Seeking Compassion in the Measured University: Generosity, Collegiality and Competition in Academic Practice (2018)
Journal Article
Caddell, M., & Wilder, K. (2018). Seeking Compassion in the Measured University: Generosity, Collegiality and Competition in Academic Practice. Journal of Perspectives in Applied Academic Practice, 6(3), 14-23

In the context of league tables, national student surveys and increasing competition for students and resources, measurement and comparison is an ever-present – and ever more significant – aspect of contemporary academic life. Institutional definitio... Read More about Seeking Compassion in the Measured University: Generosity, Collegiality and Competition in Academic Practice.

Theory and Games: Developing a method for gamifying Higher Education (2018)
Presentation / Conference Contribution
Rivera, E. S., & Garden, C. L. P. (2018, July). Theory and Games: Developing a method for gamifying Higher Education. Presented at Edulearn18, Palma, Spain

Gamification, the use of game attributes in non-game context, is used in the private sector as well as education[1]. Research into Gamified Learning (GL) often focuses on case studies of impact or value [2], and can suffer from a lack of parsimony. T... Read More about Theory and Games: Developing a method for gamifying Higher Education.

Putting theory into practice: gamification for student engagement (2018)
Presentation / Conference Contribution
Garden, C., & Rivera, E. (2018, July). Putting theory into practice: gamification for student engagement. Presented at Edulearn 18: 10th International Conference on Education and New Learning Technologies, Palma, Spain

Gamification is the use of game design elements in a non-game contexts [1]. It is an intervention that has been used in a business setting for a number of years and is now becoming more and more applied in higher education [2]. We present the practic... Read More about Putting theory into practice: gamification for student engagement.

Graduating from the Classroom to the Boardroom: Supporting HE Students’ Employability. (2018)
Presentation / Conference Contribution
Brodie, J., Miles, W., & Hutchinson, J. (2018, April). Graduating from the Classroom to the Boardroom: Supporting HE Students’ Employability. Presented at Charted Association of Business Schools Learning and Teaching Student Experience Conference

The Get on Board (GOB) extra-curriculum programme started at Edinburgh Napier University’s Business School in 2013. Its goal is to prepare students to take up board level opportunities in local charities, voluntary sector organisations or public bodi... Read More about Graduating from the Classroom to the Boardroom: Supporting HE Students’ Employability..

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.

Researching skills development: students as partners in this process (2018)
Journal Article
Campbell Casey, S., MacCallum, J., Robertson, L., & Strachan, L. (2018). Researching skills development: students as partners in this process. New Directions in the Teaching of Physical Sciences, 13(1), https://doi.org/10.29311/ndtps.v0i13.2881

Many employers report that newly qualified graduates lack key skills necessary for success in the workplace. Although variable, many lack general ‘transferable’ or ‘soft’ skills including communication and teamworking. Staff at Edinburgh Napier Unive... Read More about Researching skills development: students as partners in this process.

The impact of work placement on graduate employment in computing: outcomes from a UK-based study (2018)
Journal Article
Smith, S., Taylor-Smith, E., Smith, C., & Webster, G. (2018). The impact of work placement on graduate employment in computing: outcomes from a UK-based study. International Journal of Work-Integrated Learning, 19(4), 359-369

This study followed recent computing graduates into the workplace and explored their undergraduate experiences of work placements and subsequent impact on graduate employment. Whilst studying at one of 14 Scottish universities, participants (n=99) ha... Read More about The impact of work placement on graduate employment in computing: outcomes from a UK-based study.

Graduate apprenticeships are great opportunities for individuals, but are they inclusive? (2018)
Presentation / Conference Contribution
Taylor-Smith, E., Smith, S., & Varey, A. (2018, December). Graduate apprenticeships are great opportunities for individuals, but are they inclusive?. Paper presented at Society for Research into Higher Education (SRHE) Annual Conference, Newport, Wales

Higher education-level apprenticeships can provide routes to university degrees for people without the financial resources for traditional degrees. In Scotland, the first cohorts of graduate apprentices began their studies in 2017, including cohorts... Read More about Graduate apprenticeships are great opportunities for individuals, but are they inclusive?.

"We're coming from different worlds" : exploring student identity during transition (2018)
Presentation / Conference Contribution
Meharg, D., Varey, A., & Cairncross, S. (2018, December). "We're coming from different worlds" : exploring student identity during transition. Presented at SRHE Newer and Early Career Conference 2018, Newport, Wales

This study presents empirical work examining the student journey from further to higher education in computing degrees in Scotland and seeks to understand the complex formation of identity, from the student perspective, during transition. In Scotlan... Read More about "We're coming from different worlds" : exploring student identity during transition.

Enhancing learning confidence for direct entry computing students (2018)
Presentation / Conference Contribution
Fabian, K., Taylor-Smith, E., Meharg, D., & Varey, A. (2018, December). Enhancing learning confidence for direct entry computing students. Paper presented at The Changing Shape of Higher Education: Can excellence and inclusion cohabit?, Newport, UK

Previous studies have shown that students who transfer into university from college (direct entrants) face several challenges when they enter university. In response, the Associate Student Project supports students who enter university directly into... Read More about Enhancing learning confidence for direct entry computing students.

Participating in a Faculty Learning Community (2018)
Presentation / Conference Contribution
Ennis, L. (2018, November). Participating in a Faculty Learning Community. Presented at Library TeachMeet: teaching, training and information skills within academic libraries, Glasgow, Scotland

This presentation is a quick look at the structure and purpose of the first Faculty Learning Community (FLC) at Edinburgh Napier University. Established in April 2018, the theme of the FLC is "Supporting one another in the university". The purpose of... Read More about Participating in a Faculty Learning Community.

How a view of language underpins approaches to supporting higher education students that facilitate neo-liberalism, and how to resist this (2018)
Journal Article
Richards, K., & Pilcher, N. (2018). How a view of language underpins approaches to supporting higher education students that facilitate neo-liberalism, and how to resist this. Power and Education, 175774381881180. https://doi.org/10.1177/1757743818811801

In this article we argue a particular view of language underpins approaches to supporting students in Higher Education, and that this view facilitates neoliberalism. Universities worldwide have glossaries of terms such as 'describe' or 'discuss', and... Read More about How a view of language underpins approaches to supporting higher education students that facilitate neo-liberalism, and how to resist this.

Research grounded support of student learning in Higher Education: The importance of dialogue and subject embedded, contextualised language and content. (2018)
Thesis
Richards, K. Research grounded support of student learning in Higher Education: The importance of dialogue and subject embedded, contextualised language and content. (Thesis). Edinburgh Napier University. http://researchrepository.napier.ac.uk/Output/1532248

This aim of this thesis is to demonstrate how the research that has been conducted by the author, as illustrated through the publications presented, adds to the domain of academic support – specifically the theory and practice of academic support wit... Read More about Research grounded support of student learning in Higher Education: The importance of dialogue and subject embedded, contextualised language and content..

Building a playful community of practice: Brick by brick (2018)
Journal Article
Garden, C., Ennis, L., & Yorkstone, S. (2018). Building a playful community of practice: Brick by brick. Edinburgh Napier University Teaching Fellows Journal,

No abstract available.

Crowdfunding Can Serve as a Pathway to Higher Education (2018)
Book Chapter
Romdhani, I., El Youssi, A., Al Mennai, M., Babah, E., & Yahya, R. (2018). Crowdfunding Can Serve as a Pathway to Higher Education. In M. Mohieldin, & D. Petkoski (Eds.), Financing Sustainable Development: Ideas for Action 2018 (43-49)

The Al-Derb platform provides a way for individual and group funding (crowdfunding) to help young people obtain grants for high-quality online education and training courses offered by universities and training centers. The availability of high-quali... Read More about Crowdfunding Can Serve as a Pathway to Higher Education.

Belonging to a learning community: staff perspectives. (2018)
Presentation / Conference Contribution
Ennis, L., Tierney, A., Lucas, L., Logan, P., & Wright, G. (2018, October). Belonging to a learning community: staff perspectives. Presented at Evidence for Enhancement: The Challenge of Community and Belonging, Edinburgh, Scotland

The Faculty Learning Community (FLC) at Edinburgh Napier University is based on the Miami model developed by Milton D. Cox and seeks to explore the ways in which staff support each other throughout the institution. This formal, time-bound and selecti... Read More about Belonging to a learning community: staff perspectives..

Game on! (2018)
Journal Article
Rivera, E. S. (2018). Game on!. Ology: Reviews in Applied Sciences, 1, 8-9. https://doi.org/10.14297/ras.v1i1.4

Diving into a diverse array of case studies in gamification and gameful design in higher education, Kevin Bell’s Game on! is a series of brief looks that feel in-depth.

Researching international students: methodological challenges of rebel data (2018)
Journal Article
Ecochard, S., & Fotheringham, J. (2018). Researching international students: methodological challenges of rebel data. International Student Experience Journal, 6(1), 1-7

This paper presents findings from a small scale study into the attitudes and preferences of international students for support provision at a Scottish Higher Education institution. The article outlines some of the challenges arising from analysing qu... Read More about Researching international students: methodological challenges of rebel data.

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.

The scholarship of teaching and learning is thriving. (2018)
Newspaper / Magazine
Tierney, A. (2018). The scholarship of teaching and learning is thriving

In response to Richard Arum’s charge that higher education research is failing to sufficiently investigate university teaching, Anne Tierney gives concrete examples of the contrary.