Addressing gender imbalance in STEM graduate apprenticeships (2023)
Presentation / Conference
Cecil, M., & Taylor Smith, E. (2023, December). Addressing gender imbalance in STEM graduate apprenticeships. Paper presented at Society for Research in Higher Education Conference 2023, Birmingham

There is currently significant gender imbalance within Science, Technology, Engineering and Mathematics (STEM) graduate apprenticeship (GA) programmes in Scotland. This is a considerable, ongoing issue for both higher education institutions and the l... Read More about Addressing gender imbalance in STEM graduate apprenticeships.

Learned Words: A Poetic Content Analysis of 'Belonging' in Higher Education (2023)
Presentation / Conference
Illingworth, S., & Grimwood, M. (2023, December). Learned Words: A Poetic Content Analysis of 'Belonging' in Higher Education. Paper presented at SRHE Conference 2023 Higher Education Research, Practice, and Policy: Connections & Complexities, Online & Conference Aston, Birmingham, UK

RLT 30 YEARS Research in Learning Technology: making friends and influencing people (2023)
Journal Article
Brunton, J., Bennett, L., Drumm, L., Flavin, M., Honeychurch, S., Thomson, S., & Varga-Atkins, T. (2023). RLT 30 YEARS Research in Learning Technology: making friends and influencing people. Research in Learning Technology, 31, https://doi.org/10.25304/rlt.v31.3212

The first issue of Research in Learning Technology (RLT) was published in 1993. Over 30 years, the journal has comprised an informal research and development facility for new ideas and practices in technology enhanced learning. This paper takes nine... Read More about RLT 30 YEARS Research in Learning Technology: making friends and influencing people.

Scottish Life And Chemical Science Skills Summit (2023)
Report
Maguire, H., & Garden, C. (in press). Scottish Life And Chemical Science Skills Summit. Edinburgh, UK: Scottish Universities Life Sciences Alliance (SULSA)

The Scottish Life and Chemical Skills Summit was led and hosted by Edinburgh Napier University (ENU) with support from Skills Development Scotland (SDS) and the Scottish Universities Life Sciences Alliance (SULSA). We would like to thank members of... Read More about Scottish Life And Chemical Science Skills Summit.

Building a European University Consortium: The Case of the U!REKA-Network (2023)
Working Paper
Rosenbusch, C., Tarazona, M., Lammlein, B., Garden, C., Berekbulova, A., & Stevens, R. (2023). Building a European University Consortium: The Case of the U!REKA-Network

European policy makers encourage close interorganizational collaboration of universities across national systems. The study at hand analyzes this development from the organizational level of specific Higher Education Institutions (HEIs) and their int... Read More about Building a European University Consortium: The Case of the U!REKA-Network.

Building Communities and Enhancing Belonging: A Route Map for Assessment Design (2023)
Other
Haddow, C., & Brodie, J. (2023). Building Communities and Enhancing Belonging: A Route Map for Assessment Design. [Assessment guide]

A sense of belonging to a community in HE has been linked to positive outcomes for students such as increased engagement, identity development and retention (Masika & Jones, 2015; Soria & Stubblefield, 2015) and has emerged as a buffer to declining m... Read More about Building Communities and Enhancing Belonging: A Route Map for Assessment Design.

'ChatGPT & Me' Student Padlet Data With Reactions (2023)
Dataset
Drumm, L., Illingworth, S., Graham, C., Calabrese, P., Taylor, S., Dencer-Brown, I., & van Knippenberg, I. (2023). 'ChatGPT & Me' Student Padlet Data With Reactions. [Dataset]. https://doi.org/10.17869/enu.2023.3200728

These data are from a project which aimed to collect and analyse student attitudes to artificial intelligence (AI) and their own learning and assessment while they are studying with Edinburgh Napier University. AI tools such as ChatGPT make it easier... Read More about 'ChatGPT & Me' Student Padlet Data With Reactions.

Fostering a Sense of Belonging to Support Successful Online Learners (2023)
Presentation / Conference
Brodie, J. (2023, September). Fostering a Sense of Belonging to Support Successful Online Learners. Presented at QAA Scotland - The future of Learning and Teaching: Planning and Delivery of digitally Enhanced Blended Learning, Glasgow, UK

This invited round table presentation was given at The QAA Scotland's event on 'The future of Learning and Teaching: Planning and Delivery of digitally Enhanced blended learning'. The presentation discussed the challenges of supporting belonging at a... Read More about Fostering a Sense of Belonging to Support Successful Online Learners.

Investing in degree apprenticeships: Analysing experiences through Conservation of Resources Theory (2023)
Conference Proceeding
Taylor-Smith, E., Smith, S., & Bratton, A. (in press). Investing in degree apprenticeships: Analysing experiences through Conservation of Resources Theory.

Degree apprentices have reported finding work-life-study balance challenging. This study uses the Theory of Conservation of Resources (COR) to investigate the resources invested and gained by apprentices in the achievement of their goal of a degree w... Read More about Investing in degree apprenticeships: Analysing experiences through Conservation of Resources Theory.

Toilet graffiti: What can we learn from the visual languaging in the stalls? (2023)
Presentation / Conference
Victoria, M. (2023, September). Toilet graffiti: What can we learn from the visual languaging in the stalls?. Paper presented at DN29 Visiolinguistics: Panoramas of Languaging and Visuality, Online

Academic research has conceptualised toilet graffiti or latrinalia (Dundes, 1966) as a ‘symbol of a sociological subculture, juvenile delinquency, and regulatory problem’ (Halsey & Young, 2006);as a ‘communal public diary’ (Kurniawan & Anderson, 2008... Read More about Toilet graffiti: What can we learn from the visual languaging in the stalls?.

Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges (2023)
Journal Article
Bowen, T., Drysdale, M. T., Callaghan, S., Smith, S., Johansson, K., Smith, C., …Berg, T. (in press). Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges. Higher Education, Skills and Work-based Learning, https://doi.org/10.1108/HESWBL-05-2023-0115

Purpose This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and prof... Read More about Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges.

‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices (2023)
Journal Article
Smith, S., Fabian, K., Taylor-Smith, E., Barr, M., Berg, T., Bratton, A., …Zarb, M. (in press). ‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices. Journal of Vocational Education and Training, https://doi.org/10.1080/13636820.2023.2255576

In the UK context of an ageing population, degree apprenticeships represent a new opportunity to study for a degree while working. Apprentices are full-time employees granted time to study for a degree with a significant workplace learning component.... Read More about ‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices.

Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study (2023)
Journal Article
Taylor-Smith, E., Smith, S., Fabian, K., & Bratton, A. (in press). Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study. Journal of Workplace Learning, https://doi.org/10.1108/JWL-01-2023-0007

Purpose: The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers, and universities. This study investigated the lived experiences and reflections of the apprentices at the centre, to inform... Read More about Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study.

‘I can’t really say as my course is 90% male’: students perceptions of gender impact on computing and engineering degrees (2023)
Presentation / Conference
Taylor-Smith, E., Smith, S., & Fabian, K. (2023, June). ‘I can’t really say as my course is 90% male’: students perceptions of gender impact on computing and engineering degrees. Paper presented at 2023 Horizons in STEM, Swansea, UK

In UK higher education, the majority of computing and engineering students are men. HESA (2023) records the proportion of women studying ‘Computing’ and ‘Engineering and technology’ as 22.78% and 20.47% respectively. Lack of women is a problem for bo... Read More about ‘I can’t really say as my course is 90% male’: students perceptions of gender impact on computing and engineering degrees.

Women into Tech: understanding barriers, making connections (2023)
Presentation / Conference
Taylor-Smith, E., Smith, S., Shankland, C., & Kolberg, M. (2023, June). Women into Tech: understanding barriers, making connections. Paper presented at 2023 Horizons in STEM, Swansea, UK

Computing and technology need a better gender balance. BCS report that, in 2021, only 22% of all IT specialists in the UK were women and their median hourly pay was 13% less than male employees. Further, according to HESA data, only 21% of students i... Read More about Women into Tech: understanding barriers, making connections.

Understanding international students' experiences with assessments through rich pictures (2023)
Presentation / Conference
Victoria, M., & Ratz, S. (2023, June). Understanding international students' experiences with assessments through rich pictures. Paper presented at The Gathering 2023: Learning & Teaching conference, Edinburgh

Higher education institutions continue to see an increasing number of international students who bring with them diverse forms of assessment ‘literacies’ acquired from previous sociocultural and educational contexts. This presentation explores the ex... Read More about Understanding international students' experiences with assessments through rich pictures.

Shaping Educational Leadership, Inspiring Enhancement: Reflections & Future Action (2023)
Presentation / Conference
Caddell, M., Blackwell-Young, J., Haddow, C., & Davis, K. (2023, June). Shaping Educational Leadership, Inspiring Enhancement: Reflections & Future Action. Paper presented at QAA Enhancement Themes Conference: Shaping the Student Experience Together: 20 Years of Enhancement, Glasgow Caledonian University

You Are Not Alone: Identifying, Exploring and Creating Support Networks for Programme Leaders (2023)
Presentation / Conference
Haddow, C., Davis, K., & Petrova, P. (2023, June). You Are Not Alone: Identifying, Exploring and Creating Support Networks for Programme Leaders. Presented at QAA Programme Leaders' Network Conference, University of Birmingham

The practice of apprenticeships as work-integrated learning (2023)
Book Chapter
Smith, S., Taylor-Smith, E., Fabian, K., & Klotz, D. (2023). The practice of apprenticeships as work-integrated learning. In K. E. Zegwaard, & T. J. Pretti (Eds.), The Routledge International Handbook of Work-Integrated Learning (207-217). (3rd Edition). Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781003156420

The term ‘apprentice’ is used to describe an employee who is learning in order to fulfill a future job role, with this learning largely encompassing on-the-job training and learning by doing (Fuller & Unwin, 1998). Conventionally, apprenticeships wer... Read More about The practice of apprenticeships as work-integrated learning.

Re-Designing an MBA programme to meet the challenge of growth in international student numbers (2023)
Presentation / Conference
Yapa, M., & Brodie, J. (2023, May). Re-Designing an MBA programme to meet the challenge of growth in international student numbers. Paper presented at CABS LTSE 2023 Conference, Northport, Wales

The case study demonstrates the novel pedagogy and process undertaken in designing a new MBA programme that would help support increased positive outcomes for international students coming from diverse economic and cultural backgrounds. The case pres... Read More about Re-Designing an MBA programme to meet the challenge of growth in international student numbers.