Outputs (14)

Breaking the Rules: writing reflectively for yourself. (2009)
Book Chapter
Cowan, J. (2009). Breaking the Rules: writing reflectively for yourself. In N. L. Mertens (Ed.), Writing, Processes, Tools and Techniques (109-113). Nova Science Publishers

The rules which epitomise good writing may on occasions be broken, deliberately and with what the writers judge to be good purpose. This can well occur when students or staff set out to engage effectively with their personal and professional developm... Read More about Breaking the Rules: writing reflectively for yourself..

External Examining: an Engineering Subject Centre guide. (2009)
Preprint / Working Paper
Cowan, J. External Examining: an Engineering Subject Centre guide

This handbook was prepared for external examiners and for use in training workshops for newly appointed external examiners.

Quality Assurance in European Engineering Education: Present and Future Challenges (2009)
Book Chapter
Cowan, J. (2009). Quality Assurance in European Engineering Education: Present and Future Challenges. In A. Patil, & P. Gray (Eds.), Engineering Education Quality Assurance (29-40). Springer US. https://doi.org/10.1007/978-1-4419-0555-0_2

This chapter focuses on the quality assurance (QA) of higher engineering education in the United
Kingdom and Europe, by considering eight challenges which are predicted by the writer to be of increasing
importance in the years ahead. QA in higher e... Read More about Quality Assurance in European Engineering Education: Present and Future Challenges.

Fostering an action‐reflection dynamic amongst student practitioners (2008)
Journal Article
Francis, H., & Cowan, J. (2008). Fostering an action‐reflection dynamic amongst student practitioners. Journal of European industrial training, 32(5), 336-346. https://doi.org/10.1108/03090590810877067

Purpose – This paper seeks to explore changes taking place in a curriculum design for postgraduate teaching in personnel and development, aimed at enhancing lifelong learning. A scheme is described which aims to improve the alignment for professional... Read More about Fostering an action‐reflection dynamic amongst student practitioners.