Outputs (246)

Is the dissertation dead? If so, what are the alternatives? (2025)
Digital Artefact
Khusainova, R., Sholl, S., & Harte, P. (2025). Is the dissertation dead? If so, what are the alternatives?. [Blog post]

Dissertation alternatives, such as capstone projects and applied group-based projects, could better prepare graduates for their future careers. Discover what these might look like

From the active classroom to active assessment: a student-centred approach enhancing career readiness and creativity (2025)
Presentation / Conference Contribution
Urquhart, E., & Urie, G. (2025, May). From the active classroom to active assessment: a student-centred approach enhancing career readiness and creativity. Paper presented at Council for Hospitality Management Education Conference (CHME) 2025, University of Essex, UK

This paper reflects on innovative assessment practice on an undergraduate tourism and hospitality module. Following an extensive redesign to adopt an active learning and dialogical pedagogy, we developed the service quality masterclass assessment to... Read More about From the active classroom to active assessment: a student-centred approach enhancing career readiness and creativity.

Balancing Time Equity & Academic Integrity: The Paradox of Deadline Extensions in Higher Education (2025)
Presentation / Conference Contribution
Cameron, J., Gutu, M., & Kurtzke, S. (2025, April). Balancing Time Equity & Academic Integrity: The Paradox of Deadline Extensions in Higher Education. Poster presented at Advance HE EDI Conference 2025: The sum of many parts: Embedding intersectionality in HE practice, Newcastle, UK

Universities promote employability; employers expect graduates to meet deadlines; constructive alignment of assessment with learning outcomes (Biggs, 2007) is silent on extensions; policies and practices for extensions varies between universities, co... Read More about Balancing Time Equity & Academic Integrity: The Paradox of Deadline Extensions in Higher Education.

Balancing time equity and academic integrity: The paradox of deadline extensions in higher education (2025)
Presentation / Conference Contribution
Cameron, J., Gutu, M., & Kurtzke, S. (2025, April). Balancing time equity and academic integrity: The paradox of deadline extensions in higher education. Presented at Advance HE EDI Conference 2025: The sum of many parts: Embedding intersectionality in HE practice, Newcastle, UK

Higher education policies around deadline extensions seek to promote inclusivity yet may inadvertently create inequalities among student groups. This session examines this paradox through case study data, revealing which groups may benefit most from... Read More about Balancing time equity and academic integrity: The paradox of deadline extensions in higher education.

Re-Thinking “Europe” with Central-Eastern Europe: Towards Non-Occidentalist and Decolonial Epistemics in/of Queer Studies (2025)
Book Chapter
Kulpa, R. (2025). Re-Thinking “Europe” with Central-Eastern Europe: Towards Non-Occidentalist and Decolonial Epistemics in/of Queer Studies. In Go West! Conceptual Explorations of “the West” in the History of Education ( 181-203). De Gruyter. https://doi.org/10.1515/9783111408989-011

A simple question: What is Europe? is often focal for numerous disciplines such as area studies, cultural geography, history, postcolonial studies, and recently also gender & sexuality studies. Although richly diverse, perhaps one common thread among... Read More about Re-Thinking “Europe” with Central-Eastern Europe: Towards Non-Occidentalist and Decolonial Epistemics in/of Queer Studies.

The RESIST Project Dataset: Data from the Work Package 1 (2024)
Data
Lynch, S., Titley, G., Filep, E., & Kulpa, R. (2024). The RESIST Project Dataset: Data from the Work Package 1. [Data]. https://doi.org/10.5281/ZENODO.11179225

This record for the Dataset from the Work Package 1 (Mapping Anti-Gender Discourses in Media and Parliamentary Debates) of the RESIST Project has been created in the Zenodo open repository, in line with the RESIST Project’s Data Management Plan, and... Read More about The RESIST Project Dataset: Data from the Work Package 1.

GenAI use in higher education: stakeholder perceptions and attitudes (2024)
Report
Kiezebrink, K., Preston, S., McIlwhan, R., Drumm, L., & Lafferty, N. (2024). GenAI use in higher education: stakeholder perceptions and attitudes. Advance HE

This project investigates the attitudes and perceptions of higher education students and staff, both academic and professional services, to the use of Generative Artificial Intelligence (GenAI) in higher education. The integration of GenAI in Higher... Read More about GenAI use in higher education: stakeholder perceptions and attitudes.

Becoming Rhizome: Deleuze and Guattari’s Rhizome as Theory and Method (2024)
Book Chapter
Drumm, L. (2024). Becoming Rhizome: Deleuze and Guattari’s Rhizome as Theory and Method. In Theory and Method in Higher Education Research: Volume 10 (37-55). Emerald. https://doi.org/10.1108/S2056-375220240000010003

This chapter explores Deleuze and Guattari’s rhizome as a multifaceted approach within educational research, suggesting it as an alternative way of mapping complexities, limiting structures and messiness which may not always be surfaced in more tradi... Read More about Becoming Rhizome: Deleuze and Guattari’s Rhizome as Theory and Method.

Editorial: Moving Artificial Intelligence Scholarship: Navigating the AI Frontier in Higher Education (2024)
Journal Article
Vahed, A., Reis, C., Singh, S., & Drumm, L. (2024). Editorial: Moving Artificial Intelligence Scholarship: Navigating the AI Frontier in Higher Education. African Journal of Inter/Multidisciplinary Studies, 6(1), 1-3. https://doi.org/10.51415/ajims.v6i1.1719

The swift and pervasive rise of artificial intelligence (AI), particularly Generative AI (GenAI), is reshaping the educational landscape globally. As we navigate a future shaped by developments in AI, the need for critical engagement, ethical framewo... Read More about Editorial: Moving Artificial Intelligence Scholarship: Navigating the AI Frontier in Higher Education.

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.

Towards Inclusive Intelligence: A Comprehensive Examination of GenAI Attitudes Among Higher Education Stakeholders (Dataset) (2024)
Data
Kiezebrink, K., Preston, S., Drumm, L., Lafferty, N., McIlwhan, R., & Cleland, E. (2024). Towards Inclusive Intelligence: A Comprehensive Examination of GenAI Attitudes Among Higher Education Stakeholders (Dataset). [Data]

This research project aimed to delve into the attitudes and perceptions of diverse higher education stakeholders regarding the integration of Generative Artificial Intelligence (GenAI) in academic settings. As GenAI became increasingly prevalent in e... Read More about Towards Inclusive Intelligence: A Comprehensive Examination of GenAI Attitudes Among Higher Education Stakeholders (Dataset).

Advocating for Change - Enabling Authentic Assessment at Scale (2024)
Presentation / Conference Contribution
Mahoney, C., Bastow, F., & Finnan, G. (2024, June). Advocating for Change - Enabling Authentic Assessment at Scale. Presented at International AHE Conference 2024, Manchester

Background: Authentic assessment aims to connect learning to real-world issues which are meaningful to the learner (Villarroel et al 2018; Gillard-Cook; West 2014; Rule 2007). This paper reports an evidence-based authentic assessment on a Bachelor of... Read More about Advocating for Change - Enabling Authentic Assessment at Scale.

“This Wall Does More for Mental Health than the Uni Does”: Theorising Toilet Graffiti as Safe House for Students (2024)
Journal Article
Victoria, M. (2025). “This Wall Does More for Mental Health than the Uni Does”: Theorising Toilet Graffiti as Safe House for Students. Innovative Higher Education, 50(1), 27-58. https://doi.org/10.1007/s10755-024-09712-w

Despite sometimes being considered unworthy of scholarly attention, the study of toilet graffiti, also known as latrinalia, has nevertheless garnered increasing interest among researchers. Graffiti writing still suffers from the stigma of being assoc... Read More about “This Wall Does More for Mental Health than the Uni Does”: Theorising Toilet Graffiti as Safe House for Students.

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".

Generating AI Alternatives: collaborating and creating intersections (2024)
Presentation / Conference Contribution
Drumm, L., Beetham, H., Cronin, C., & McIlwhan, R. (2024, May). Generating AI Alternatives: collaborating and creating intersections. Presented at Fourteenth International Conference on Networked Learning, University of Malta, Valetta, Malta

May 2024 finds us eighteen months on since the release into the wild of unregulated generative AI models and their chatbot front-ends. While Higher Education (HE) has been playing catch-up in terms of policy and regulation (e.g. Russell Group 2023, C... Read More about Generating AI Alternatives: collaborating and creating intersections.

The first national subject benchmark statement for UK higher education in policing: the importance of effective partnership and collaboration (2024)
Journal Article
Pepper, I., Cox, C., Fee, R., Horgan, S., Jarman, R., Jones, M., Policek, N., Rogers, C., & Tattum, C. (2024). The first national subject benchmark statement for UK higher education in policing: the importance of effective partnership and collaboration. Higher Education, Skills and Work-based Learning, 14(5), 1106-1120. https://doi.org/10.1108/heswbl-02-2023-0042

Purpose
The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are the development of subject benchmark statements (SBS) by the QA... Read More about The first national subject benchmark statement for UK higher education in policing: the importance of effective partnership and collaboration.

Student Belonging Good Practice Guide (2024)
Report
Garden, C., Watchman Smith, N., Naughton, C., Skelton, F., Calabrese, P., Hunter, L., Haddow, C., & Azam, F. (2024). Student Belonging Good Practice Guide. RAISE Network (Researching, Advancing & Inspiring Student Engagement)

This Good Practice Guide offers a toolkit and a conversation starter for anyone working in higher education (HE) who is thinking about embarking on a student belonging project. As well as sharing hints and tips, it draws upon student belonging insigh... Read More about Student Belonging Good Practice Guide.

RLT 30 YEARS Research in Learning Technology: making friends and influencing people (2023)
Journal Article
Brunton, J., Bennett, L., Drumm, L., Flavin, M., Honeychurch, S., Thomson, S., & Varga-Atkins, T. (2023). RLT 30 YEARS Research in Learning Technology: making friends and influencing people. Research in Learning Technology, 31, https://doi.org/10.25304/rlt.v31.3212

The first issue of Research in Learning Technology (RLT) was published in 1993. Over 30 years, the journal has comprised an informal research and development facility for new ideas and practices in technology enhanced learning. This paper takes nine... Read More about RLT 30 YEARS Research in Learning Technology: making friends and influencing people.

'ChatGPT & Me' Student Padlet Data With Reactions (2023)
Data
Drumm, L., Illingworth, S., Graham, C., Calabrese, P., Taylor, S., Dencer-Brown, I., & van Knippenberg, I. (2023). 'ChatGPT & Me' Student Padlet Data With Reactions. [Data]. https://doi.org/10.17869/enu.2023.3200728

These data are from a project which aimed to collect and analyse student attitudes to artificial intelligence (AI) and their own learning and assessment while they are studying with Edinburgh Napier University. AI tools such as ChatGPT make it easier... Read More about 'ChatGPT & Me' Student Padlet Data With Reactions.

Towards ‘Authentic Belonging’: Exploring the Concept and Enhancing Practice (2023)
Presentation / Conference Contribution
Haddow, C., & Brodie, J. (2023, June). Towards ‘Authentic Belonging’: Exploring the Concept and Enhancing Practice. Paper presented at QAA Scotland’s 5th International Enhancement Conference 'Shaping the Student Experience Together: 20 Years of Enhancement', Glasgow