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Outputs (9)

‘I can’t really say as my course is 90% male’: students perceptions of gender impact on computing and engineering degrees (2023)
Presentation / Conference
Taylor-Smith, E., Smith, S., & Fabian, K. (2023, June). ‘I can’t really say as my course is 90% male’: students perceptions of gender impact on computing and engineering degrees. Paper presented at 2023 Horizons in STEM, Swansea, UK

In UK higher education, the majority of computing and engineering students are men. HESA (2023) records the proportion of women studying ‘Computing’ and ‘Engineering and technology’ as 22.78% and 20.47% respectively. Lack of women is a problem for bo... Read More about ‘I can’t really say as my course is 90% male’: students perceptions of gender impact on computing and engineering degrees.

Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships (2022)
Presentation / Conference
Taylor-Smith, E., Smith, S., & Fabian, K. (2022, September). Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships. Paper presented at Organisational Learning, Knowledge and Capabilities, OLKC 2022, Trollhättan, Sweden

Purpose: In degree apprenticeships, the tripartite collaboration between the apprentice, the employer, and the university is key to success. As the apprentices are at the centre of the degree, their lived experience and reflections are essential to... Read More about Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships.

Transactional distance in the context of online and blended learning (2022)
Presentation / Conference
Fabian, K., Smith, S., Taylor-Smith, E., & Meharg, D. (2022, September). Transactional distance in the context of online and blended learning. Paper presented at Association for Learning Technology Annual Conference, Manchester

Moore’s (1993) transactional distance theory recognises that communications and psychological distance between learner and teacher are affected by course structure, dialogue between lecturers and students, and learner’s autonomy. These factors affect... Read More about Transactional distance in the context of online and blended learning.

An Online Approach to the Associate Transition Programme – What Works? (2021)
Presentation / Conference
Meharg, D., Fabian, K., Mooney, C., Harkness, R., & Qadir, N. (2021, July). An Online Approach to the Associate Transition Programme – What Works?. Presented at The 9th European Conference on Education, Online

As education continues to be interrupted, we must now consider how we support our wider student body, our associate and direct-entry students. This paper presents empirical work exploring the impact of moving interventions to support the transition... Read More about An Online Approach to the Associate Transition Programme – What Works?.

Associate Student Project: Facilitating computing students’ transition to higher education (2021)
Presentation / Conference
Taylor-Smith, E., Meharg, D., Fabian, K., & Varey, A. (2021, March). Associate Student Project: Facilitating computing students’ transition to higher education. Presented at Equality, Diversity and Inclusion Conference 2021, Online

The Associate Student (ASP) project supports Computing students who study two years at a Further Education college (achieving an HND) then transfer directly into third year, studying for two more years to complete an honours degree (BSc or BEng). Stu... Read More about Associate Student Project: Facilitating computing students’ transition to higher education.

Earn as you learn: Widening participation through apprenticeships as debt-free degrees (2021)
Presentation / Conference
Meharg, D., Smith, S., Taylor-Smith, E., & Khristin, F. (2021, March). Earn as you learn: Widening participation through apprenticeships as debt-free degrees. Presented at Advance HE Equality, Diversity and Inclusion Conference 2021, Online

Apprenticeship Degrees provide opportunities to study for a degree without incurring debt. Collaborations between employers and HEIs enable new or established employees to earn while they learn, with their fees paid. This facilitates people to study... Read More about Earn as you learn: Widening participation through apprenticeships as debt-free degrees.

Enhancing learning confidence for direct entry computing students (2018)
Presentation / Conference
Fabian, K., Taylor-Smith, E., Meharg, D., & Varey, A. (2018, December). Enhancing learning confidence for direct entry computing students. Paper presented at The Changing Shape of Higher Education: Can excellence and inclusion cohabit?, Newport, UK

Previous studies have shown that students who transfer into university from college (direct entrants) face several challenges when they enter university. In response, the Associate Student Project supports students who enter university directly into... Read More about Enhancing learning confidence for direct entry computing students.