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All Outputs (39)

Library catalogue’s search interface: Making the most of subject metadata (2024)
Journal Article
Gnoli, C., Golub, K., Haynes, D., Salaba, A., Shiri, A., & Slavic, A. (2024). Library catalogue’s search interface: Making the most of subject metadata. Knowledge Organization, 51, 169-186. https://doi.org/10.5771/0943-7444-2024-3-169

This article addresses the underutilization of knowledge organization systems (KOS) elements in online library catalogues, hindering effective subject-based search and discovery. It highlights the International Society for Knowledge Organization's in... Read More about Library catalogue’s search interface: Making the most of subject metadata.

The RESIST Project Report. Effects of, and Resistances to 'Anti-Gender' Mobilisations Across Europe: A Report on Nine Case Studies (2024)
Report
RESIST Project Team. (2024). The RESIST Project Report. Effects of, and Resistances to 'Anti-Gender' Mobilisations Across Europe: A Report on Nine Case Studies

This report explores the lived experiences of encountering ‘anti-gender’ politics, its effects, and resistances in nine case studies: Belarus, people living in exile in Europe, France, Germany, Greece, Ireland, Poland, Spain, Switzerland. We used the... Read More about The RESIST Project Report. Effects of, and Resistances to 'Anti-Gender' Mobilisations Across Europe: A Report on Nine Case Studies.

The RESIST Project Report. Effects of, and Resistances to 'Anti-Gender' Mobilisations Across Europe: A Report on Poland (2024)
Report
Kulpa, R., & Kania, T. (2024). The RESIST Project Report. Effects of, and Resistances to 'Anti-Gender' Mobilisations Across Europe: A Report on Poland

Poland's transforming socio-cultural landscape has witnessed across the years an intensified political focus on issues of gender and sexuality, which have become a battleground for a diverse spectrum of views and group interests. There has been notab... Read More about The RESIST Project Report. Effects of, and Resistances to 'Anti-Gender' Mobilisations Across Europe: A Report on Poland.

English as a Lingua Franca: Intercultural Interaction in an Asian 'Third Space' Context (2024)
Journal Article
Victoria, M., Xu, F. H., & Pilcher, N. (online). English as a Lingua Franca: Intercultural Interaction in an Asian 'Third Space' Context. Asian Englishes, https://doi.org/10.1080/13488678.2024.2405278

In many studies on English as a Lingua Franca (ELF), the prevailing perspective has primarily focused on ELF as the use of English for communication among speakers who do not share English as their first language. However, recent scholarship has emph... Read More about English as a Lingua Franca: Intercultural Interaction in an Asian 'Third Space' Context.

Fostering Critical Soft Skills of Graduates for Employability and Professional Growth (2024)
Book Chapter
Huzooree, G., Soupramanien, L. D. B., & Rughoobur-Seetah, S. (2025). Fostering Critical Soft Skills of Graduates for Employability and Professional Growth. In A. Huzooree, & H. Chandan (Eds.), Revitalizing Student Skills for Workforce Preparation (69-120). IGI Global. https://doi.org/10.4018/979-8-3693-3856-8.ch003

In the 21st century's evolving professional landscape, graduate employability and growth rely on critical soft skills. This chapter explores these essential soft skills for success in dynamic workplaces, emphasizing their growing importance. Employer... Read More about Fostering Critical Soft Skills of Graduates for Employability and Professional Growth.

Revitalizing Student Skills for Workforce Preparation (2024)
Book
Huzooree, A., & Chandan, H. (Eds.). (2025). Revitalizing Student Skills for Workforce Preparation. IGI Global. https://doi.org/10.4018/979-8-3693-3856-8

Due to rapid technological advancements, evolving workplace structures, and a shift towards remote work, the nature of work is undergoing transformations influencing communication, work dynamics, and learning processes. Improving the skills of future... Read More about Revitalizing Student Skills for Workforce Preparation.

Empowering Students for the 21st Century Through Digital Literacy (2024)
Book Chapter
Huzooree, G., & Soupramanien, L. D. B. (2025). Empowering Students for the 21st Century Through Digital Literacy. In A. Huzooree, & H. Chandan (Eds.), Revitalizing Student Skills for Workforce Preparation (161-200). IGI Global. https://doi.org/10.4018/979-8-3693-3856-8.ch005

The rapid advancements in technology have profoundly transformed how students engage and approach learning, leading to a digital revolution in education. This shift is marked by the integration of new technologies and the digitization of educational... Read More about Empowering Students for the 21st Century Through Digital Literacy.

Reflections of a PhD mentor: Thesis Mentor Pilot Scheme 2024 (2024)
Presentation / Conference Contribution
Cameron, J., Naik, V., & Gourlay, E. (2024, September). Reflections of a PhD mentor: Thesis Mentor Pilot Scheme 2024. Presented at Vitae International Researcher Development Conference 2024, Online

Dr Jackie Cameron shares the experience of serving as a mentor on the 12-week pilot mentorship programme that aimed to improve the student experience and outcomes of PhD students at the right-up stage. Presenting at a workshop entitled 'Honey, We Shr... Read More about Reflections of a PhD mentor: Thesis Mentor Pilot Scheme 2024.

Mapping so-called ‘anti-gender’ discourses in parliamentary and media spaces across the ‘eastern’ and ‘western’ geopolitical imaginations of ‘Europe’. (2024)
Presentation / Conference Contribution
Kulpa, R. (2024, September). Mapping so-called ‘anti-gender’ discourses in parliamentary and media spaces across the ‘eastern’ and ‘western’ geopolitical imaginations of ‘Europe’. Presented at 7th European Geographies of Sexualities Conference (EGSC) 2024, University of Brighton, UK

Anti-feminist and anti-LGBTIQ+ mobilisations have taken roots transnationally, denying individuals autonomy, rights to bodily integrity or self-determination, and attacking selected groups of people (e.g. trans* people, people doing abortion) in orde... Read More about Mapping so-called ‘anti-gender’ discourses in parliamentary and media spaces across the ‘eastern’ and ‘western’ geopolitical imaginations of ‘Europe’..

Workplace Mentor Training for Inclusion: Training resources for work-based learning mentors (2024)
Digital Artefact
Taylor-Smith, E., Smith, S., Cecil, M., & Scott, A. (2024). Workplace Mentor Training for Inclusion: Training resources for work-based learning mentors. [Blog]

This is a resource for work-based learning mentors, with a special focus on mentoring for inclusion, featuring Key Elements of Inclusion for Mentors infographic and Intro to Inclusion animation.

It grew out of a collaborative research project betw... Read More about Workplace Mentor Training for Inclusion: Training resources for work-based learning mentors.

Participatory Design with Domain Experts: A Delphi Study for a Career Support Chatbot (2024)
Presentation / Conference Contribution
Wilson, M., Brazier, D., Gkatzia, D., & Robertson, P. (2024, July). Participatory Design with Domain Experts: A Delphi Study for a Career Support Chatbot. Presented at ACM Conversational User Interfaces 2024 (CUI ’24), Luxembourg, Luxembourg

We present a study of collaboration with expert participants for the purpose of the responsible design of a conversational agent. The Delphi study was used to identify and develop design and evaluation criteria for an automated career support interve... Read More about Participatory Design with Domain Experts: A Delphi Study for a Career Support Chatbot.

Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment (2024)
Presentation / Conference Contribution
Cameron, J., Gutu, M., & Kurtzke, S. (2024, June). Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment. Presented at The Gathering: Edinburgh Napier's Learning & Teaching Conference, Edinburgh, UK

In this 15-minute talk, we present the theoretical twists and turns of our research on deadline extensions at The Business School, Edinburgh Napier University. We share preliminary findings of our quantitative data analysis on high-stakes assessments... Read More about Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment.

Academic Staff AI Literacy Development Through LLM Prompt Training (2024)
Book Chapter
Drumm, L., & Sami, A. (in press). Academic Staff AI Literacy Development Through LLM Prompt Training. In Effective Practices in AI Literacy Education: Case Studies and Reflections (41-49). Emerald

A foundation in artificial intelligence (AI) literacy among all academic staff is essential for supporting students’ AI literacy effectively. As tools like ChatGPT increasingly influence academic work, educators need to understand prompt engineering... Read More about Academic Staff AI Literacy Development Through LLM Prompt Training.

From Music Higher Education to the Festival Stage: Questioning the Neoliberal Environments of Scottish Jazz (2024)
Book Chapter
Raine, S., & Medbøe, H. (2024). From Music Higher Education to the Festival Stage: Questioning the Neoliberal Environments of Scottish Jazz. In R. Prokop, & R. Reitsamer (Eds.), Higher Music Education and Employability in a Neoliberal World. Bloomsbury Publishing

As evidenced from the festival stage and behind the scenes (Raine, 2020), the UK jazz scene continues to be male-dominated and middle-class (Umney and Kretsos, 2015; Umney, 2016). Drawing upon interviews and focus groups with jazz musicians, educator... Read More about From Music Higher Education to the Festival Stage: Questioning the Neoliberal Environments of Scottish Jazz.

Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences (2024)
Journal Article
Fabian, K., Smith, S., & Taylor-Smith, E. (2024). Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences. TechTrends, 68(4), 693-704. https://doi.org/10.1007/s11528-024-00974-x

The Covid-19 pandemic moved focus from face-to-face learning to hybrid in Higher Education; many educators did not have previous experience of this mode prior to this shift in learning locations. One form of hybrid learning is “synchronous hybrid lea... Read More about Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences.

UK perspectives & experiences of "Queering the Academy - Policies, Practices, and Barriers" (2024)
Presentation / Conference Contribution
Kulpa, R. (2024, May). UK perspectives & experiences of "Queering the Academy - Policies, Practices, and Barriers". Presented at Queering the Academy - Policies, Practices, and Barriers, Jagiellonian University, Kraków, PL

In this invited contribution, Dr Kulpa will share reflections on how EDI (equality, diversity, and inclusion) and decolonialisation work in the UK academic contexts, embedded in the processes of neoliberalization of higher education in the anglophone... Read More about UK perspectives & experiences of "Queering the Academy - Policies, Practices, and Barriers".