Items where Research Institute, Centre or Group is "Quality Enhancement and Student Success"
|Up a level|
- University Structure (7539)
- Quality Enhancement and Student Success (76)
Number of items at this level: 23.
BRADLEY, S. A. (2010). Reconstructed grounded theory: beyond comparison? In: DIRCKINCK-HOLMFELD, L., HODGSON, V., JONES, C., DE LAAT, M., MCCONNELL , D. and RYBERG , T,, (eds.) Proceedings of the 7th international conference on networked learning 2010. Lancaster, Lancaster University, 70-78.
BRADLEY, Sally (2012). Recognising the inspirational teaching of Claire Craig. Student Engagement and Experience Journal, 1 (2).
BRADLEY, Sally, KIRBY, Emma and MADRIAGA, Manuel (2015). What students value as inspirational and transformative teaching. Innovations in Education and Teaching International, 52 (3), 231-242.
DIAMOND, Susannah, MIDDLETON, Andrew and MATHER, Richard (2011). A cross‐faculty simulation model for authentic learning. Innovations in Education and Teaching International, 48 (1), 25-35.
FLINT, A. and OXLEY, A. (2009). Learning from internal change academy processes : final report. Project Report. Sheffield, Sheffield Hallam University.
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.
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).
GLOVER, Ian (2013). Open badges: a visual method of recognising achievement and increasing learner motivation. Student Engagement and Experience Journal, 2 (1).
GLOVER, Ian (2013). Play as you learn: gamification as a technique for motivating learners. In: HERRINGTON, Jan, COUROS, Alec and IRVINE, Valerie, (eds.) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013. Chesapeake, VA, AACE, 1999-2008 .
GLOVER, Ian and LATIF, Farzana (2013). Investigating perceptions and potential of open badges in formal higher education. In: HERRINGTON, Jan, COUROS, Alec and IRVINE, Valerie, (eds.) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013. Chesapeake, VA, AACE, 1398-1402.
GLOVER, Ian and MALONE, Cathy (2014). Towards the devolution of lifewide learning awards through verifiable digital badges. In: JACKSON, Norman and WILLIS, Jenny, (eds.) Lifewide Learning and Education in Universities and Colleges. Lifewide Learning.
IRWIN, B. and BOULTON, H. (2010). Analysing the development of professional identity in blogging discourse. In: RUST, C., (ed.) Improving student learning: for the twenty-first century learner. Proceedings of the 17th improving student learning symposium. Oxford, The Oxford Centre for Staff and Learning Development, 22-32.
IRWIN, B. and HRAMIAK, A. (2010). A discourse analysis of trainee teacher identity in online discussion forums. Technology, pedagogy and education, 19 (3), 361-377.
MADRIAGA, M. (2005). The star-spangled banner, US military veterans and the category of whiteness. In: Flying the flag: critical perspectives on symbolism and identity, Cultural Complexity in the New Norway, University of Oslo, 24-25 November 2005.
MADRIAGA, M., GOODLEY, D., HODGE, N. and MARTIN, N. (2008). Enabling transition into higher education for students with asperger syndrome. Project Report. Higher Education Academy.
MADRIAGA, Manuel (2013). Output of radical collegiality? Student Engagement and Experience Journal, 2 (1).
MADRIAGA, Manuel (2012). The vision of the student engagement and experience journal. Student Engagement and Experience Journal, 1 (2).
NORTCLIFFE, Anne (2012). Can students assess themselves and their peers? : a five year study. Student Engagement and Experience Journal, 1 (2).
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.
OXLEY, A. and FLINT, A. (2008). Placing student voices at the heart of institutional dialogue. Educational developments, 9 (3), 14-16.
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.
WOODCOCK, Ben, MIDDLETON, Andrew and NORTCLIFFE, Anne (2012). Considering the Smartphone Learner: developing innovation to investigate the opportunities for students and their interest. Student Engagement and Experience Journal, 1 (1), 1-15.