Dr Uzair Shah


Current Teaching

MA in HR & Consulting - Dissertation Supervision

A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context
Hodgson, V.E., Shah, S.U. 05/2017 In: Learning, Media and Technology . 42, 2, p. 198-213. 16 p.
Journal article

Bringing the local into focus: the case for researching social entrepreneurship within transnational higher education
Shah, U., Kevill, A. 2015
Conference paper

Damaged and refractive teaching and learning practices in international developing university contexts
Shah, U., Hodgson, V. 2014 In: Proceedings of 9th International Conference on Networked Learning 2014, 7-9th April, Edinburgh, UK.
Conference contribution

Teachers’ use of learning technology in a South Asian context
Shah, U. 2014 In: The design, experience and practice of networked learning research in networked learning. Berlin : Springer p. 87-105. 19 p.
Chapter (peer-reviewed)

The other side of digital divide and influence on individual practices
Shah, U. 2014
Conference paper

Using Framework of Intentionality in illuminating implications of contextual limitations on educational practices
Shah, U. 2014 In: International Conference on Phenomenography and Variation Theory, 2014, 1-3rd September, University of Oxford, UK.

Teachers’ Experiences of using Learning Technology in Pakistan
Shah, U., Hodgson, V., Trehan, K. 2/04/2012 In: Proceedings of 8th International Conference on Network Learning . Maastricht, Netherlands 9 p. Electronic ISBN: 978-1-86220-283-2.
Conference contribution

Damaged teaching experiences in using learning technology; a phenomenographic investigation
Hodgson, V., Shah, U., Trehan, K. 2012 In: The ABS Learning & Teaching Conference, in association with the Higher Education Academy (HEA).

Implementing knowledge transfer solution through web-based help desk system
Ariffin, M., Arshad, N., Shaarani, A., Shah, U. 2007 In: Proceeding of the Fourth International Conference on Information Technology (ICIT07) 2007, 25-27th May, Austria.
Conference contribution


Quadruple-accredited world-ranked