International Research Conference, Lancaster UK, 21-23 July 2014
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Conference Papers

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Paper Number Paper Details


Illuminating the student experience within the liminal space: exploring data-driven learning design for negotiating troublesome concepts

Bethany Alden Rivers, University of Northampton


Writing Unisa

Felicity Andersson, University of South Africa


Examining the relations between sociology students' accounts of knowledge and identity

Paul Ashwin, Lancaster University, Andrea Abbas, University of Lincoln, Monica McLean, University of Nottingham


Stories of persistence: The liminal journey of first generation university graduates

Faith Auton-Cuff & Jordan Gruenhage, Dept. of Educational Studies, Kwantlen Polytechnic University


Research into higher education in the contemporary context: a case for widening the approaches we use to develop our knowledge resources and critical insights

Richard Bailey, University of Bolton


A binary system of tertiary education: past ideas, contemporary policy and future possibilities

Francesca Beddie, University of Canberra


International student perspectives on the quality of taught postgraduate provision: Collecting meaningful feedback

Lia Blaj-Ward, Nottingham Trent University


Developing researchers: the undergraduate years

Chrissie Boughey, Rhodes University


Close-up, practitioner-led, 'impact'-ful research in higher education: an example

Harriet Cameron, The University of Sheffield


"It was an oasis in a busy life, a busy city": The CLTD writing retreat

Penelope Jane Castle, Moyra Keans, University of the Witwatersrand


Impact evaluation in academic development: questioning evidence

Deesha Chadha, Sharon Markless, Kelly Coate, King’s Learning Institute, King’s College London.


Surfing the waves of learning? Exploring the possibility of enabling greater cumulative knowledge building through pedagogy using Semantics

Sherran Clarence, University of The Western Cape


Translations and contradictions: on making a difference and critical distance

Sue Clegg, Leeds Metropolitan University


In a liminal space: learning to 'think like a physicist'

Honjiswa Conana, Delia Marshall, University of The Western Cape & Jennifer Case, University of Cape Town


Social justice and South African university student enrolment data by ‘race’, 1988-1998-2008: from ‘skewed revolution’ to ‘stalled revolution’. And could research-based policy interventions have made a difference to these developments?

David Cooper, University of Cape Town


PAAR for the Course: Supporting postgraduate Level 7 students through a taught programme

Vanessa Cottle & Anne O'Grady, University of Derby


Researching the role of the PhD in developing an academic career: does it make a difference?

Karin Crawford, University of Lincoln, Angela Brew, Macquarie University, Australia, David Boud, University of Technology, Sydney, Lisa Lucas, University of Bristol


Using students in close up research in higher education: what we did and what we learned from LJMU's 'learning for complex world' NTF project

Vanessa Cui, Nottingham Trent University & Phil Vickerman, Liverpool John Moores University


External examiner standards close-up

Birgit den Outer, Oxford Brookes University


Teacher Preparation for Child Protection: A Strengths Approach

Angela Fenton, Charles Sturt University


Sociomaterial texts, spaces and devices: questioning 'digital dualism' in library and study practices

Lesley Gourlay & Martin Oliver, Institute of Education, University of London, Donna Lanclos, University of North Carolina


What is the impact of integrating language and content in higher education (ICLHE) and how do you study it?’

Magnus Gustafsson, Andreas Eriksson, Chalmers University of Technology, Sweden, Marie Paretti, VirginiaTech, USA


“How difference makes a difference”

Tim Higgins, National University of Ireland


"Can research make a difference in Swedish? - linguistic issues in internationalizing higher education"

Susanne Jämsvi, University of Gothenburg & University of Borås, Sweden


Professions and professional education that serve the public int

Peter Kahn, The University of Liverpool


Scholarship of teaching, professional learning, professional practice: Evidence-based or virtues-based practices?

Carolin Kreber, The University of Edinburgh


A tale of shedding and growing skins in close up higher education research

Melinda Lewis, The University of Sydney


Are the existing research evaluation efforts in South Africa making a difference to the present higher education research environment?

Mochaki Deborah Masipa, Masipa Incorporated Attorneys


Conceptions of difference within theories of Social Justice: implications for higher education research

Jan McArthur, Lancaster University


Ends and means in national research quality assessment

Ian McNay, University of Greenwich


Applying close-up methods to examine the heuristic value of global university rankings for different groups: the UK higher education policy context

Catherine O'Connell, Freelance/Chester University


To what extent can we consider research findings as "knowledge resources for changing practice" (Saunders 2014)? A case study in the Earth and Life Sciences at the University of Cape Town.

Moragh Paxton, University of Cape Town


Using self-evaluative practices to impact technology enhanced learning

Claire Raistrick, University of Warwick


Tools for navigating the liminal tunnel

Julie Rattray, Durham University


The ethics challenge: changing constituencies, shaping future rules

Jan Smith, Durham University


Moving out of our comfort zones to make a difference - do we really want to?

Pat Strauss, AUT University Auckland


Implementing a change initiative within a university department of accounting and finance to improve teacher practice and student learning

Wilma Teviotdale, David Clancy, University of Huddersfield


The teachers' Internationalisation Programme -TIP: an educational design research

Marion Troia, Hanze University Groningen


Negotiating Contestations and Chaotic Conceptions: Close-up Research into Engaging "Non-Traditional" Students

Vicki Trowler, The University of Edinburgh



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