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It's Okay to Teach People with an Intellectual Disability about Their Disability (2018)
Journal Article
Spassiani, N. A. (2018). It's Okay to Teach People with an Intellectual Disability about Their Disability. The Journal of Postsecondary Education and Disability, 31(3), 287-294

This paper introduces a newly accredited university programme for students with an intellectual disability (ID). The curriculum is largely based on disability studies pedagogy that creates awareness of the social, political, and economic factors that... Read More about It's Okay to Teach People with an Intellectual Disability about Their Disability.

Enquiry into learning and teaching in the life sciences (2018)
Book Chapter
Scott, G., & Tierney, A. (2018). Enquiry into learning and teaching in the life sciences. In E. Cleaver, M. Lintern, & M. McLinden (Eds.), Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry. SAGE Publications

No abstract available.

Seeking, hearing and acting: Staff perspectives of changes in assessment practice through TESTA (2017)
Journal Article
Adamson, E., Webster-Henderson, B., & Carver, M. (2017). Seeking, hearing and acting: Staff perspectives of changes in assessment practice through TESTA. SEDA Educational Developments, 18(4), 12-15

Assessment and feedback continues to be a key focus of attention within higher education. The TESTA (Transforming the Experience of Students through Assessment) methodology has been used worldwide across a variety of disciplines, programmes and cultu... Read More about Seeking, hearing and acting: Staff perspectives of changes in assessment practice through TESTA.

Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development (2017)
Thesis
Nerantzi, C. Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development. (Thesis). Edinburgh Napier University. http://researchrepository.napier.ac.uk/Output/1025583

This phenomenographic study, explores the collaborative open learning experience of academic staff and open learners in cross-institutional academic development settings, and adds to what is known in these settings. It provides new insights for acade... Read More about Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development.

Postgraduate taught students and preparedness for Master’s level study: polishing the facets of the Master’s diamond (2017)
Journal Article
Bamber, V., Choudhary, C. J., Hislop, J., & Lane, J. (2019). Postgraduate taught students and preparedness for Master’s level study: polishing the facets of the Master’s diamond. Journal of Further and Higher Education, 43(2), 236-250. https://doi.org/10.1080/0309877x.2017.1359502

Transitions are increasingly recognised as difficult, and less has been written about transitions to postgraduate taught programmes than about transitions into undergraduate or doctoral study. A Scotland-wide project found that new taught Post-gradua... Read More about Postgraduate taught students and preparedness for Master’s level study: polishing the facets of the Master’s diamond.

Educational preparation, roles, and competencies to guide career development for cardiac rehabilitation nurses. (2017)
Journal Article
Lin, S. H. M., Neubeck, L., & Gallagher, R. (2017). Educational preparation, roles, and competencies to guide career development for cardiac rehabilitation nurses. Journal of Cardiovascular Nursing, 32(3), 244-259. https://doi.org/10.1097/jcn.0000000000000346

Background: Cardiac rehabilitation is one of the most widely recommended strategies to reduce the burden of cardiovascular disease. The multicomponent nature of cardiac rehabilitation programs requires a multidisciplinary team of healthcare professio... Read More about Educational preparation, roles, and competencies to guide career development for cardiac rehabilitation nurses..

Likes, dislikes, supports and barriers: the experience of students with disabilities in university in Ireland (2017)
Journal Article
Spassiani, N. A., Ó Murchadha, N., Clince, M., Biddulph, K., Conradie, P., Costello, F., Cox, L., Daly, E., Daly, O., Middleton, C., McCabe, K., Philips, M., Soraghan, S., & Tully, K. (2017). Likes, dislikes, supports and barriers: the experience of students with disabilities in university in Ireland. Disability and Society, 32(6), 892-912. https://doi.org/10.1080/09687599.2017.1320272

There are more students with disabilities going to college than ever before. It is important that colleges understand the experiences of students with disabilities when in university. This research project was carried out by 12 students with intellec... Read More about Likes, dislikes, supports and barriers: the experience of students with disabilities in university in Ireland.

‘University opened up so many doors for me’: the personal and professional development of graduates from non-traditional backgrounds (2017)
Journal Article
Christie, H., Cree, V. E., Mullins, E., & Tett, L. (2018). ‘University opened up so many doors for me’: the personal and professional development of graduates from non-traditional backgrounds. Studies in Higher Education, 43(11), 1938-1948. https://doi.org/10.1080/03075079.2017.1294577

There is a substantial body of quantitative evidence about the benefits of higher education. However there is little qualitative evidence about the extent to which these benefits accrue to graduates from non-traditional backgrounds. This paper contri... Read More about ‘University opened up so many doors for me’: the personal and professional development of graduates from non-traditional backgrounds.

Curriculum Development Informed by Comprehensive Educational Evaluation; experiences of the School of Health & Social Care. (2017)
Presentation / Conference Contribution
Mahoney, C. (2017, February). Curriculum Development Informed by Comprehensive Educational Evaluation; experiences of the School of Health & Social Care. Presented at Teaching Fellow Conference

Background – The Bachelor of Nursing programme at Edinburgh Napier University was reviewed and a new programme of education commenced in September 2016. All preregistration nursing programmes are a 50/50 spilt between University and Clinical Practice... Read More about Curriculum Development Informed by Comprehensive Educational Evaluation; experiences of the School of Health & Social Care..

Process of curriculum and module design. (2016)
Book Chapter
Agostinho, M., Afseth, J., & Havrdová, Z. (2016). Process of curriculum and module design. In Z. Havrdová, G. Matthews-Smith, & P. Huotari (Eds.), Developing Cross-Cultural Competencies in Health and Social Care Management (31-38). Lahti University of Applied Sciences

Abstract not available.

Theoretical and organisational background. (2016)
Book Chapter
Matthews-Smith, G., Afseth, J., & Huotari, P. (2016). Theoretical and organisational background. In Z. Havrdová, G. Matthews-Smith, & P. Huotari (Eds.), Developing Cross-Cultural Competencies in Health and Social Care Management (9-14). Lahti University of Applied Sciences

Abstract not available.

Intercultural Management. (2016)
Book Chapter
Afseth, J., Kokkonen, M., & Rebelo dos Santos, N. (2016). Intercultural Management. In Z. Havrdová, G. Matthews-Smith, & P. Huotari (Eds.), Developing Cross-Cultural Competencies in Health and Social Care Management (99-114). Lahti University of Applied Sciences

Abstract not available.

What is REF and is it relevant? (2016)
Digital Artefact
O'Connor, S. (2016). What is REF and is it relevant?. [http://ihawkes.academicblogs.co.uk/2016/05/06/what-is-ref-and-is-it-relevant/]. University of Glasgow, UK

Blog: As a doctoral student eager to make the most of my research experience, I am surprised that the Research Excellence Framework (REF) doesn’t really appear anywhere in the process of postgraduate student especially when undertaking a PhD. In the... Read More about What is REF and is it relevant?.

“Teaches People That I'm More Than a Disability”: Using Nominal Group Technique in Patient-Oriented Research for People With Intellectual and Developmental Disabilities (2016)
Journal Article
Spassiani, N. A., Sawyer, A. R., Chacra, M. S. A., Koch, K., Muñoz, Y. A., & Lunsky, Y. (2016). “Teaches People That I'm More Than a Disability”: Using Nominal Group Technique in Patient-Oriented Research for People With Intellectual and Developmental Disabilities. Intellectual and Developmental Disabilities, 54(2), 112-122. https://doi.org/10.1352/1934-9556-54.2.112

Individuals with intellectual and developmental disabilities (IDD) have complex healthcare needs, which are often unmet. Nominal group technique (NGT) uses a mixed-methods approach, which may engage the IDD population in the research process in a per... Read More about “Teaches People That I'm More Than a Disability”: Using Nominal Group Technique in Patient-Oriented Research for People With Intellectual and Developmental Disabilities.

Peerwise: online assessment for learning. (2015)
Presentation / Conference Contribution
Waugh, A. (2015, December). Peerwise: online assessment for learning. Paper presented at Innovations in teaching and supporting learning: Edinburgh Napier University Teaching Fellows Conference

Presentation delivered at the Edinburgh Napier University Teaching Fellows Conference 2015.

Innovation in assessment and feedback: Enhancing the student experience. (2015)
Presentation / Conference Contribution
Adamson, E., & Webster, B. (2015, April). Innovation in assessment and feedback: Enhancing the student experience. Presented at International Conference on Research in Education and Science

Assessment is central to students learning and is a powerful driver in determining what students will do and how (Beaumont , O’Doherty and Shannon 2011).Feedback is known to be an important part of this and valued by students however the UK national... Read More about Innovation in assessment and feedback: Enhancing the student experience..

Matters of learning and education sociomaterial approaches in ethnographic research. (2015)
Book Chapter
Fenwick, T., Doyle, S., Michael, M., & Scoles, J. (2015). Matters of learning and education sociomaterial approaches in ethnographic research. In S. Bollig, M.-S. Honig, S. Neumann, & C. Seele (Eds.), MultiPluriTrans in Educational Ethnography (141-162). Transcript Verlag. https://doi.org/10.14361/9783839427729-007

In this chapter we outline a 'sociomaterial' configuration that has been circulating in the broader social sciences with useful potential for understanding dynamics of learning, pedagogy, curriculum, policy and so forth. This approach seeks to examin... Read More about Matters of learning and education sociomaterial approaches in ethnographic research..