Items where Subject is "L Education > LB Theory and practice of education > LB2300 Higher Education"

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Number of items at this level: 203.

A

Adams, A. and Heasman, P. (1995) Social work education and training: itinerant travels with 'ERAMSUS'. Social Work in Europe, 2 (2). pp. 47-51.

Ambrose, D. (2008) Centralised researcher training. In: Vitae Conference, 16 December 2008, Canterbury Christ Church University.

Andrews, M. (2010) Leadership and management in academia. In: McIntosh, A., Gidman, J. and Mason-Whitehead, E., eds. Key Concepts in Healthcare Education. Sage Key Concepts series. London: Sage. ISBN 9781849200103

Armitage, A., Bryant, R., Dunnill, R., Hammersley, A., Hayes, D., Hudson, A. and Lawes, S. (1998) Teaching and training in post-compulsory education. Buckingham; Philadelphia: Open University Press. ISBN 0335200672.

Armitage, A. and Renwick, M. (2008) Assessment in FE: a practical guide for lecturers. Essential FE Toolkit. London: Continuum International Publishing Group. ISBN 9780826487384.

Ashraf, W., Barry, W. and McFarlane, S. (2016) Towards consistency: digital learning thresholds. In: Domenech, J., Vincent-Vela, M. C., Pena-Ortiz, R., de la Poza, E. and Blazquez, D., eds. Proceedings of the 2nd International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València. pp. 309-316 ISBN 9788490484753

Ayers, T. (2017) Designing for dyslexic students in higher education. M.A. thesis, Canterbury Christ Church University.

B

Bainbridge, A., Bassot, B. and Ashford, E. (2006) Cross faculty and interagency programme development: case study: Foundation Degree in Working with Young People and Young People's Services. In: Every Child Matters Conference, 13th February, 2006, Salomons Campus, Canterbury Christ Church University, Tonbridge, UK.

Barry, W. (2010) DEBUT: personalised staff development. In: Walker, S., Ryan, M. and Teed, R., eds. Making IT Personal: e-learning@greenwich/conference Post-Conference Reflections. Greenwich: University of Greenwich. pp. 25-31 ISBN 97818616626103

Barry, W. (2009) The Generation Game: Exploding the myth behind the Google and Net Generations. In: Student First Conference 2009, 24-26 June 2009, Canterbury Christ Church University, Canterbury, Kent, UK. (Unpublished)

Barry, W. (2008) The Generation Game: Exploding the myth behind the Net and Google Generations. In: Student First Conference 2008, 16-20 June 2008, Canterbury Christ Church University.

Barry, W. (2010) Open spaces, mobile learning: findings from the iBorrow project. In: e-learning@greenwich/conference 2010: Future Learningscapes: a 21st Century Challenge, 7 July 2010, University of Greenwich. (Unpublished)

Barry, W. (2011) Open spaces, mobile learning: findings from the iBorrow project. Compass: The Journal of Learning and Teaching at the University of Greenwich, 1 (3). pp. 47-56. ISSN 2044-0073.

Barry, W. (2012) Through a black mirror, palely: the perceptions, realities and possibilities of the digital learner. In: Digital Learners - Myths & Realities Conference 2012, 21 November 2012, Canterbury Christ Church University, Canterbury.

Barry, W. (2011) Towards aligning pedagogy, space and technology. In: Poole, P. and Wheal, A., eds. Learning, spaces and technology: exploring the concept. Canterbury: Canterbury Christ Church University. pp. 62-67 ISBN 9781899253869

Barry, W. (2011) Towards aligning pedagogy, space and technology inside a large-scale learning environment. In: SRHE Newer Researchers’ Conference 2011: New Communities, Spaces and Places: Inspiring Futures for Higher Education, 6-7 December 2011, Celtic Manor Resort, Newport, Wales.

Barry, W. (2015) '...and what do you do?': Can we explain the unexplainable? In: Hopkins, D., ed. The Really Useful #EdTechBook. London: CreateSpace. pp. 23-34 ISBN 9781503110847

Barry, W. (2010) The iBorrow experience. In: Eduserv Symposium 2010 - The Mobile University, 13 May 2010, Royal College of Physicians, London, UK.

Barry, W. and Burroughs, L. (2014) The learner, the curriculum and the wardrobe. In: CCCU Learning and Teaching Conference 2014: ‘Let’s Talk Curriculum’, 30th June, Canterbury Christ Church University.

Bassot, B. (2006) Transforming higher education through participation: an activity theoretical approach. In: European Conference for Educational Research, 13th-16th September, 2006, University of Geneva, Switzerland.

Batten, J., Batey, J., Shafe, L., Gubby, L. and Birch, P. (2013) The influence of reputation information on the assessment of undergraduate student work. Assessment & Evaluation in Higher Education, 38 (4). pp. 417-435. ISSN 02602938.

Bedford, D. (2015) Using professional standards to inform information literacy work. In: LILAC 2016 - Librarians' Information Literacy Annual Conference, 21st-23rd March, 2016, University College Dublin.

Beighton, C. and Poma, S. (2013) Professionalism inside-out: expanding the interface between professionalism and learning. In: Critical Perspectives on Professional Learning, 17th June 2013, University of Leeds.

Bertolo, E. (2008) Engaging bioscience students with chemistry using VLEs. Centre for Bioscience Bulletin, 23. p. 11. ISSN 1740-6692.

Bertolo, E. (2009) Using a Virtual Learning Environment (VLE) to support undergraduate research in sciences. In: International Conference of Education, Research and Innovation, Nov 2009, Madrid, Spain.

Bertolo, E., Capelo, J., Harvey, S. and Lodeiro, C. (2012) Enhancing the teaching-research nexus in the undergraduate curriculum through assessment. In: III Encuentro Gallego de Cinética y Catálisis, 13th-15th January, Ourense, Laias, Spain.

Bertolo, E. and Harvey, S. (2011) A distributed systems approach to undergraduate assessment. In: 4th International Conference of Education, Research and Innovation, 14th-16th November, Madrid, Spain.

Bertolo, E., Jones, P. and Carlton, K. (2012) Feedback and feed forward: using video podcast to provide student feedback on past examinations and as revision aids. In: Higher Education Academy STEM Annual Conference 2012, 12th-13th April, Imperial College, London.

Bertolo, E. and Lambert, G. (2008) Using computer aided assessment for summative assessment: Engaging non-science students with chemistry. In: International Technology, Education and Development Conference, 3-5 March 2008, Valencia, Spain.

Blackman, S. J. (2011) Living and breathing ethnography with young people: the critical tensions between edgework and ventriloquism in qualitative fieldwork. In: CYSG Research Seminar, 19th April, 2011, Open University.

Blamires, M. (2006) El Banco Del Recurso De Entrenamiento De Profesor (TTRB) Y De Orientación Educativa En Inglaterra = The Teacher Training Resource Bank and Initial Teacher Education in England. In: South American Forum on Teacher Education = II foro iberoamericano de orientación educativa (FIdOE), 23rd-25th May, Las Tunas, Cuba.

Blamires, M. and Gee, S. (2002) Raising aspirations: increasing the participation of students with Autistic Spectrum Disorders (Social Communication Difficulties) in Higher Education: report of the HEFCE strand two disability ASPIHE project. Project Report. Canterbury: Canterbury Christ Church University.

Bryan, H. and Carpenter, C. (2008) An investigation into PhD supervisors' perceptions of their roles. In: IPDA Annual International Conference 2008, December 2008, Liverpool.

Bryant, R. (2005) Validation and quality assurance of foundation degrees - a case study of a foundation degree in policing. Journal of Foundation Degree Forward, 5. pp. 48-53.

Burton, N. (2000) Independent media production and theory in higher education. In: Annual Conference of The National Association of Higher Education in the Moving Image, April 2000, University of Wales.

C

Capel, S. (1996) Anxieties of physical education students on first teaching practice. European Physical Education Review, 2 (1). pp. 30-40. ISSN 1356-336X.

Capel, S. (1998) Experiences of physical education students in learning to teach. European Physical Education Review, 4 (2). pp. 127-144. ISSN 1356-336X.

Capel, S. and Katene, W. (2000) Secondary PGCE PE students' perceptions of their subject knowledge. European Physical Education Review, 6 (1). pp. 46-70. ISSN 1356-336X.

Cartlidge, J., Ferguson, B., Poole, P., Lambert, G., Smith, Sharon, Wilcox, M. and Barry, W. (2007) Kent Personal Learner Portal pilot. Project Report. Canterbury: Canterbury Christ Church University.

Chatziefstathiou, D. (2012) Involving the further and higher education sector. In: Girginov, V., ed. Handbook of the London 2012 Olympic and Paralympic Games. Routledge. ISBN 9780415671941

Choong, C. (2017) "I have 100 reads therefore I am": 'academic' social media. WordPress.

Clark, A. (2016) An investigation into the impact of Self Organised Learning Environment (SOLE) on student engagement in Higher Education. Online Educational Research Journal, 1 (4). ISSN 2044-0294.

Cockcroft, T. and Hallenberg, K. (2016) From indifference to hostility – organisational responses to graduate officers. In: American Society of Criminology Annual Conference, 16th-19th November, 2016, New Orleans, USA.

Collis, B., Poole, P. and Barry, W. (2009) Augustine House: Scenarios for learning spaces. In: Student First Conference 2009, 24-26 June 2009, Canterbury Christ Church University, Canterbury, Kent, UK.

Colyer, H. and Smith, A. (2007) Evaluation of the Collaborative Practice module of the IPL pre-registration programme at Canterbury Christ Church University. Report. (Unpublished)

Cornwall, J. and Graham-Matheson, L., eds. (2011) Leading on inclusion: dilemmas, debates and new perspectives. Abingdon: Routledge. ISBN 9780415676229.

D

Dancza, K., Copley, J., Rodger, S. and Moran, M. (2016) The development of a theory-informed workbook as an additional support for students on role-emerging placements. British Journal of Occupational Therapy. ISSN 0308-0226.

Davies, I., Arthur, J., Harrison, T. and Watson, Helen (2008) Developing a characterisation of citizenship education: issues arising from work undertaken in a higher education network. The Curriculum Journal, 19 (2). pp. 119-132. ISSN 0958-5176.

Dussart, G. and Nicholls, M. (1996) The teaching of evolution at university level—an alternative approach. Journal of Biological Education, 30 (2). pp. 107-111.

E

Edgington, U. (2013) Performativity & affectivity: lesson observations in England’s further education colleges. Ph.D. thesis, Canterbury Christ Church University.

Engelbrecht, P. (2012) Research in a South African faculty of education: a transformative approach. Perspectives in Education, 30 (3). pp. 40-50. ISSN 0258-2236.

Esyutina, M., Fearon, C. and Leatherbarrow, N. (2013) The Bologna Process in higher education: an exploratory case study in a Russian context. Quality Assurance in Education, 21 (2). ISSN 0968-4883.

F

Fearon, C., Nachmias, S., McLaughlin, H. and Jackson, S. (2016) Personal values, social capital and higher education student career decidedness: a new ‘protean’ informed model. Studies in Higher Education. ISSN 0307-5079.

Fearon, C., Nachmias, S., McLaughlin, H. and Leatherbarrow, N. (2017) Capturing (self-determined) learning gain using personality measures and core trait self-evaluation: a new “learner profile matrix”. In: HEA’s Annual Conference: Generation TEF: Teaching in the spotlight, 4th-6th July, 2017, Manchester Conference Centre. (Unpublished)

Fearon, C., Sama, A. and van Vuuren, W. (2017) Ways of working between third sector organizations and UK universities: are we getting it right? Development and Learning in Organizations: An International Journal, 31 (4). pp. 17-20. ISSN 1477-7282.

Fearon, C., Starr, S. and McLaughlin, H. (2012) Blended learning in Higher Education (HE): conceptualising key strategic issues within a Business School. Development and Learning in Organizations: An International Journal, 26 (2). pp. 19-22. ISSN 1477-7282.

Fearon, C., Starr, S. and McLaughlin, H. (2011) Value of blended learning in university and the workplace: some experiences of university students. Industrial and Commercial Training, 43 (7). pp. 446-450. ISSN 0019-7858.

Fearon, C., Tan, Yoke Eng and McLaughlin, H. (2012) Using student group-work in higher education to emulate professional communities of practice. Education and Training, 54 (2/3). pp. 114-125. ISSN 0040-0912.

Fearon, C., van Vuuren, W. and McLaughlin, H. (2017) Student perceptions of an enterprise education competition: a multi-methods perspective. In: UK Chartered Association of Business Schools (ABS) Learning, Teaching & Student Experience Conference, 25th-26th April, Bristol.

Ferst, P. (1999) Orienting oracy: empowerment or enslavement. Journal of Further and Higher Education, 23 (2). pp. 257-267. ISSN 0309-877X.

Field, C. and Philpott, C. (1998) The role of the HEI tutor in secondary PGCE programmes. Mentoring and Tutoring: Partnership in Learning, 6 (1). pp. 3-17. ISSN 1361-1267.

Fox, K. (2014) Employability according to Propp’s Morphology. In: HEA Arts & Humanities Conference, July, 2014, Manchester. (Unpublished)

Fox, K. (2014) Independent learning is the new employability. In: CCCU Learning and Teaching Conference, July, 2014, Canterbury Christ Church University.

Frame, P., Harwood, T., Hoult, E., Jenkins, M. and Lynch, K. (2007) Age and Learning: an exploration of the ways in which the changing age profile of learners and teachers in higher education is changing pedagogy. In: Teaching and Learning Conference on The Challenges and Opportunities of Diversity, 2007, London.

Frame, P., Harwood, T., Hoult, E., Jenkins, M. and Volpe, G. (2006) Age and learning: an exploration of the ways in which the changing age profile of learners and teachers in higher education is changing pedagogy. In: Higher Education Academy Annual Conference, 3-5 Jul 2006, Nottingham.

Frame, P., Volpe, G., Jenkins, M. and Hoult, E. (2005) Transitions into higher education: processes, outcomes and collaboration. In: International Society for the Scholarship of Teaching and Learning Conference: Commitment, Community and Collaboration, 14-16 Oct 2005, Vancouver, Canada.

G

Gower, A. (2008) Making tracks: promoting and enabling progression in higher education music. In: The Creative Way Annual Conference, July 2008, London.

Graham-Matheson, L. (2010) Masters of the game: teacher educators and the M level PGCE. Teacher Education Advancement Network Journal, 1 (1).

Graham-Matheson, L. (2011) Monitoring impact: delivering on expectations. In: Poole, P. and Wheal, A., eds. Learning, Spaces and Technology: Exploring the Concept. Canterbury: Canterbury Christ Church University. pp. 36-39 ISBN 9781899253869

Graham-Matheson, L. (2002) Recruitment and retention in legal education. Report. Consortium for Access to Legal Education.

Graham-Matheson, L. (2006) Using an education Foundation Degree as a route into teaching. Forward, 9. pp. 31-33.

Graham-Matheson, L. (2003) Widening participation in higher education: student recruitment and retention in law education. In: Consortium for Access to Legal Education (CALE) Conference, May 2003, Warwick University.

Graham-Matheson, L. and Starr, S. (2013) Is it cheating or learning the craft of writing? Using Turnitin to help students avoid plagiarism. ALT-J: Research in Learning Technology, 21 (17218). ISSN 0968-7769.

Greenstreet, W. and Scott, C. (2007) Paradox and prejudice: supporting deaf students in higher education. In: 3rd Annual Personal Tutoring and Academic Advising Conference, 3 May 2007, University of Edinburgh. (Unpublished)

Griffiths, V. (2002) Crossing boundaries: the experiences of mature student mothers in initial teacher education. International Journal of Inclusive Education, 6 (3). pp. 267-285. ISSN 1360-3116.

Griffiths, V. (2013) Swimming against the tide? Women leaders promoting research in a new university. In: British Educational Research Association Annual Conference, 3-5 September 2013, University of Sussex, Brighton. (Unpublished)

Griffiths, V. (2013) Swimming against the tide? Women leaders promoting research in a new university. In: European Conference on Educational Research, 10-13 September 2013, Bahçeşehir University, Istanbul, Turkey. (Unpublished)

Griffiths, V., Drake, P. and White, S. (2013) Women, higher education and leadership: coming in from the cold. In: European Conference on Educational Research, 10-13 September 2013, Bahçeşehir University, Istanbul,Turkey. (Unpublished)

Griffiths, V., Kaldi, S. and Konsolas, M. (2008) Mature student experiences in higher education: widening participation in Greece and England. In: The European Conference on Educational Research, 8-12 September 2008, Gothenburg, Sweden.

Griffiths, V., Kaldi, S. and Pires, A. (2008) Adult learners and entry to higher education: motivation, prior experience and entry requirements. In: Munoz, M., Jalinek, I. and Ferreira, F., eds. Proceedings of the International Association of Scientific Knowledge Teaching and Learning Conference, 26-28 May 2008, Aveiro, Portugal. Aveiro: International Association of Scientific Knowledge Teaching and Learning. pp. 632-640 ISBN 9789729939785

Griffiths, V., Kaldi, S. and Pires, A. (2008) Mature students in England, Greece and Portugal: a new landscape in higher education. In: 23rd Comparative Education Society in Europe Conference, 7-10 July 2008, Athens, Greece.

H

Hall, M. and Bassot, B. (2006) Crossing the border from school to higher education: a case study of the Into the Future programme at the University of Glamorgan. In: Conference of the International Association of Educational and Vocational Guidance, 23-25 August, 2006, University of Copenhagen, Denmark. (Unpublished)

Hallenberg, K. (2016) Benefits and challenges of academic police education. In: Phillips, S. W., ed. Change and Reform in Law Enforcement: Old and New Efforts from Across the Globe. IPES. pp. 3-26 ISBN 9781498741682

Hallenberg, K. (2016) Leading sustainability in higher education. In: Sustainable Development Research at Universities in the United Kingdom, 5th-6th April, 2016, Manchester, UK. (Unpublished)

Hallenberg, K. (2015) Opinion piece: on sustainability. In: Lea, J., ed. Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice. McGraw Hill Education. ISBN 9780335264162

Hallenberg, K. (2013) Theorising police professionalisation and academic education. In: The Fourth Annual Conference of the Higher Education Forum for Learning and Development in Policing (POLCON 4), 3rd-4th September. 2013, Canterbury, UK.

Hallenberg, K. and Cockcroft, T. (2017) From indifference to hostility: police sfficers, organisational responses and the symbolic value of ‘in-service’ higher education in policing. Policing: A Journal of Policy and Practice. ISSN 1752-4512.

Hallenberg, K. and Cockcroft, T. (2014) Police and higher education. Research Report. Canterbury: Canterbury Christ Church University.

Hallenberg, K. and Cockcroft, T. (2017) “That‘s that effing degree!“ – organisational responses to officers engaging in higher education. In: College of Policing Research Showcase, 17th May, 2017, Rydon, UK. (Unpublished)

Hallenberg, K. and Haddow, C. (2015) Beyond crime: justice and sustainability in the classroom and community. In: Learning from the sharp end – implications for sustainability in Higher Education. International Symposium, 6th-9th September, 2015, Bristol. (Unpublished)

Hallenberg, K. and Haddow, C. (2016) Beyond criminal justice: connecting justice and sustainability. The Law Teacher, 50 (3). pp. 352-370. ISSN 0306-9400.

Hallenberg, K. and Tennant, M. (2016) Criminology picks up the gauntlet: responses to the Whole Earth exhibition. In: Woodfield, K., ed. Inspire – Teaching and Learning in the Social Sciences. HEA.

Hallenberg, K. and Tennant, M. (2015) Criminology picks up the gauntlet: responses to the Whole Earth exhibition. In: Inspire: HEA Annual Social Sciences Conference, 3rd-4th December, 2015, Manchester. (Unpublished)

Hayes, D. (2008) Going beyond global mcuniversity: is mcthinking replacing critical thought? In: 9th Annual Conference of the Global Studies Association: Cultures and/of Globalization, 3-5 September 2008, Oxford.

Hayes, D. (2008) In conversation with George Ritzer. In: After McDonaldization: Visions of Higher Education, 13 June 2008, Oxford.

Hayes, D. (2003) New Labour, new professionalism. In: Satterthwaite, J., Atkinson, E. and Gale, K., eds. Discourse, Power, Resistance: Challenging the Rhetoric of Contemporary Education. Stoke-on-Trent: Trentham. pp. 27-42 ISBN 9781858562995

Hayes, D. (2008) The therapeutic cycle in post-compulsory education. In: CETL Annual Conference, July 2008, Oxford.

Hayward, D. (2008) Bau Wow! A model for creative practice, thinking, learning, research and innovation in the 21st century. In: GLAD08: The Student Experience in Art & Design Higher Education: Action for Change, September 2008, Nottingham.

Hill, Y. (1999) Degree capability. In: RCN Education Conference, Torquay.

Hill, Y., Lomas, L. and MacGregor, J. (2003) Students’ perceptions of quality in higher education. Quality Assurance in Education, 11 (1). pp. 15-20. ISSN 0968-4883.

Hilliger, K. and Roberts, S. (2001) Teaching and learning strategies for embedding key skills: reshaping a marketing programme. In: Learning and Teaching Support Network: Business Education Support Team Annual Conference 2001, 3rd-5th April, 2001, Windemere, UK.

Holliday, A. (2011) A narrative of unexpected cultural contribution: a critical cosmopolitan approach to global cultural politics and internationalisation. In: Clifford, V. and Montgomery, C., eds. Moving Towards Internationalisation of the Curriculum for Global Citizenship in Higher Education. Oxford: Oxford Centre for Staff and Learning Development, Oxford Brookes University. pp. 121-140 ISBN 9781873576816

Hoult, E. (2005) Mature students and CPD in education. In: International Professional Development Association 2005 International Conference: Continuing Professional Development: Who’s Developing Whom?, 9-10 Dec 2005, Birmingham.

Hoult, E. (2007) Older learners in HE. Academy Exchange, 6. p. 41. ISSN 1748-5533.

Hoult, E. (2008) Speaking as a miraculé: the search for a framework within which to provide an autobiographical account of resilient adult learning as a doctoral student. In: 2008 Conference of the ESREA Life History and Biographical Research Network, 6-9 Mar 2008, Canterbury.

Hoult, E., Bryan, H., Goouch, K. and Revell, L. (2006) A room of one’s own? How the new academics in the expanding Higher Education sector are transforming the understanding of what it means to be a university teacher. In: International Society For The Scholarship Of Teaching & Learning 3rd Annual Conference: Making a Greater Difference: Connecting to Transformational Agendas, 9-12 Nov 2006, Washington DC, USA.

Hoult, E. and Marsh, I. (2009) The 'feminine' university: exploring the possibilities of radically re-thinking higher education within a Cixousian theoretical framework. In: Society for Research into Higher Education Annual Conference 2009, 8-10 Dec 2009, Newport.

Hoult, E. and Wells, D. (2008) University-aided transition from schools to the public sector professions. In: DIUS: Strengthening Partnerships between Professional Bodies, SSCs & HEIs, Feb 2008, London.

Hoult, S. (2008) Barriers and drivers to enhancing research informed teaching at a new UK university. In: International Society for the Scholarship of Teaching and Learning Conference: Celebrating Connections: Learning, Teaching, Scholarship, 16-19 October 2008, Edmonton, Canada.

Howells, K. (2016) How learning in sport and sporting communities can be applied to online and blended learning and teaching in H.E. In: Media, Communication and Cultural Studies Association, 6 -8 Jan 2016, Canterbury, UK.

Howells, K. (2008) Initial teacher education in the South East. Opportunities and challenges for enhancing public health content. In: South East Public Health Conference, 2008, London.

Howells, K., Carney, A., Castle, N. and Little, R. (2017) Mastering primary physical education. Mastering Primary Education. London: Bloomsbury. ISBN 9781474296885.

J

Jackson, C. (2016) Review: The influence of authentic leadership and supportive professional practice environments on new graduate nurses’ job satisfaction. Journal of Research in Nursing, 21 (2). pp. 137-138. ISSN 1361-4096.

Jackson, C. (2017) Practice development - what can it offer us as an approach to co- designing sustainable research, innovation and improvement? In: Interprofessional Education: Sharing Research and Practice, 2nd February, 2017, Augustine Hall, Canterbury Christ Church University. (Unpublished)

Jackson, C. (2015) Measuring the impact of continuing professional development (CPD) learning on patient experience outcomes in the workplace – a realist synthesis and evaluation. In: Health, Wellbeing and Innovation: advancing research, practice and education, 4th-5th November, 2015, Trinity College Dublin.

James, H. (2010) Developing a management model and performance framework for improving student retention. D.B.A. thesis, University of Bath.

Jessop, T., McNab, N. and Gubby, L. (2012) Mind the Gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education, 13 (2). pp. 143-154. ISSN 1469-7874.

K

Kipar, N., Westerman, S., Lambert, G. and Starr, S. (2004) Cloudbusting: learning technologists and institutional culture change. In: ALT-C 2004: Blue skies and pragmatism: learning technologies for the next decade, 14-16 September 2004, University of Exeter. (Unpublished)

Kusel, P. (1992) Rhetorical approaches to the study and composition of academic essays. System, 20 (2). pp. 457-469. ISSN 0346-251X.

L

Lambert, G. (2009) Aligning the ducks: sustaining the quality of CAA in a period of growing demand. In: e-Assessment Live, July 8th, 2009, Loughborough University.

Lambert, G. (2008) The use of learning objects to support students' graduate skills: a case study. In: Miller, H. J. and Jefferies, A. L., eds. Proceedings of the Third International Blended Learning Conference: Enhancing the Student Experience. Hertfordshire: University of Hertfordshire. pp. 340-348 ISBN 9781905313587

Lambert, G. and Barry, W. (2008) From clicks to bricks: the delivery of learning objects to users. In: Walker, S., Ryan, M. and Teed, R., eds. Designing for Learning: e-learning@greenwich/conference Post-Conference Reflections and Abstracts. Greenwich: University of Greenwich. pp. 14-19 ISBN 1861662459

Lambert, G. and Barry, W. (2007) Personal learning portal pilot: sharing learning resources. In: Innovating e-Learning 2007: Institutional Transformation and Supporting Lifelong Learning, 11-14 June 2007. (Unpublished)

Lea, J. (2004) 'Getting your lines right': scripted communication in post-compulsory education. In: Hayes, D., ed. The RoutledgeFalmer Guide to Key Debates in Education. Abingdon: RoutledgeFalmer. pp. 157-162 ISBN 9780415332439

Lea, J. (2004) Learning your lines: scripted communication in post compulsory education. In: Hayes, D., ed. The RoutledgeFalmer Guide to Key Debates in Education. London: RoutledgeFalmer. pp. 157-162 ISBN 0415332443

Lea, J. (2009) Political correctness and higher education: British and American perspectives. London: Routledge. ISBN 9780415962599.

Lea, J., Hayes, D., Armitage, A., Lomas, L. and Markless, S. (2003) Working in post-compulsory education. Maidenhead: Open University Press. ISBN 0335211054.

Leggatt, N. and Jordan-Daus, K. (2008) Masters level credits and the Graduate Teacher Programme. In: 4th ESCalate Conference, 16 May 2008, University of Cumbria, Carlisle.

Lomas, L. (1996) An evaluation of early developments in higher education quality management. Journal of Further and Higher Education, 20 (3). pp. 60-69. ISSN 0309-877X.

Lomas, L. and Tomlinson, K. (2000) Standards: the varying perceptions of senior staff in higher education institutions. Quality Assurance in Education, 8 (3). pp. 131-139.

Lynch, K., Frame, P., Harwood, T., Hoult, E., Jenkins, M. and Volpe, G. (2006) Transitions into higher education: processes, outcomes and collaborations. In: Grigg, G. and Bond, C., eds. Supporting learning in the 21st century: Refereed proceedings of the 2005 Association of Tertiary Learning Advisors of Aotearoa New Zealand Conference. Auckland, New Zealand: Association of Tertiary Learning Advisors of Aotearoa New Zealand. pp. 32-46 ISBN 9780473116101

Lynch, K., Frame, P., Harwood, T., Hoult, E., Jenkins, M. and Volpe, G. (2005) Transitions into higher education: processes, outcomes and collaborations. In: 2005 Association of Tertiary Learning Advisors of Aotearoa New Zealand Conference, 2005, Dunedin, New Zealand.

M

Ma, J. (2016) Semiotising student perception of learning outcomes in British higher education. Social Semiotics. pp. 1-16. ISSN 1035-0330.

Ma, J., Bainbridge, A. and Dessberg, L. (2013) Critical thinking as an act of argumentation in academic writing. In: Theory Infatuated or Mind Dead, December 2013, Canterbury Christ Church University, Canterbury, Kent, UK.

Ma, J., Stewart, Y. and Dessberg, L. (2016) Perezhivanie as signifier: understanding the student experience of learning outcomes in higher education. In: The Postmodernity of Education, June 2014, Canterbury Christ Church University, Canterbury, Kent, UK.

MacGregor, J. (2000) Perceived relevance of scientific content in a pre-registration curriculum: the experience of one higher education institution in the UK. In: International Conference, Seinajoki Polytechnic, Finland.

Macfarlane, B. (1999) Academic freedom and the corporate classroom, Higher Education and its communities. In: Society for Research into Higher Education 1999 Annual Conference, 1999, University of Manchester Institute of Science and Technology.

Macfarlane, B. (1998) Business ethics and the idea of higher education. Teaching Business Ethics, 2 (1). pp. 35-47. ISSN 1382-6891.

Macfarlane, B. (1995) Business ethics: too little, too late. Education and Training, 37 (5). pp. 32-36. ISSN 0040-0912.

Macfarlane, B. (1998) Degree classifications: time to bite the bullet. Teaching in Higher Education, 3 (3). pp. 401-405. ISSN 1356-2517.

Macfarlane, B. (1997) In search of an identity: lecturer perceptions of the business studies first degree. Journal of Vocational Education and Training, 49 (1). pp. 5-20. ISSN 1363-6820.

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