All Outputs (7)

Diversity and inclusion in UK Higher Education: staff perspectives on institutional representations and their reality (2023)
Journal Article
Richards, K., Pilcher, N., Galbrun, L., Forster, A., & Richards, J. (2023). Diversity and inclusion in UK Higher Education: staff perspectives on institutional representations and their reality. Research in Post-Compulsory Education, 28(4), 647-669. https

This paper examines staff perspectives on institutional representations of a range of areas of diversity and inclusion in a key post-compulsory education sector: that of UK Higher Education (HE). The paper focuses on comparing representational statem... Read More about Diversity and inclusion in UK Higher Education: staff perspectives on institutional representations and their reality.

Scotland’s History of Animation: An Exploratory Account of the Key Figures and Influential Events (2021)
Journal Article
Mortimer, J., Pilcher, N., & Richards, K. (2021). Scotland’s History of Animation: An Exploratory Account of the Key Figures and Influential Events. Animation, 16(3), 190-206. https://doi.org/10.1177/17468477211052598

Scotland’s history of animation is a forgotten past accomplishment in the animation/VFX sector, with key influential animation professionals having had an impact both at home and abroad. Yet, to date, this history has not been meaningfully documented... Read More about Scotland’s History of Animation: An Exploratory Account of the Key Figures and Influential Events.

Study Skills: neoliberalism’s perfect Tinkerbell (2020)
Journal Article
Richards, K., & Pilcher, N. (2023). Study Skills: neoliberalism’s perfect Tinkerbell. Teaching in Higher Education, 28(3), 580-596. https://doi.org/10.1080/13562517.2020.1839745

We argue that current approaches to Study Skills support are presented as being a panacea for resolving the issues presented by neoliberal approaches to educational expansion. We argue that for such a panacea to be believed pedagogically effective, f... Read More about Study Skills: neoliberalism’s perfect Tinkerbell.

Measuring the effectiveness of English medium instruction shipping courses (2020)
Journal Article
Tseng, P., Pilcher, N., & Richards, K. (2020). Measuring the effectiveness of English medium instruction shipping courses. Maritime Business Review, 5(4), 351-371. https://doi.org/10.1108/mabr-10-2019-0042

Purpose: Shipping courses contain much technical and specialist knowledge and present particular challenges for English medium instruction (EMI). This paper aims to investigate both student perceptions of the importance and satisfaction level of EMI... Read More about Measuring the effectiveness of English medium instruction shipping courses.

Using physical objects as a portal to reveal academic subject identity and thought (2020)
Journal Article
Richards, K., & Pilcher, N. (2020). Using physical objects as a portal to reveal academic subject identity and thought. Qualitative Report, 25(1), 127-144

We are lecturers who help students studying subjects that use word-based writing, non-word based writing such as Mathematics, and non-text based language such as visual semiotics. To access examples of such language with subject lecturers we have fou... Read More about Using physical objects as a portal to reveal academic subject identity and thought.

Western and Eastern Building Conservation Philosophies: Perspectives on Permanence and Impermanence (2018)
Journal Article
Forster, A. M., Thomson, D., Richards, K., Pilcher, N., & Vettese, S. (2019). Western and Eastern Building Conservation Philosophies: Perspectives on Permanence and Impermanence. International Journal of Architectural Heritage, 13(6), 870-885. https://doi

In this conceptual paper, we illuminate Western building conservation philosophy practice with insights into Eastern conservation philosophy and associated aesthetic understanding. We frame dialogue recognising individual and societal perspectives on... Read More about Western and Eastern Building Conservation Philosophies: Perspectives on Permanence and Impermanence.

Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context (2017)
Journal Article
Pilcher, N., & Richards, K. (2017). Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context. Power and Education, 9(1), 3-17.

Higher Education (HE) institutions worldwide base international student recruitment on the assumption their preparedness in ‘English’ is assured if they reach a certain level in tests such as the International English Language Testing System (IELTS).... Read More about Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context.