and the acquisition of undergraduate sociology-based social science knowledge
in Theory and Research in Education
Andrea Abbas (Author)
(2008)
A Bernsteinian analysis of quality and inequality in undergraduate sociology curricula
McLean M
(2015)
A Bernsteinian View of Learning and Teaching Undergraduate Sociology-based Social Science
in Enhancing Learning in the Social Sciences
Abbas Andrea (Speaker)
(2012)
Basil Bernstein and the Improvement of Constructions of Leaching and Teaching (E)quality in Higher Educaiton
Monica McLean (Author)
(2010)
Comparing pedagogical arrangements for sociology in universities of different status : a Bernsteinian analysis
Ashwin P
(2016)
Conceptualising transformative undergraduate experiences: A phenomenographic exploration of students' personal projects
in British Educational Research Journal
| Description | Findings related to defining, improving and measuring the quality of undergraduate courses. Defining good quality undergraduate courses - High quality undergraduate courses are those in which students engage with academic knowledge in transformative ways. Courses in different disciplines are likely to be transformative in different ways. - In sociology-related social sciences, academic engagement is transformative in three ways: students gain access to an understanding of academic knowledge that is interesting and relevant to their lives; it changes the way that they understand themselves and their place in the world; and they gain an enhanced understanding of society. Such outcomes emphasise the importance of maintaining sociology-related social science courses across the sector both for individuals and for society more broadly. - Good teaching is vital if students are to engage with academic knowledge in transformative ways. Improving the quality of undergraduate courses - Improving teaching is central to improving the quality of undergraduate courses. - Good teaching is multidimensional and improving it is time-consuming and challenging. - A focus on quality enhancement that supports lecturers is in danger of being obscured by the emphasis in recent policy documents on improving quality through competition. Measuring the quality of undergraduate courses - Measuring the quality of undergraduate courses involves examining students' engagement with academic knowledge and good teaching. - When quality is measured by engagement academic with knowledge and students' perceptions of good teaching, the ranking of the universities in the study is very different from that in national higher education league tables. - Without engaging meaningfully in academic knowledge, students are unlikely to gain much benefit from studying an undergraduate degree. |
| Exploitation Route | The context of the research is the teaching of undergraduate sociology-related social science- so the non-academic contexts (or the non-university context) is that of prospective students making choices when applying for universities. The research has the potential of influencing the indicators used in Key Information Sets (KIS) and in League tables which are used by prospective students. - Policymakers and shapers at national and international level responsible for assuring and enhancing the quality of university learning and teaching (eg HEFCE, QAA,CBI, OECD, University Groups [Russell Group, 1994, University Alliance, Million+], NUS, educational press) who might use the findings to adjust measures of quality (eg league tables, Key Information Sets and the National Student Survey) to be more fair; and, to take account of the central importance of students' engagement with academic knowledge. - Policymakers and managers at institutional levels responsible for assuring and enhancing the quality of university teaching who might adjust measures and encourage practices which foreground (a) engagement with academic knowledge (b) research evidence about teaching which supports engagement with academic knowledge. - University managers and marketing departments who might promote the idea that university education not only enhances employment prospects but also has other benefits for the individual, including expanding horizons and the capacity to make a contribution to civic life. - University managers and marketing departments who might use the research to promote the specific value of studying sociology-related social sciences. - National groups (eg British Academy of Social Sciences; the British Sociological Association; the Campaign of the Public University; National Union of Students) which might use the research to promote the value of social sciences - including expanding the horizons of individuals and developing the capacity to make contributions to civic life. - University managers and marketing departments in lower-status universities which might highlight their teaching strengths. - Sociology-related university departments which might use the findings to improve teaching. - National groups with an interest in university teaching (Higher Education Academy; Staff and Educational Development Association; National Union of Students) which might use the findings to improve teaching - Educational development units in universities might use the findings to improve teaching - Theoretical and methodological contributions to the study of university pedagogy will be used by higher education researchers through seminar series and conferences (in particular, the networks and conferences of the British Sociological Association and the Society for Research into Higher Education) |
| Sectors | Education |
| URL | http://www.pedagogicequality.ac.uk |
| Description | 1. Impact on research capacity The research provides a model for rigorous investigation of quality and equity in university education. • T he academic community is informed by 39 publications including refereed journal articles, chapters in books and conference papers. 56 engagement events have included; seminars; research training to postgraduate students and academic colleagues; and keynote presentations to relevant organisations. 'Key informant' lecturers in the research sites have collaborated with the research team to produce publications. 2. Impact on debate about the (in)justice of university rankings • Following an event for policy makers on November 8th, 2011, and a press release from the Nottingham, the Times Higher published an article • The team has worked with the lower-rated research sites on ways of marketing their evident strengths. • An interview broadcast on Nottingham Trent University radio station. 3. Impact on promoting the value of social science degrees • The president of the British Sociological Association (BSA), John Holmwood, was discussant for the end-of-project research symposium. • Members of the team have spoken to 6th form groups and at open days about the value of studying sociology-based social science. 4. Impact on pedagogic quality • 12 seminars focusing on teaching given on request to academic development units, departments or faculties • A day-long workshop about biographical teaching methods was organised for a network of sociology teachers resulting in contributions for a special edition of 'Enhancing Learning in Social Sciences' • A letter in the Times Higher illustrating interest that in the pedagogical implications of findings: (Musloff, A. (2011) 'Consumer' right? No, it's the wrong analogy.' • Teesside University: Education Department; Deputy Dean of the School of Social Sciences and Law Department; and, Deputy Vice Chancellor responsible for learning and teaching used findings to improve teaching and inform the University's Learning, Teaching and Assessment Strategy. At University of Nottingham: the School of Sociology and Social Policy and Arts Faculty had seminars to inform their teaching strategies; Registrar has used findings for equal opportunities; Head of Student Services plans a research project tracking students based on the project. • A 'respect contract' introduced at a research site, the findings justify the development. • The HEA sponsored a day-long workshop 'Social integration and student engagement with disciplinary knowledge'. |
| First Year Of Impact | 2009 |
| Sector | Education |
| Impact Types | Cultural,Societal |
| Description | Chair of the International Expert Panel Interim Evaluation of the Norwegian Agency for Quality Assurance in Higher Education (NOKUT) Centres for Excellence in Education (SFU) |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Impact | The review has led to changes to the approach of three Norwegian Centres for teaching excellence in higher education. These changes will have a national reach. |
| Description | Invited member of Higher Education Funding Council for England (HEFCE) Expert Group on Learning Gain |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Member of HEFCE Expert Panel on Contact Hours and Teaching Excellence |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Description | Social integration and student engagement with disciplinary knowledge |
| Amount | £500 (GBP) |
| Organisation | Higher Education Academy |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 06/2012 |
| End | 06/2012 |
| Description | Social integration and student engagement with disciplinary knowledge |
| Amount | £500 (GBP) |
| Organisation | Higher Education Academy |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 03/2012 |
| End | 03/2012 |
| Description | The experiences of part-time social science students: a report for the head of social sciences |
| Amount | £7,000 (GBP) |
| Organisation | Higher Education Academy |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 02/2012 |
| End | 10/2012 |
| Description | The experiences of part-time social science students: a report for the head of social sciences |
| Amount | £7,000 (GBP) |
| Organisation | Higher Education Academy |
| Sector | Academic/University |
| Country | United Kingdom |
| Start | 01/2012 |
| End | 10/2012 |
| Title | Questionnaire data |
| Description | 769 returns from undergraduate students in sociology-related social science degrees in an SPSS file |
| Type Of Material | Database/Collection of data |
| Year Produced | 2012 |
| Provided To Others? | Yes |
| Impact | the database has enabled the research team to write papers and secure a book contract |
| Title | Recordings of teaching (12 sessions) |
| Description | Each year for the project in each university one seminar for that year of the case study students' degree was recorded. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2012 |
| Provided To Others? | Yes |
| Impact | the database has enabled us to write papers and secure a book contract |
| Title | Transcriptions of student interviews (186) |
| Description | Transcriptions of interviews with students in four sociolgy-related social science departments in four different universities: 96 with first-year students; and, 90 with sencond and third year students, who had also been interviewed in the first year, comprising a longitudinal study. |
| Type Of Material | Database/Collection of data |
| Year Produced | 2012 |
| Provided To Others? | Yes |
| Impact | the database has enabled us to write papers and secure a book contract |
| Title | Transcriptions of tutor interviews (16) |
| Description | Twelve interviews with tutors in four sociology-related social science departments whose teaching had been videoed to discuss their sims and perceptions, and 4 with 'key informants' of the study. |
| Type Of Material | Database/Collection of data |
| Provided To Others? | No |
| Impact | The interviews have enabled us to write numerous papers and secure a book contract |
| Description | Replicate study in South Africa |
| Organisation | University of Free State, Bloemfontein |
| Country | South Africa |
| Sector | Academic/University |
| PI Contribution | Monica Mclean, PI is collaborating with Professor Melanie Walker at the University of the Free State, South Africa to carry out a similar study. |
| Start Year | 2012 |
| Description | Research parteners with acacdemics working in one of the research sites |
| Organisation | University of London |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | We have not specified the university for the purpose of maintaining anonymity. It was one of our research sites and we worked with academics there as co=researchers, adding to our insights and building their research capacity, as well as contributing to the improvement of teraching and learning in the department. |
| Collaborator Contribution | They carried out research and contributed to a publication. |
| Impact | Jenkins, C., Barnes, C, McLean, M, Abbas, A and Ashwin, P. (2016) Sociological Knowledge and Transformation at 'Diversity University', UK, in M. Strydom Wilson and M. Walker (eds) Socially Just Pedagogies, Capabilities and Quality in Higher Education, Palgrave MacMillan, Studies in Global Cultures, Education and Democracy series. |
| Start Year | 2009 |
| Description | Tracking the university experience at the University of Nottingham |
| Organisation | University of Nottingham |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | Monica Mclean, the Principal Investigator, is collaborating with the head of student services to replicate astudy across disciplines. |
| Start Year | 2012 |
| Description | 'I can't just shut my eyes and go back to normality' : the transformation of students and policy constraints: A keynote presentation to the Arts Faculty Teaching Network, University of Nottingham |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk was the inaugural event of the Arts Teaching Network because it wanted to ensure a research base to its discussions. the network has continued to ensure that its takes a research-based approach to thinking about improving teaching and learning. |
| Year(s) Of Engagement Activity | 2012 |
| Description | 'I just kind of got interested from there, from my social worker' : understanding the role of university education through students' life stories: Presented at the School of Sociology at Teesside University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk was directly relevant to the audience and there was an excellent discussion. The School used the findings to think about curriculum and pedagogical change. |
| Year(s) Of Engagement Activity | 2010 |
| Description | 'Learning and Teaching undergraduted sociology-based social science: A bernsteinian vew' and presentation for SEDA's fellowshop Annual Event. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | The event was for professional academic developers who are members of the Society for Educational and Academic Development. the event is an annual event for fellows- the discussion was very stimulating They took the information back to their Universities, |
| Year(s) Of Engagement Activity | 2013 |
| Description | 2 hour workshop for undergraduates taking Education with Psychology at Bath University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Undergraduate students |
| Results and Impact | 7th November 2016 2 hour workshop on biographical methods, qualitative interviewing and life-grids with 20 undergraduate students on a BA in Education with Psychology. The talk drew on conceptual developments of Bernstein's theory developed from within the project particularly the Specialised Pedagogic Identity: |
| Year(s) Of Engagement Activity | 2016 |
| Description | A 2-hour seminar for MBA students at Keele University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | A session for MBA, School of Social Relations, Keele University The audience claimed that their minds had been changed by listening to the presentations. |
| Year(s) Of Engagement Activity | 2011 |
| Description | A Paper given in the School of Humanities and Social Science, University of Westminster Seminar Series |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | The title of the talk was ' How social science undergraduates in different universities conceptualise and experience a good quality university education' the audience were mainly social scientists who expressed interest in the findings. The ideas from the research were used to inform pedagogical practices. |
| Year(s) Of Engagement Activity | 2012 |
| Description | A narrative methods workshop for 2nd and 3rd year students at a research site. We cannot put a location because it is one of our anonymous sites. The university is known as Diversity. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | The social science students were introduced to the use of lifegrids and narrative methods which had direct relevance for their degree. The tutors reported that the students research skills had been enhanced. |
| Year(s) Of Engagement Activity | 2012 |
| Description | A paper given at Centre for the Study of University of Higher Education, University of Kent |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | The title of the talk was Access to "pedagogic rights" in social science teaching and learning : findings from a study of English universities -it was followed by a lively discussion. the research team was asked to give talks in other similar centres. |
| Year(s) Of Engagement Activity | 2012 |
| Description | A paper given to UCU at Teesside University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk 'The market, higher education and inequality' stimulated discussion After the talk, the members discussed the need for more research into the issues raised. |
| Year(s) Of Engagement Activity | 2011 |
| Description | A seminar for EdD students in the School of Education, the University of Nottingham. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | The seminar was on 'Using narrative methods' which the EdD students said they found useful and interesting After this, a number of EdD students opted to use narrative methods in their research. |
| Year(s) Of Engagement Activity | 2011 |
| Description | A seminar for postgraduate students taking the Professional Doctorate at the University of Bath |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The seminar was for 38 postgraduate students taking the Professional Doctorate at the University of Bath. They are mid-career professionals often policy-makers from all over the world. This seminar was called 'Unpicking and Theorising Dimensions of Diversity' and explored the gender analysis of the curricula undertaken in the project, proposing that the same could be done for ethnicity- thus developing from the project ideas about an intersectional analysis. |
| Year(s) Of Engagement Activity | 2018 |
| Description | A workshop for university teachers of sociology |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | A day-long workshop was called 'Teaching sociology through students' biographies : new pedagogies for the 'oppressed' or oppressive technologies of the self? and was offered to teacher/researchers of sociology-based social science in collaboration with the HEA's Centre for Sociology, Anthropology and Politics (C-SAP), SRHE's Student Experience Network and the BSA Researching Students Study Group to debate and develop co-authored papers on the potential benefits and drawbacks of drawing upon students' own biographies to enhance the learning and teaching of sociology in universities. The result was substantial publications. |
| Year(s) Of Engagement Activity | 2010 |
| Description | Access to 'pedagogic rights' : the teaching and learning of social sciences in English universities: A keynote presentation for the School of Sociology and Social Policy teaching away day at the University of Nottingham. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk was directly relevant to the audience who had many questions about the findings of the research The School of Sociology and Social Policy redesigned its curriculum as a direct result. |
| Year(s) Of Engagement Activity | 2011 |
| Description | Acquiring sociology-based social science knowledge: a seminar for the Oxford learning Institute |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | There were questions and a discussion with a group of people involved in academic development. We do not know of any impacts |
| Year(s) Of Engagement Activity | 2013 |
| Description | Acquiring undergraduate sociology-related knowledge : 'not everyone walks around thinking that's an example of othering': A research seminar for the Social Futures Institute at Teesside University. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | there was a very lively discussion from the audience who were social science researchers. We were asked to speak again the following year |
| Year(s) Of Engagement Activity | 2012 |
| Description | Acquiring undergraduate sociology-related knowledge : 'not everyone walks around thinking that's an example of othering':Seminar for Learning Sciences Research Institute at the University of Nottingham. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Questions and a discussion Interest in a new research approach. |
| Year(s) Of Engagement Activity | 2012 |
| Description | An end-of-project event for professional practitioners (those who teach social science in universities) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The event took place in Nottingham and 60 sociology-related higher education lecturers attended. The keynote speaker was from South Africa (Professor Johan Muller) and his presentation was followed by small group discussions and an expert panel completed by the discussant Professor John Holmwood. Some students from the project attended. |
| Year(s) Of Engagement Activity | 2012 |
| Description | An event for higher education policy makers in London |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | The event was called 'Rethinking Quality in the UK: teaching and learning in higher educATION aim of this event was to debate how the quality of learning and teaching in highereducation should be evaluated and represented in the context of a new funding regime for higher education.The event focused on the findings of the project and of the Evaluation of the Quality Enhancement Framework in Scotland, led by Professor Murray Saunders at Lancaster University. Professor Mary Stuart, Vice-Chancellor of the University of Lincoln also spoke. Policy makers from a range of organisations, including the government and BIS attended, as well as The Times Higher's Phil Baty |
| Year(s) Of Engagement Activity | 2012 |
| Description | Article on "Teaching to the Test" |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A discussion of the problems associated with the OECD Assessment of Higher Education Outcomes (AHELO) approach to measuring graduate outcomes |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.universityworldnews.com/article.php?story=20160106191154225 |
| Description | Article on "Three muddles that will undermine the TEF" |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A piece outlining a number of issues with the Teaching Excellence Framework |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://wonkhe.com/blogs/three-muddles-that-will-undermine-the-tef/ |
| Description | Conceptualising reflexivity in social research: A paper given at Social Futures Institute Seminar Series, Teesside University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk sparked questions and discussion the Institute has asked the research team to return three times. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Does engaging undergraduate students in research transform their understandings of knowledge? SMAAKMAKER XXL: Research in the Curriculum, Amsterdam University of the Applied Sciences, the Netherlands, 9th November 2017 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | I gave a keynote presentation to teachers at the Amsterdam University of the Applied Sciences on how engaging undergraduate students in research might transform their understandings of knowledge. Afterwards practitioners told me they had changed their view on these issues. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://www.hva.nl/content/evenementen/symposia/2017/11/seminar-research-in-the-curriculum.html |
| Description | Exploring undergraduates learning experiences: Seminar for a group of EdD students in the School of Education at the University of Nottingham. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | There was a good deal of discussion The students learned from the talk how research questions might be formulated. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Extreme cases as a method for exploring higher education and social inequality: A paper given to the Social Futures Research Institute, Teesside University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | This was the second paper given to the Social Futures Research Institute and the freception was as enthisiastic The audience of social science researchers said that the talk would inform their research |
| Year(s) Of Engagement Activity | 2014 |
| Description | GW4 Presentation, Exeter: How do universities of different status interact with students from diverse backgrounds to perpetuate, generate and interrupt inequities? |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | This talk was for 39 and drew upon the research project to provide an example of a theoretical framework and case study material. The aim was to focus on the complexity of inequality and drew out challenges for research in the field so that theorisation of inclusion could be combined with perspectives on widening participation in higher education. It was one of six linked presentations which have been used to stimulate debate between members of a new network between the GW4 of regional universities The network is generating bids based on the ideas discussed., |
| Year(s) Of Engagement Activity | 2014 |
| Description | Guidance suggests TEF is now about government priorities, not teaching |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | This was an opinion piece that discussed the latest developments in the Teaching Excellence Framework. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.timeshighereducation.com/blog/guidance-suggests-tef-now-about-government-priorities-not-... |
| Description | How social science undergraduates conceptualise a good quality university education: A paper given for the Employability Showcase, University of Lincoln, School of Social Sciences |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | The talk sparked questions and discussion among undergraduate students. The tutors who had invited us said that the perspective presented had deepened the students' thinking. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Human development and pedagogic rights: A seminar given for the International Research Series: InterDisciplinary Dialogues on Higher Education and Human Development at the University of the Free State, Bloemfontein, South Africa. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk was very well attended and there were many questions and a lively discussion. many of the audience were doctoral students in Bloemfontein who intend to take the same research approach |
| Year(s) Of Engagement Activity | 2013 |
| Description | Imagine a Tef that actually measured teaching excellence... |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Piece on how to develop a valid measure of Teaching Excellence. Institutional managers, policy makers and researchers have said it changed their perceptions of these issues. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.theguardian.com/higher-education-network/2016/oct/26/imagine-a-tef-that-actually-measure... |
| Description | Key findings from the pedagogic quality and inequality in universities first degrees project:Presentation to School of Social Sciences and Law Policy Committee, Teesside University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk was followed by a good discussion and a lot of interest about how similar methods might play out in Law. the School were eager to know more |
| Year(s) Of Engagement Activity | 2011 |
| Description | Keynote Presentation called 'Close-up higher education research to investigate epistemic justice' (Conference at Lancaster University) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The 'Higher Education Close Up' conference is bienniel and attracts higher education researchers from around the world. Before the actual keynote, a thinkpiece was published on line. the presentation gave rise to much discussion about what it means to research and teach for social justice. There was a large contingent from South Africa at the conference and the content of the talk was seen as particularly relevant in the context of 'decolonisation' of the curriculum. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.lancaster.ac.uk/fass/events/hecu8/docs/ThinkPieces/McLean.pdf |
| Description | Keynote presentation at a PhD student conference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A presentation for 60 doctoral students based on the research projects outcomes. |
| Year(s) Of Engagement Activity | 2015 |
| Description | League Tables Not Validl |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A in article for the professional magazine of the British Sociological Association summarising some key findings from the project in a style that aims to be accessible to the diverse membership of the BSA. This includes students, postgraduates and staff working inside and outside of universities. This article was written to engage with the broader audience of the British Sociological Association. The BSA has a membership which extends to students and staff in, schools, Further Education colleges and a group of sociologists working outside of education. This article was written to engage with the broader audience of the British Sociological Association. The BSA has a membership which extends to students and staff in, schools, Further Education colleges and a group of sociologists working outside of educa |
| Year(s) Of Engagement Activity | 2012 |
| Description | Learning gain: Myths and possibilities |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A blog for HEFCE on how learning gain might best be used to inform measurements of teaching excellence. |
| Year(s) Of Engagement Activity | 2018 |
| URL | http://blog.hefce.ac.uk/2018/02/21/learning-gain-myths-and-possibilities/ |
| Description | Life grids:A workshop for the Qualitative Reseachers' Forum, Health and Social care Institute, University of Teesside |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk stimulated discussion about qualitative research methodology. It infuyenced the research activity of the group which was the audience |
| Year(s) Of Engagement Activity | 2011 |
| Description | Making Sense of Employability in Research-led Teaching Environments. The changing role of academics in the professional development of students: Leiden Teachers' Academy Conference, University of Leiden, the Netherlands, 20th November 2017. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | I gave a keynote at the Leiden Teachers' Academy Conference, which is for academics at the University of Leiden. This keynote examined how to approach employability in research-led teaching environments. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://www.universiteitleiden.nl/en/events/2017/11/the-changing-role-of-teachers |
| Description | On developing positive alternatives to the consumerist visions of higher education in recent policy documents: Society for Research into Higher Education(SRHE) Student Experience Network: At the heart of a heartless system, the new student experience? Sha |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | There were questions and discussion. We do not know of any impact |
| Year(s) Of Engagement Activity | 2012 |
| Description | Operationalising hypothesis : examples from the pedagogic quality and inequality project: a workshop for second year soociology students |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | A quantitative research methods workshop for 2nd year social science students at 'Diversity' (a research site). the students need to learn research methods and this was an opportunity for them to learn from active researchers |
| Year(s) Of Engagement Activity | 2012 |
| Description | Pedagogic Quality and Inequality: A seminar (onlint ) for the Centre for Higher Education Development at the University of Cape Town |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | there was a lively discussion with people involved in academic development We heard that the results the audience learned about informed their practice. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Pedagogic quality and inequality in university first degrees: A paper given to the Higher and Vocational Education (HAVE) research centre in the School of Education at the University of Nottingham |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | This was a research seminar which generated discussion about methods as well as findings. The University used findings to inform its learning and teaching strategy. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Presentation to teachers and educators, Mayo Education Centre |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | How the research project had revealed the centrality of disciplinary knowledge in individual and societal transformations was presented, with a discussion of what might inhibit the transformatory effects of acquiring knowledge. the discussion which followed involved c. 50 teachers and educators from Southern Ireland. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Response to university challenge : how higher education can advance social mobility |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | We sent direct comments to Alan Milburn by email based on our findings about how to evaluate the quality of university undergraduate degrees and the features of a high quality education. He responded by saying that our input was valuable and was to be included in responses for discussion. Section not completed |
| Year(s) Of Engagement Activity | 2013 |
| Description | Rethinking quality in terms of students' engagement with acacdemic knowledge, Department of Educational research, Lancaster University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Questions and discussion Colleagues used some of the methodologies |
| Year(s) Of Engagement Activity | 2012 |
| Description | Rethinking the Quality of Teaching and Learning in Higher Education in terms of Students' Engagement with Academic Knowledge: Research Seminar at the Business School at the University of Huddersfield |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk elicited questions and a good discussion. The audience found the content of the talk relevant to their own professional practice- teaching undergraduates. |
| Year(s) Of Engagement Activity | 2011 |
| Description | Rethinking the quality of teaching and learning in higher education in terms of pedagogic rights: A paper given to Pedagogical Action Research Seminar, Centre for Pedagogy, Liverpool Hope University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | The audience were enthusiastic about the findings presented to them, which has direct relevance to their work The findings informed how the audience of academic developers could engage with academics. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Rethinking the quality of teaching and learning in higher education in terms of students' engagement with academic knowledge: Keynote presentation, 17th SCAP Conference, University of Warwick |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | .The audience discussed students' engagement with academic knowledge and the teaching that supports such engagement need to be central to how the quality of undergraduate courses are defined, improved and measured. the audience were Heads of Educational Development some of whom said the content inform their practice. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Rethinking the quality of teaching and learning in higher education in terms of students' engagement with academic knowledge: Oxford Learning Institute, University of Oxford |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | the audience discussed students' engagement with academic knowledge and the teaching that supports such engagement need to be central to how the quality of undergraduate courses are defined, improved and measured. The adience of educational developers said it would influence their work |
| Year(s) Of Engagement Activity | 2012 |
| Description | Seminar at Lancaster University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | A presentation for 30 participants based on the research project's outcomes. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Seminar at Liverpool John Moores University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | A seminar for 50 participants based on the research project's outcomes. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Seminar at the University of Edinburgh |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | 30 people attended the seminar which was based on the research project's outcomes. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Seminar for Porfesional Doctorate (University of Bath) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The seminar for 38 students on the University of Bath Professional Doctorate was called :'Analysing policy in documents and in action using the theories of Basil Bernstein'. It drew on the project methodology and methods to demonstrate how policy and curriculum documents can be analysed through the lens of theory. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Seminar for postgradute students taking the Professional Doctorate at the University of Bath. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The seminar was for 38 postgraduate students taking the Professional Doctorate at the University of Bath. They are international mid-career professionals, often policy-makers in their countries. The seminar was called ' A social realist approach to studying, curricula, pedagogy and diversity' and drew on the epistemological underpinnings of the project to show what light it can throw on educational matters. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Seminar for professional doctorate |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A session called 'Designing research into learning, teaching and diversity' for postgraduate students taking the University of Bath Professional doctorate. the students are professionals and policy makers from across the world. The session drew on the project methodology to demonstrate the value of the missed method approach. |
| Year(s) Of Engagement Activity | 2018 |
| Description | Session for Doctorate in Education (EdD) University of Bath |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | A 90 minute seminar for 15 participants demonstrating how to analyse educational policy drew upon the research project to explore the relevance of the concepts developed to their own contexts. The students were teachers, head teachers and institutional managers all working in International schools. Several students have used this approach to guide their research into policy. |
| Year(s) Of Engagement Activity | 2015 |
| Description | So what does make it interesting? : students perceptions of high quality: A talk given to the School of the Built Enviroment, University of Northumbria |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | There were questions and discussion The audience were university teachers for whom the findings were directly relevant |
| Year(s) Of Engagement Activity | 2011 |
| Description | Social integration and student engagement with disciplinary knowledge: Presented at Higher Education Academy, Nottingham University |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | This was a day-long activity funded by the HEA designed to inform pedagogical research. The audience of pedagogic researchers gave positive feedback. Some of the audience replicated the approach to researching the learning of disciplines. |
| Year(s) Of Engagement Activity | 2012 |
| Description | Sociological approaches to researching higher education: Workshop with EdD student at Nottingham University |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | The workshop illustrated some of methodological approaches and the theoretical framework of the project and demonstrated the type of findings and insights that were developed. This was key to developing the doctoral students' understanding of qualitative research apporaches the students were able to discern research which has sociological underpinnings. |
| Year(s) Of Engagement Activity | 2013 |
| Description | Teaching Excellence: Unhelpful Myths and Productive Possibilities. Recognising and Sharing Teaching Excellence: 15th University of Liverpool Learning and Teaching Conference, 29th June 2017. |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | I gave a keynote on Teaching Excellence to academics and teaching from the University of Liverpool at their annual Learning and Teaching Conference. Afterwards I was told by many participants that I had changed their view of teaching excellence. |
| Year(s) Of Engagement Activity | 2017 |
| Description | Teaching quality: does it come in bulk? |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | This piece examines the problems of using contact hours to measure teaching quality in higher education. Policy makers, institutional leaders and researchers have indicated that it changed their views of these issues. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/comment/teaching-quality-does-it-come-bulk |
| Description | The broader aims of doctoral research : examples from the pedagogic quality and inequality project: Workshop for doctoral students at Lincoln University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk aimed to encourage students to consider how their research might be useful to practitioners and\or policy makers. Students reported that they had ideas about how to engage policymakers and practitioners in their own research, |
| Year(s) Of Engagement Activity | 2013 |
| Description | The self as student : evoked pasts and the experience of university: The British Sociological Association Annual Conference, Glasgow Caledonian |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | The audience of sociology were very interested in the findings and discussed at length I Invitations to departments to give further talks. |
| Year(s) Of Engagement Activity | 2010 |
| Description | The self as student : variations in the trajectories of first year students: An invited paper for the Centre for Higher Education and Equality Research, University of Sussex |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | The talk sparked a good deal of discussion (it was also streamed to others) We were told that the talk had been inspiring. |
| Year(s) Of Engagement Activity | 2010 |
| Description | Times Higher Piece on "From a teaching perspective, 'impact' looks very different" |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Piece on reconceptualising the nature of the impact of teaching and research in higher education. Policy makers, institutional managers and researchers have indicated it gave them a new perspective on the nature of impact. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/blog/teaching-perspective-impact-looks-very-different |
| Description | Understanding inequality in higher education: Presented at sociology taster day at an FE college in Teeside |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | The audience were making up their minds about whether or not to take sociology as an A-level -there was interest in seeing 'live 'sociology Tutors reported higher than expected interest in sociology. |
| Year(s) Of Engagement Activity | 2011 |
| Description | Using Habermas to evaluate social justice: Paper presented to SRHE Academic Development Network |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | There were many questions and a lively discussion We do not know of any impacts |
| Year(s) Of Engagement Activity | 2012 |
| Description | Using lifegrids to explore life trajectories: Presented at the University of Nottingham, School of Education |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | The session took the form of research training. there has been an increased use of lifegrids in the School of Education |
| Year(s) Of Engagement Activity | 2013 |
| Description | Using lifegrids: Presented at School of Education, University of Nottingham at the Staff Conference |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | There was a good deal of interest in the activity. The use of lifegrids has been taken up in the School |
| Year(s) Of Engagement Activity | 2011 |
| Description | What is the Teaching Excellence Framework in the United Kingdom, and Will it Work? |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | An examination of the Teaching Excellence Framework for international audiences. Readers have indicated that it changed their understanding of the issues involved in comparing teaching excellence. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://ejournals.bc.edu/ojs/index.php/ihe/article/view/9683 |
| Description | What makes higher education 'higher'?: lessons from the pedagogic quality and inequality project. |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | A full-day workshop for further education teachers teaching higher education at Boston College of Further Education (April 16th, 2015) drew upon the concept of 'specialised disciplinary identity' generated by the project to explore how further and higher education might be distinguished. Participants were from seven different disciplines and they mapped their teaching programmes and their aspirations for students (including learning outcomes) using the concept (which has three aspects: disciplinary, applied and performative). They requested more follow-up work. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Workshop for professional doctorate students at enrolled at Bath Univerity |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | 1.5 hour Workshop on Life-grids and Biographical Methods, Ed. D students for Research Methods Programme for mainly international doctoral students at Bath University (Jan.28th 2017) |
| Year(s) Of Engagement Activity | 2017 |
| Description | Workshop on ethics: A workshop on ethics for 1st year students at 'Community' (a research site). |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | This was a teaching session for sociology students- they were pleased to have life researchers show them how they undertake research The tutors reported that students seemed to have a deeper understanding of ethical issues. |
| Year(s) Of Engagement Activity | 2011 |
| Description | Workshops for the Learning Pedagogy and Diversity Unit (Module) for the University of Bath EdD Summer School). |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | Approx 8 hours of workshops were for 40 doctoral students working in international schools across the world (30) and in educational establishments in the UK (10). On Unpicking and Theorising Dimensions of Diversity: pedagogic quality and inequality project (7th and 9th of July) and Basil Bernstein: a social realist approach to studying curricula, pedagogy and diversity (11th and 13th July). |
| Year(s) Of Engagement Activity | 2016 |
| Description | World University Rankings 2016-2017: Why it's hard to make global comparisons in higher education |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Piece on the challenges of developing international comparisons of teaching and learning. Policy makers, institutional leaders and researchers have indicated that it changed their way of understanding these issues. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://www.timeshighereducation.com/world-university-rankings/world-university-rankings-2016-2017-w... |
| Description | Written submission on the Teaching Excellence Framework to the House of Commons Education Committee inquiry on Value for money in higher education on behalf of the Centre for Global Higher Education. |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Policymakers/politicians |
| Results and Impact | A submission to a parliamentary select committee |
| Year(s) Of Engagement Activity | 2018 |
| Description | basil Bernsteoin and the Improvement of constrcutuions of learning and teaching: a presentation for the SRHE Policy Network |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | There were questions and discussion We do not know of any impacts. |
| Year(s) Of Engagement Activity | 2012 |
| Description | rethinking qualityin terms of student engagement with academic knowledge: Keynote presentation, Supoorting Learning and Teaching Conference, University of Worcester, |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Professional Practitioners |
| Results and Impact | Questions and discussion No known impact |
| Year(s) Of Engagement Activity | 2012 |
| Description | seminar |
| Form Of Engagement Activity | |
| Part Of Official Scheme? | No |
| Primary Audience | |
| Year(s) Of Engagement Activity | |