Items where SHU Author is "Flint, Abbi"
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Number of items: 11.
FLINT, A., OXLEY, A., HELM, P. and BRADLEY, S. (2009). Preparing for success: one institution's aspirational and student focused response to the National Student Survey. Teaching in higher education, 14 (6), 607-618.
CLEGG, S. and FLINT, A. (2006). More heat than light: plagiarism in its appearing. British journal of sociology of education, 27 (3), 373-387.
FLINT, A., CLEGG, S. and MACDONALD, R. (2006). Emotion, practice and plagiarism: exploring staff perspectives. In: Plagiarism: Prevention, Practice and Policies Conference, Newcastle upon Tyne, June 28-30 2004.
FLINT, A., CLEGG, S. and MACDONALD, R. (2006). Exploring staff perceptions of student plagiarism. Journal of further and higher education, 30 (2), 145-156.
FLINT, Abbi and O'HARA, Mark (2013). Communities of practice and ‘student voice’: engaging with student representatives at the faculty level. Student Engagement and Experience Journal, 2 (1).
O'HARA, M. and FLINT, A. (2010). "If you build it, they won't necessarily come!" Engaging student representatives beyond the course level. In: BRAMHALL, M., O'LEARY, C. and CORKER, C., (eds.) Case studies: volume 2. Sheffield Hallam University, Centre for Promoting Learner Autonomy, 185-192.
OXLEY, A. and FLINT, A. (2010). Learning from Internal Change Academy processes. Educational developments, 10 (3), 25-28.
FLINT, A. and OXLEY, A. (2009). Learning from internal change academy processes : final report. Project Report. Sheffield, Sheffield Hallam University.
PURVIS, A., CRUTCHLEY, D. and FLINT, A. (2009). Beyond peer observation of teaching. In: GOSLING, D. and O'CONNOR, K. M., (eds.) Beyond the Peer Observation of Teaching. SEDA Paper (124). London, Staff and Educational Development Association, 23-28.
FLINT, A., OXLEY, A. and HYNES, C. (2008). Shared futures: student involvement in an internal change academy. In: Higher Education Academy annual conference, Harrogate, July 1-3 2008.
OXLEY, A. and FLINT, A. (2008). Placing student voices at the heart of institutional dialogue. Educational developments, 9 (3), 14-16.