Doctoral Programme Menu
Student Publications and Conference Papers
This is a list of the papers our students have published based on the research they have undertaken as part of the Doctoral Programme. It evidences both the overall quality of their research and our commitment to encourage and support students in seeking publication.
Publications
Allan, David (2010) 'Every paper matters: a comparative analysis of two policies surrounding the development of children and young people', Education, Knowledge and Economy, 4: 1, 57-71
Boyd, P. (2010 in press) Becoming a Professional Educator: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development.
Boyd, P. & Harris, K. (2010) Becoming a university lecturer in teacher education: Expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36 (1-2), 9-24.
Boyd, P. & Lawley, L. (2009) Becoming a Lecturer in Nurse Education: The work-place learning of clinical experts as newcomers. Learning in Health and Social Care
Boyd, P. (2009) University of Cumbria: Peer Review of Teaching, Learning and Assessment in D. Gosling & K. Mason O'Connor (Eds.), Beyond the Peer Observation of Teaching. SEDA Paper 124. London: Staff and Educational Development Association.
Carey P (in press) Student engagement: stakeholder perspectives on course representation in university governance. Studies in Higher Education
Carey P (in press) Representation and Student Engagement in Higher Education: a reflection on the views and experiences of course representatives Journal of Further and Higher Education
Carey P (in press) Exploring variation in nurse educators’ perceptions of the inclusive curriculum International Journal of Inclusive Education
Christiansen A and Bell A (2010) Peer learning partnerships; exploring the experience of pre-registration nursing students. Journal of Clinical Nursing (19) 803-810.
Drew, L. (2005) Variation in approaches to learning and teaching in disciplinary contexts: how to accommodate diversity? In Rust, C. (Ed.) Improving Student Learning: Improving Student Learning: Diversity and Inclusivity (pp. 76-86) Oxford: Oxford Brookes University, Oxford Centre for Staff and Learning Development.
Drew, L. (2004) Approaches to teaching: extending 'theory' in the context of art, design and communication. In Rust, C. (Ed.) Improving Student Learning: Improving Student Learning: Theory, Research and Scholarship (pp. 134-144) Oxford: Oxford Brookes University, Oxford Centre for Staff and Learning Development.
Drew, L. (2004) The experience of teaching creative practices: conceptions and approaches to teaching in the community of practice dimensions in A. Davies (Ed) Enhancing Curricula: towards the scholarship of teaching in art, design and communication in Higher Education (pp. 106-123) London: Centre for Learning and Teaching (CLTAD).
Drew, L. (2000) Do development interventions shape conceptions of teaching in Art and Design?In Rust, C. (Ed.) Improving Student Learning: Improving Student Learning through the Disciplines (pp. 230-243) Oxford: Oxford Brookes University, Oxford Centre for Staff and Learning Development.
Drew, L. and Vaughan, S. (2002) The course team as the focus for contextualised professional learning. Innovations in Education and Teaching 39,3 pp.183-195
Drew, L. and Williams, C. (2003) Variation in the experience of teaching creative practices: the community of practice dimension.In Rust, C. (Ed.) Improving Student Learning: Improving Student Learning Theory and Practice-10 years on (pp. 119-129) Oxford: Oxford Brookes University, Oxford Centre for Staff and Learning Development.
Drew, L. and Williams, C. (2002) Variation in the experience of learning technologies in teaching in art, design and communication: implications for network dissemination strategies.In Rust, C. (Ed.) Improving Student Learning: Improving Student Learning Using Learning Technology (pp. 139-148) Oxford: Oxford Brookes University, Oxford Centre for Staff and Learning Development.
Haigh J (2006) Expansive learning in the university setting: the case for simulated clinical experience Nurse Education in Practice 7:2 95-102
Haigh J Dearnley C Meddings F (2007) The impact of an enhanced assessment tool on students' experience of being assessed in clinical practice: a focus group study Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education (PESTLHE) 2:1 21-41
Haigh J (2008) Integrating progress files into the academic process: a review of case studies Active learning in Higher Education 9:1 57-71
King, C (2010) Faith Schools in Pluralistic Britain: debate, discussion and considerations. The Journal of Contemporary Religion Vol 25, No 2 pp 283-301
King, C (2008) Engaging students 'at risk': repeat year and clearing entrants on Stage One of UCLan's Combined and Joint Honours Programme. Widening Participation and Lifelong Learning, Vol. 10, No. 1.
King, C (2009) Employability: exploring policy, provision and the implications of embedding employability within the higher education curriculum-a discussion. Widening Participation and Lifelong Learning, Vol. 11, No. 2
King, C (2007) Do students and academic staff perceive and/or experience motivation differently? Widening Participation and Lifelong Learning, Vol. 9, No. 3.
McArthur, J. (2010) Time to look anew: critical pedagogy and disciplines within higher education, Studies in Higher Education, 35(3)
McArthur, J. (2010) Achieving social justice within and through higher education:the challenge for critical pedagogy, Teaching in Higher Education
McArthur, J., Reconsidering the Social and Economic Purpose of Higher Education, Research and Development in Higher Education (awaiting completion of requested revisions following review)
Shreeve, A. (2007) Learning development and study support-an embedded approach through communities of practice, Art, Design and Communication in Higher Education, 6(1), pp. 11-25.
Shreeve, A. (2009) 'I'd rather be seen as a practitioner, come in to teach my subject'. Identity Work in Part -Time Art and Design Tutors, International Journal of Art and Design Education, 28(2), pp. 151-159.
Shreeve, A. (2010 forthcoming) A phenomenographic study of the relationship between professional practice and teaching your practice to others. Studies in Higher Education, 35(6).
Shreeve, A. (forthcoming 2010) Joining the dots: SoTL as part of institutional research. Higher Education Research and Development. Special issue on SoTL
Shreeve, A., Sims, E. & Trowler, P. (2010) 'A kind of exchange': learning from art and design teaching, Higher Education Research and Development, 29 (2), pp. 125-138.
Shreeve, A., Wareing, S. & Drew, L. (2008) Teaching in Art and Design, in: H. Fry, S. Ketteridge & S. Marshal (Eds) A Handbook for Learning and Teaching in Higher Education (London, Kogan Page).
Stephens, S. and D. O'Donnell (2007) Computing Careers and Irish higher education: A labour market anomaly, The Journal of Industry and Higher Education, Vol 21, No 2, pp159-168.
Stephens, S. and D. O'Donnell (2007) Adult learners, tutors and the challenge of assessment at a distance, The Journal of Adult and Continuing Education, Vol 13, No 2, pp 192-202.
Young, P. (2000) 'I Might As Well Give Up': self-esteem and mature students' feelings about feedback on assignments, Journal of Further and Higher Education, vol 24.3, pp 409-442.
Young, P. (2002) 'Scholarship is the word that dare not speak its name' Lecturers' experience of teaching on a higher education programme in a further education college, Journal of Further and Higher Education, Vol 26.3 pp 273-286
Young, P. (2003) Evolution or Revolution? Changing practices in the teaching of undergraduate Social Policy, unpublished thesis, Lancaster University
Irving, Z. and Young, P. (2004) Enabling Robert to learn like Susan: the use of lectures in undergraduate teaching of Social Policy, Learning and Teaching in the Social Sciences, Issue 1 (2), pp 121-137
Young, P. and Burgess, H. (2005) 'Dancing on a Moving Carpet' in Effective Learning and Teaching in Social Policy and Social Work, Burgess and Taylor (eds) Routledge, pp 1-12.
Burgess, H. and Young, P. (2005) 'Interactive Teaching and Learning' in Effective Learning and Teaching in Social Policy and Social Work, Burgess and Taylor (eds) Routledge, pp 67-81.
Irving, Z. and Young, P. (2005) When less is more: the dominance of subject-content in the teaching of undergraduate Social Policy, Social Policy and Society. Issue 4 (1) pp 1-9
Young, P. and Irving, Z. (2005) Integrity of practice in lecturers' accounts of teaching decisions, Studies in Higher Education, 30 (4) pp 459-472
Young, P. (2006) Out of balance: lecturers' perceptions of differential status and rewards in relation to teaching and research, Teaching in Higher Education, 11 (2) pp 191-202
Young, P (2010) Generic or discipline-specific? An exploration of the significance of discipline-specific issues in researching and developing teaching and learning in higher education Innovations in Education and Teaching International, Volume 47 Issue 1, 115-124
Conference Papers
Boyd, P. (2004) Developing reflective skills: enhancing the use of assessment portfolios in a Foundation Degree, in Rust, C. (Ed.) Improving Student Learning: Diversity and Inclusivity, Proceedings of the 2004 12th International Symposium, Oxford Centre for Staff and Learning Development.
Carey P (2010) 'Sitting on the fence might give you splinters in your community of practice' SEDA Spring Teaching, Learning & Assessment Conference, Leeds 6-7 May 2010
Christiansen A. (2010) A phenomenographic study of students' experience of patients digital stories in pre-regisration education. Paper presented at NETNEP 3rd International Nurse Education Conference. Sydney, Australia. April 2010.
Drew, L. (2004) Variation in approaches to learning and teaching in disciplinary contexts. Paper presented at the 12th International Improving Student Learning Symposium 2004. Improving Student Learning Diversity and Inclusivity. Jury's Inn, Birmingham; UK
Drew, L. (2004) Variation in the experience of teaching design: the community of practice dimension. Paper presented at the Design Research Society International Conference 2004: Futureground. Monash University, Melbourne; Australia
Drew, L. (2004) The experience of teaching creative practices: conceptions and approaches to teaching in the community of practice dimension. Paper presented at the cltad 2nd International Conference: Enhancing the Curricula:Towards the Scholarship of Teaching in Art, Design and Communication. Barcelona, Spain.
Drew, L. (2003) Approaches to teaching: extending 'theory' in the context of art, design and communication. Paper presented at the 11th International Improving Student Learning Symposium 2003. Improving Student Learning: Theory, Research and Scholarship. Hinckley, Leicestershire, UK.
Drew, L. (2003) The Learning Laboratory: impact evaluation of the professional learning of teachers. Paper presented at SEDA/SRHE conference: The Scholarship of Academic and Staff Development: Research, Evaluation and Changing Practice. Wills Hall, University of Bristol 10-12 April 2003
Drew, L . (2000) Would you credit it? Adopting a credit framework in a specialist Art, Design and Communication Institution. Paper presented at SEDA Conference, Coventry University, 9-11 April 2000.
Drew, L. (2000) A disciplined approach: Learning to practice as design teachers in the University. Paper presented (13 Dec) at the 2000 conference In Swann, C. and Young, E. (Eds) Reinventing Design Education in the University (pp.187-193) Curtin University of Technology, Perth, Western Australia
Drew, L. (1999) Conceptions of Teaching in Art and Design: The influence of Higher Education Development . Presentation at Pre-EARLI Workshop: Research for and in higher educational development. Visions, models, examples: European Association for Research into Learning and Instruction, Chalmers University Gothenburg 23-24 August 1999
Drew, L. (1999) Does participation in a SEDA programme shape lecturers beliefs about teaching and learning methodologies in Art and Design? Joint SEDA / SRHE Spring Conference, Research and Practice in Educational Development(s): exploring the links, Grantham, 14-16 April 1999.
Drew, L. & Trigwell, K. (2003) Qualitative differences in approaches to teaching, teacher satisfaction and communities of practice in art, design and communication courses. Paper presented at the 10th Biennial EARLI (European Association for Research in Learning and Instruction) Conference 2003. Padova, Italy.
Drew, L. and Williams, C. (2002) Variation in the experience of teaching creative practices: the community of practice dimension. Paper presented at 10th Improving Student Learning Symposium: Improving Student Learning: Theory and Practice - 10 years on, Sheraton Hotel Brussels, Belgium 5-7 September 2002
Drew, L. and Williams, C. (2001) Phenomenographic Research: Methodological issues arising from a project investigating the variation in the experience of learning technologies in teaching art, design and communication (HE). Paper presented at BERA Conference, Leeds University, Sept 2001
Drew, L & Vaughan, S. (2000) Creative links: staff development as a catalyst for innovation in the design curriculum. Paper presented at SRHE Conference, Stirling University, 12-13 June 2000
McArthur, J. (2008) Reconsidering the Value of Disciplines: Critical Pedagogy Perspectives, Proceedings of the Society for Research into Higher Education Annual Conference
McArthur, J. (2010) The contributions that students can make to disciplinary knowledge communities: critical challenges for emancipatory pedagogies, The Scholarship of Teaching and Learning (SoTL) 8th International Conference, Thames Valley University, London, May 13-14 2010
McArthur, J. (2010) Virtuous Mess and Wicked Clarity: Struggle in Higher Education Research, Higher Education Close-Up 5: Questioning Theory-Method Relations in Higher Education Research, Lancaster University, July 20-22, 2010
Scoffield, S.J. (2009) Marketing theory and practice: the reconstruction of knowledge in the workplace, Oxford Business and Economics Conference, Oxford, June.
Shreeve, A. (2006) Enquiry in the Creative Arts. Paper presented at the Conference Learning through Enquiry: Theory and Practice, University of Manchester, 29 June 2006.
Shreeve, A. (2006) What do we want our students to be, do or become? An activity theory perspective of art and design education in: A. Davies (Ed) Enhancing Curricula: contributing to the future, meeting the challenges of the 21st century in the disciplines of art, design and communication. Lisbon, Portugal, CLTAD centre for learning and teaching in art and design.
Shreeve, A. (2007a) Drawing on Practice: supporting part-time tutors in becoming teachers. In: C. Rust (Ed) Improving Student learning Through Teaching Oxford, OCSLD.
Shreeve, A. (2008) 'It's not what I do, it's what I am'. Disciplines and the construction of identity. Key Note Presentation: presented at CLTAD Conference 2008 - Enhancing Curricula: using research and enquiry to inform student learning in the disciplines of art, design and media 3rd-4th April 2008, Lycée Francais, New York.
Shreeve, A. (2008) Keynote presentation: Practice:Practise Winchester University. One day conference with Palatine subject centre.
Shreeve, A. (2010) Between Creative Practice and Education. Paper presented to FISCAR, the Nordic Conference on Activity Theory and the Fourth Finnish Conference on Cultural and Activity Research. May 23-25 2010
Stephens, S. (2006) The changing nature of Higher Education in Ireland: Policy, Social or Issues network? Proceedings of the Challenge and Change in the Higher Education Environment conference 4-6 Sept University of Ulster Derry.
Stephens, S. (2009) Science or Science Fiction? The application of scenario techniques to the study of possible futures for learners in higher education. Proceedings of the 5th Education in a Changing Environment Conference, Salford University, September 15-16.
Atkinson, C., Wright, D., Pickernell, D. (2009) Women Entrepreneurs: Teaching and Learning 32nd Institute for Small Business & Entrepreneurship Conference (2009)
Wright, D. (2009) Social Reproduction or Social Transformation: the mediating role of higher education in facilitating female entrepreneurship Oxford Business and Economic Conference Oxford, June 2009
Wright, D. (2008) Using relationship marketing theories to create a win-win situation in academic enterprise Oxford Business and Economic Conference Oxford, June 2008
Wright, D. and Brindley, C. (2007) Taking the step: Women into Entrepreneurship Education 30th ISBE International Conference, Glasgow 2007
Wright, D.L. (2007) Women's Experience of Induction 4th Prowess Annual International Conference, Brighton, February, 2007.
Grant, J. and Wright, D., (2006) MizBiz: Educating Women for Entrepreneurship 6th International Conference in Business & Economics, October 2006. Harvard.
Wright, D. and Brindley, C. (2006) Universities Supporting Women Into Entrepreneurship 3rd Prowess Annual International Conference 2006, Cardiff
Wright, D.L. (2005) The new work order and the university: developing women leaders? 28th ISBE International Conference, Illuminating Entrepreneurship - the theory and practice of enterprise creation and development. 1 - 3 November 2005 Blackpool, UK
(Barclays Bank Award for best paper on entrepreneurship education)
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