Regular Revision Stupid! The Retention of Knowledge after the End of Module Delivery. (2010)
Journal Article
Jaworski, P. M. (2010). Regular Revision Stupid! The Retention of Knowledge after the End of Module Delivery. Journal advances in higher education : research, education and innovation in the European research area / SPACE, European Network for Business Studies and Languages, 3, 53-62

The paper is devoted to measuring the effectiveness of an IT-assisted continuous assessment regimen used for the Economics 1 module delivered to four cohorts of first year undergraduate students of Napier University Business School in two academic ye... Read More about Regular Revision Stupid! The Retention of Knowledge after the End of Module Delivery..

The Slow Death of Formal Learning: A Polemic (2010)
Journal Article
McGuire, D., & Gubbins, C. (2010). The Slow Death of Formal Learning: A Polemic. Human Resource Development Review, 9(3), 249-265. https://doi.org/10.1177/1534484310371444

Over recent years, approaches to education and training have become more informal, situated, outcome focused and experiential. Within this context, formal learning now plays a greatly diminished role, being supplanted by activity-based and technologi... Read More about The Slow Death of Formal Learning: A Polemic.

Let us teach the way we preach: using economic concepts in IT-assisted continuous assessment scheme for introductory economics module. (2009)
Journal Article
Jaworski, P. M. (2009). Let us teach the way we preach: using economic concepts in IT-assisted continuous assessment scheme for introductory economics module. Journal advances in higher education : research, education and innovation in the European research area / SPACE, European Network for Business Studies and Languages, 2, 5-20

The paper describes the process and impact on student learning of a new IT-assisted continuous assessment scheme used in Economics 1 first year undergraduate module delivered at Napier University Business School in the academic years 2006/07 and 2007... Read More about Let us teach the way we preach: using economic concepts in IT-assisted continuous assessment scheme for introductory economics module..

Trigger questions: their role in problem based learning - Do they add value to the quality of interactive business case study solutions? (2007)
Journal Article
Gallagher, J. (2007). Trigger questions: their role in problem based learning - Do they add value to the quality of interactive business case study solutions?. Journal of Business Case Studies, 3, 9-22

The most effective learning is grounded in experience - learning by doing. However, in business schools it is unlikely that many of the students will have had any great exposure to real life business experience. Moreover, the depth of their experienc... Read More about Trigger questions: their role in problem based learning - Do they add value to the quality of interactive business case study solutions?.

The business case study: a suitable candidate for blended learning. (2006)
Journal Article
Gallagher, J. (2006). The business case study: a suitable candidate for blended learning. Journal of Business Case Studies, 2, 5-18

The object of this paper is to examine the role the interactive, business case study plays in
deep, experiential, learning. To do this I draw both on experience built over twenty years of
writing and teaching by the case method and empirical study... Read More about The business case study: a suitable candidate for blended learning..

Opening doors as well as banging on tables: an assessment of UNISON/employer partnerships on learning in the UK public sector (2004)
Journal Article
Munro, A., & Rainbird, H. (2004). Opening doors as well as banging on tables: an assessment of UNISON/employer partnerships on learning in the UK public sector. Industrial Relations Journal, 35(5), 419-433. https://doi.org/10.1111/j.1468-2338.2004.00324.x

The academic debate on partnerships has so far mainly focused on whether there are mutual gains for both unions and employers and whether they support or undermine branch organisation. This debate is here assessed in relation to learning partnerships... Read More about Opening doors as well as banging on tables: an assessment of UNISON/employer partnerships on learning in the UK public sector.