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The flexible curriculum toolkit. (2014)
Digital Artefact
Caddell, M. (2014). The flexible curriculum toolkit. [Website - Enhancement Themes]

The Flexible Curriculum toolkit web-site is designed to support programme teams to develop and enhance practice in flexible curricula.

The toolkit has used the Viewpoints methodology as a basis. We chose this methodology as we believe it is a prac... Read More about The flexible curriculum toolkit..

Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative (2014)
Book Chapter
Scoles, J., Huxham, M., & McArthur, J. (2014). Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative. In Sage Research Methods. SAGE Publications. https://doi.org/10.4135/978144627305013514690

Researchers who are interested in asking a number of questions about a particular phenomenon are increasingly looking to mixed methods as a useful research approach. In this case study, we discuss how mixed-methods research is situated in current deb... Read More about Mixed-Methods Research in Education: Exploring Students' Response to a Focused Feedback Initiative.

Conversation, Collaboration, Credit: The Graduate Researcher in the Digital Scholarly Environment (2014)
Journal Article
Powell, D. J., Bouchard, M., Galgleish, M., Keenan, A., McLeod, A., & Thomson, T. (2014). Conversation, Collaboration, Credit: The Graduate Researcher in the Digital Scholarly Environment. Digital Studies / Le champ numérique, 3(3), https://doi.org/10.16995/dscn.59

The humanities are undergoing profound shifts in the nature of the processes used to produce scholarly work. As this migration to digital practices is increasingly accepted at universities and public institutions, such bodies have realised they must... Read More about Conversation, Collaboration, Credit: The Graduate Researcher in the Digital Scholarly Environment.

Embedding PDP in the LLB. (2014)
Report
Whitecross, R. W. (2014). Embedding PDP in the LLB. Edinburgh, Scotland: Higher Education Authority

Report on a Higher Education Authority Law Strategic Project.

Traversing digital learning landscapes: an Institutional and faculty case study. (2014)
Presentation / Conference Contribution
Webster, B., & Smyth, K. (2014, May). Traversing digital learning landscapes: an Institutional and faculty case study. Presented at The 2nd International Higher Education Teaching and Learning Conference: Innovative Learning-Scapes, e-Scapes, Playscapes and More

Within the UK, there is a growing awareness to better understand what online educational technologies can offer in relation to learning and teaching, and how social technologies are changing communication and collaboration out with formal education.... Read More about Traversing digital learning landscapes: an Institutional and faculty case study..

From employability attributes to professional identity: students transitioning to the workplace. (2014)
Presentation / Conference Contribution
Smith, S., Sobolewska, E., & Smith, I. (2014, October). From employability attributes to professional identity: students transitioning to the workplace

In order to realize the employment ambitions of graduates we can work with students to facilitate the construction of their identity as members of a global engineering profession. Of particular interest is whether (and, if so, how) students reconstru... Read More about From employability attributes to professional identity: students transitioning to the workplace..

Assessing the validity of a national assessors equivalency tool. (2014)
Report
Scott, J. A., Pollock, C., Conlon, M. M. M., Millar, L., & Pollard, M. (2014). Assessing the validity of a national assessors equivalency tool. Scotland: NHS Education for Scotland

This is the second stage of a project on ‘Due Regard’. Project one explored and investigated Due Regard in practice in Scotland. This second project evaluated a pilot of the effectiveness and validity of a practice learning environment Equivalency To... Read More about Assessing the validity of a national assessors equivalency tool..

Becoming a Lean University: The Case of the University of St Andrews. (2014)
Book Chapter
Robinson, M., & Yorkstone, S. (2014). Becoming a Lean University: The Case of the University of St Andrews. In Leadership and Governance in Higher Education: Handbook for Decision-makers and Administrators. Raabe Verlag

This article looks at how “lean” can be successfully introduced into a higher education setting by discussing what has become known as ‘The St Andrews Model’. The article demonstrates that “lean” can be adapted to suit the particular circumstances of... Read More about Becoming a Lean University: The Case of the University of St Andrews..

Adaptive learning in computing for non-native speakers. (2014)
Presentation / Conference Contribution
Rimbaud, Y., McEwan, T., Lawson, A., & Cairncross, S. (2014, October). Adaptive learning in computing for non-native speakers

A significant proportion of e-Learning resources for engineering and computing education appear to be exclusively in English, requiring many learners to adapt themselves to learning within an English language context. Adaptive learning has a role to... Read More about Adaptive learning in computing for non-native speakers..

Dan Ridley-Ellis (2014)
Journal Article
Ridley-Ellis, D. (2014). Dan Ridley-Ellis. The Networker,

Text on page 12.

Belonging: Blurring the Boundaries (2014)
Presentation / Conference Contribution
Meharg, D., & Craighill, S. (2014, July). Belonging: Blurring the Boundaries. Presented at The European Conference on Education (ECE2014), Brighton

This paper explores Whitchurch’s (2008) notion of the ‘third space’ in the context of articulating students from Further Education to Higher Education. This research appropriates the term ‘third space’ and applies it to the emergent territory occupie... Read More about Belonging: Blurring the Boundaries.

Audio feedback: richer language but no measurable impact on student performance (2014)
Journal Article
Chalmers, C., MacCallum, J., Mowat, E., & Fulton, N. (2014). Audio feedback: richer language but no measurable impact on student performance. Practitioner Research in Higher Education, 8, 64-73

Audio feedback has been shown to be popular and well received by students. However, there is little published work to indicate how effective audio feedback is in improving student performance.
Sixty students from a first year science degree agreed... Read More about Audio feedback: richer language but no measurable impact on student performance.

Making internships meaningful: the challenge of encouraging reflection and skills articulation. (2014)
Presentation / Conference Contribution
Caddell, M. (2014, December). Making internships meaningful: the challenge of encouraging reflection and skills articulation. Presented at SRHE Annual Conference 10-12 December 2014

In recent years considerable emphasis has been placed on embedding employability and skills development in core university curriculum content as well as providing additional support and development to enhance links between learning and work
(SFC 200... Read More about Making internships meaningful: the challenge of encouraging reflection and skills articulation..