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Home  /  Papers  /  Papers By Session View Papers By Session View by domain --------------------- Academic Practice.. Higher Education Policy Mgt, Leadership, Gov. & Qty Learning, Teaching & Assessment Student Experience --------------------- View by session --------------------- A, 12 Dec, 12.15 B, 12 Dec, 12.45 C, 12 Dec, 14.15 D, 12 Dec, 15.00 E, 12 Dec, 15.45 F, 12 Dec, 16.45 G, 13 Dec, 09.00 H, 13 Dec, 09.45 J, 13 Dec, 12.00 K, 13 Dec, 12.45 L, 13 Dec, 14.15 M, 13 Dec, 15.00 N, 13 Dec, 16.00 P, 14 Dec, 09.00 Q, 14 Dec, 09.45 R, 14 Dec, 10.30 Poster Session ---------------------      Session: C, 12 Dec, 14.15 R Deem - Individual Paper Session: C.1.1 The project arose from an SRHE Donald Bligh funded workshop series on newer researchers in higher education. P Ashwin - Individual Paper Session: C.1.2 The project arose from an SRHE Donald Bligh funded workshop series on newer researchers in higher education. S Lamoureux - Symposium C2 Session: C.2.1 Symposium: We all have our parts to play: The roles of students, peer-mentors and administration in creating pathways to higher education and student success for minority-language students K Turner - Symposium C2 Session: C.2.2 Symposium: We all have our parts to play: The roles of students, peer-mentors and administration in creating pathways to higher education and student success for minority-language students M Cotnam - Symposium C2 Session: C.2.3 Symposium: We all have our parts to play: The roles of students, peer-mentors and administration in creating pathways to higher education and student success for minority-language students A Malette - Symposium C2 Session: C.2.4 Symposium: We all have our parts to play: The roles of students, peer-mentors and administration in creating pathways to higher education and student success for minority-language students S Brown - Individual Paper Session: C.3.0 Changing the experiences of Masters level learning through improving assessment; J Rattray - Individual Paper Session: C.4.0 Research within the field of Higher Education governance and management identifies a shift in the nature of institutional governance that has been taking place over the past twenty years L McAlpine - Symposium C5 Session: C.5.1 For a number of years, my colleagues and I have been documenting the experiences of doctoral students, researchers and new lecturers as they navigate careers and seek employment within (and sometimes beyond) the academy. J Malcolm - Symposium C5 Session: C.5.2 Not here, not now: reconstructing academic work from a distance S Fincher - Symposium C5 Session: C.5.3 Non-storied narrative: anonymous academic diaries M Van Winkel - Symposium C5 Session: C.5.4 Understanding lecturers’ development in novel researcher roles in the context of new universities in transition. A longitudinal, qualitative analysis of weekly written narratives. L Gornall - Symposium C5 Session: C.5.5 ‘Research on academic work matters to the scholars undertaking the study too!’ H Li - Individual Paper Session: C.6.0 How to understand the gap between practice and theory when making education innovation? H Knowler - Individual Paper Session: C.7.0 Exploring the assessment experiences of postgraduate ‘international’ students: developing ‘culturally sensitive’ practices K Foskett - Individual Paper Session: C.8.0 Indian voices – Foreign study  More than just the post graduate programme. J Abrams - Individual Paper Session: C.9.0 Topic: Governance and the New Universities during a period of change a Case Study in the United Kingdom. R Pinheiro - Individual Paper Session: C.9.1 Strategic actor-hood and institutional transformation – the case of a Nordic University M Girotto - Individual Paper Session: C.9.2 How academic managers talk about strategy process: roles, practices and rationales of strategy engagement G Parry - Symposium C10 Session: C.10.1 Whether vocational training and further education are located inside or outside the higher education system, the move from mass to near-universal participation has seen wider sets of relationships between colleges and universities together with overlap in their missions and activities (Moodie 2008). P Temple - Symposium C10 Session: C.10.2 Further education colleges’ (FECs) funding for undergraduate education has come through two routes: either funded student numbers allocated to the FEC directly from HEFCE (just as a university would receive them, though in smaller numbers) or, more usually, via what are known as franchise arrangements with a university, which transfers some of its own funded higher education student numbers to the FEC, which then recruits and teaches the students. C Callender - Symposium C10 Session: C.10.3 Policy discourses about HE in FE posit distinct advantages of FECs over HEIs, in relation to: accessibility; vocational and flexible provision; learning ‘ethos’ and environment; costs; and widening participation (HEFCE 2006, QAA, 2006, BIS, 2011). M Owens - Symposium C10 Session: C.10.4 FECs make an important contribution to the delivery of HE in England (and an even more important contribution in Scotland). There are currently as many students taking HE courses in FECs as there were in the entire HE system at the time of the Robbins report which triggered the major post-war expansion of HE in the United Kingdom (Scott 2009). M Richardson - Individual Paper Session: C.11.0 Can Higher Education contribute to recovery in mental health? The barriers, challenges, experiences and outcomes of a widening access model within mental health. C McCaig - Individual Paper Session: C.12.0 New OFFA Access Agreements and the National Scholarship Programme: Ramifications for Access to English Higher education   Top

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