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Outputs (263)

The intersection of datafication and data justice in higher education (2025)
Presentation / Conference Contribution
Fabian, K. (2025, October). The intersection of datafication and data justice in higher education. Presented at Connecting Space, Data and Society: Interdisciplinary Pathways, London

There has been an increasing uptake of technology in the classroom, either for teaching or for classroom management purposes. Along with this uptake is the increasing datafication of education. Datafication is the process of rendering social and natu... Read More about The intersection of datafication and data justice in higher education.

Fostering Empathy Through Play: The Impact of Far From Home on University Staff’s Understanding of International Students (2025)
Journal Article
Shan, S. S., & Illingworth, S. (2025). Fostering Empathy Through Play: The Impact of Far From Home on University Staff’s Understanding of International Students. Behavioral Sciences, 15(6), Article 820. https://doi.org/10.3390/bs15060820

This study investigates the potential of Far From Home, a non-digital board game, as an innovative tool for fostering empathy among university staff towards international students. International students face multifaceted challenges—linguistic barrie... Read More about Fostering Empathy Through Play: The Impact of Far From Home on University Staff’s Understanding of International Students.

Speaking with care: Compassion and relational power in Philippine classrooms (2025)
Presentation / Conference Contribution
Victoria, M. (2025, June). Speaking with care: Compassion and relational power in Philippine classrooms. Paper presented at The Gathering 2025, Edinburgh Napier

This study examines how university educators in the Philippines enact power through caring and compassionate pedagogical practices. Drawing from naturalistic classroom interactions it explores how teachers use specific linguistic devices—politeness... Read More about Speaking with care: Compassion and relational power in Philippine classrooms.

Provision of online digital courses individual licences to Palestinian students (2025)
Report
The Royal Society of Edinburgh. (2025). Provision of online digital courses individual licences to Palestinian students. Royal Society of Edinburgh

A publication of the RSE's report on Scottish higher education sector’s support for conflict settings.

This report, commissioned by the RSE in its role as a convening body, addresses the timely and pressing question: How can the Scottish higher ed... Read More about Provision of online digital courses individual licences to Palestinian students.

Understanding work and study demands of degree apprentices using Conservation of Resources Theory (2025)
Journal Article
Smith, S., Taylor-Smith, E., Bratton, A., & Dutton, M. (in press). Understanding work and study demands of degree apprentices using Conservation of Resources Theory. Empirical Research in Vocational Education and Training,

Degree apprenticeships are a recent innovation in the UK. The overarching goal of the apprenticeship is to achieve a degree, while working and advancing careers. This involves apprentices and employing organisations investing in resources including w... Read More about Understanding work and study demands of degree apprentices using Conservation of Resources Theory.

Waiting for a Better Time Is a Waste of Time’: Motivations of Learning Amid the Genocide in Gaza in Light of Sustainable Development Goal 4 (2025)
Book Chapter
Aldahdouh, T., Dader, K., AlDahdouh, A., Awadallah, R., & Romdhani, I. (2025). Waiting for a Better Time Is a Waste of Time’: Motivations of Learning Amid the Genocide in Gaza in Light of Sustainable Development Goal 4. In A. Hassoun (Ed.), War on Gaza: Consequences on Sustainability and Global Security (59-77). Springer. https://doi.org/10.1007/978-3-031-88500-6_5

The relentless bombardment and blockade on Gaza have not only drastically restricted the inflow of essential food supplies but have also led to a catastrophic humanitarian crisis with unprecedented casualties. The widespread destruction has crippled... Read More about Waiting for a Better Time Is a Waste of Time’: Motivations of Learning Amid the Genocide in Gaza in Light of Sustainable Development Goal 4.

Equity implications of assessment deadline extension policies in higher education (2025)
Presentation / Conference Contribution
Cameron, J., Gutu, M., & Kurtzke, S. (2025, May). Equity implications of assessment deadline extension policies in higher education. Presented at ENclusion Conference: Connecting EDI Research at and by ENU, Edinburgh Napier University

This workshop explores the equity implications of assessment deadline extension policies in higher education. Drawing on data from a UK university business school (2018-2023), it examines the impact of these policies on diverse student demographics,... Read More about Equity implications of assessment deadline extension policies in higher education.

The fallacy of pre-submission commentary in university assessment: Let’s move to encouraging independence among our students (2025)
Digital Artefact
Atherton, I., Mahoney, C., Graham, C., & Samuriwo, R. (2025). The fallacy of pre-submission commentary in university assessment: Let’s move to encouraging independence among our students. [Blog post]

Do you find yourself commenting on students’ work and providing feedback individually? Do you see a role for feeding back on individual work, whether formative or summative? If so, do the ideas in this blog challenge your approach? We’d love to hear... Read More about The fallacy of pre-submission commentary in university assessment: Let’s move to encouraging independence among our students.

I Said Something: Small Acts, Big Impact in Addressing Systemic Inequality (2025)
Presentation / Conference Contribution
Victoria, M. (2025, May). I Said Something: Small Acts, Big Impact in Addressing Systemic Inequality. Presented at ENclusion Conference: Connecting EDI Research and Action At and By ENU, Edinburgh Napier University

Equality Diversity and Inclusion (EDI) is often framed as large-scale institutional initiative, but it can also begin with something deeply personal—a moment of speaking up, an act of resistance in everyday life. This presentation explores how indivi... Read More about I Said Something: Small Acts, Big Impact in Addressing Systemic Inequality.

Linguistic Imperialism and Socioeconomic Inequality: An EDI Perspective on English in the Philippines' Linguistic Landscape (2025)
Presentation / Conference Contribution
Victoria, M. (2025, May). Linguistic Imperialism and Socioeconomic Inequality: An EDI Perspective on English in the Philippines' Linguistic Landscape. Paper presented at ENclusion Conference: Connecting EDI Research and Action at and by ENU, Edinburgh Napier University

This study interrogates the role of English in the linguistic landscape and lived experiences of working-class individuals in the Philippines, highlighting its implications for Equality, Diversity, and Inclusion (EDI). Using an indigenous, culturally... Read More about Linguistic Imperialism and Socioeconomic Inequality: An EDI Perspective on English in the Philippines' Linguistic Landscape.

Illustrating improvement: storyboards as tools for exploring staff CPD and its benefits to students in a Scottish university (2025)
Journal Article
Illingworth, S., Cowan, J., Graham, C., Sofia Shan, S., & Swanton, K. (online). Illustrating improvement: storyboards as tools for exploring staff CPD and its benefits to students in a Scottish university. Teaching in Higher Education, https://doi.org/10.1080/13562517.2025.2507857

This article explores how academic staff perceive the relationship between their engagement in Continuing Professional Development (CPD) and student outcomes. Drawing on a qualitative study conducted at a Scottish university, we used storyboarding to... Read More about Illustrating improvement: storyboards as tools for exploring staff CPD and its benefits to students in a Scottish university.

Belonging & Mattering for Criminology Students: Insights from a Research Journey at Edinburgh Napier University (2025)
Presentation / Conference Contribution
Haddow, C., & Brodie, J. (2025, April). Belonging & Mattering for Criminology Students: Insights from a Research Journey at Edinburgh Napier University. Presented at Centre for Innovation and Research in Legal Education, University of Leeds

A sense of belonging has been identified in salient literature as associated with a number of positive outcomes for students in HE, yet research charts a ‘loss of community’ (see: Boyer, 1990) over time. It follows that enhancing belonging and commun... Read More about Belonging & Mattering for Criminology Students: Insights from a Research Journey at Edinburgh Napier University.

Future-Proofing Business: Aligning Sustainability Goals with Workforce and Digital Transformation (2025)
Presentation / Conference Contribution
Cameron, J. (2025, April). Future-Proofing Business: Aligning Sustainability Goals with Workforce and Digital Transformation. Presented at Future-Proofing Business: Aligning Sustainability Goals with Workforce and Digital Transformation, Jakarta, Indonesia [and online]

This roundtable convenes leading academics and industry experts to discuss strategic alignment of digital transformation, sustainability imperatives, and workforce preparedness—particularly in light of emerging technologies and Gen Z’s workplace expe... Read More about Future-Proofing Business: Aligning Sustainability Goals with Workforce and Digital Transformation.

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.

The assessment extensions data dilemma and equity in university education: Navigating the paradoxes of policy and inclusivity (2025)
Presentation / Conference Contribution
Cameron, J., Gutu, M., & Kurtzke, S. (2025, April). The assessment extensions data dilemma and equity in university education: Navigating the paradoxes of policy and inclusivity. Presented at Advance HE EDI Conference 2025 The sum of many parts: Embedding intersectionality in HE practice, Newcastle, UK

This digitally supported walking workshop addresses the equity implications of assessment deadline extensions, questioning whether they benefit all students equally. Drawing on data from a UK university business school, participants evaluate prelimin... Read More about The assessment extensions data dilemma and equity in university education: Navigating the paradoxes of policy and inclusivity.

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.