A

Atenas, Javiera (2024) Educación Abierta: avances, desafíos y espacios de colaboración con ecosistemas abiertos. In: Forum of the Countries of Latin America and the Caribbean on Sustainable Development, 2024., 15 - 18 April 2024, Santiago, Chile.

Atenas, Javiera (2024) Ethical development of AI-enabled Open Educational Resources (OER). In: GO-GN Friends and Experts webinar, 23rd January, Online.

Atenas, Javiera (2024) Guidelines on the implementation of the OER recommendation action area 2: developing supportive policy. UNESCO, Paris, France.

Atenas, Javiera, Beetham, Helen, Bell, Frances, Cronin, Catherine, Vu Henry, Jade and Walji, Sukaina (2022) Feminisms, technologies and learning: continuities and contestations. Learning, Media and Technology, 47 (1). pp. 1-10. ISSN 1743-9892

Atenas, Javiera, Betta, Giovanni, Corbo, Filomena, Corsi, Elisabetta, Ann Katherine, Isaacs, Limone, Pierpaolo, Lombardo, Bianca Maria, López Aguado, María Mercedes, Michelini, Marisa, Serbati, Anna, Tenore, Alfred, Vinci, Viviana, Felissati, Ettore and Perla, Loredana (2023) Guidelines for the recognition and enhancement of university teaching. Working Paper. ANVUR, Rome.

Atenas, Javiera, Havemann, Leo, Rodes, Virginia and Podetti, Manuel (2023) Critical data literacy in praxis: An open education approach for academic development. Edutec, Revista Electrónica de Tecnología Educativa, 84. pp. 49-67. ISSN 1135-9250

Atenas, Javiera, Nerantzi, Chrissi and Bussu, Anna (2023) A conceptual approach to transform and enhance academic mentorship: through open educational practices. Open Praxis, 15 (4). pp. 271-287. ISSN 2304-070X

B

Barnes, Stephen (2021) Clearing the cultural hurdles in a new university. In: Excellence in University Leadership and Management: Case Histories. ACPIL, Reading, UK. ISBN 9781914587160

Buck, Ellen and Tyrrell, Katie (2022) Block and Blend: a mixed method investigation into the impact of a pilot block teaching and blended learning approach upon student outcomes and experience. Journal of Further and Higher Education, 46 (8). pp. 1078-1091. ISSN 0309-877X

C

Cushen-brewster, Noreen, Barker, Anne, Driscoll-evans, Paul, Langton, Helen and Wigens, Lynne (2021) The experiences of adult nursing students completing their final placement during the COVID-19 pandemic. British Journal of Nursing. ISSN 0966-0461 (In Press)

D

Dodd, Alyson L, Priestley, Michael, Tyrrell, Katie, Cygan, Sebastien, Newell, Catherine and Byrom, Nicola (2021) University student well-being in the United Kingdom: a scoping review of its conceptualisation and measurement. Journal of Mental Health. ISSN 0963-8237

E

Eldridge, Emma and Flaherty, Ruth (2021) The fine line between perseverance and change; giving and receiving feedback; decision making processes…and the importance of making bad jokes. Emma Eldridge.

G

Gartland, Clare (2020) Outreach. In: The Encyclopedia of Higher Education. Sage, London, UK. ISBN 9781473942912

Gartland, Clare (2020) STEM Ambassadors. In: The Encyclopedia of Higher Education. Sage, London, UK. ISBN 9781473942912

Gartland, Clare and Smith, Christine (2018) Supporting progression to HE: the role of colleges and vocational courses. Education & Training, 60 (6). pp. 637-650. ISSN 0040-0912

Goodchild, Tim (2016) The evolution of pedagogy for non-traditional students at a UK higher education institution. In: Student-driven learning strategies for the 21st century classroom. Advances in educational technologies and instructional design . IGI Global, Hershey, USA, pp. 179-197. ISBN 9781522516897

Gravey, Viviane and Huggins, Christopher (2023) Conclusions on teaching European Union politics. In: Teaching European Union Politics. Edward Elgar. (In Press)

H

Harvey-lawrence, Emma, Reeves, Laura, Sewell, Jenny, Sims, Nancy, Strehlow, Todd and Teemal, Ann (2023) You can’t block if you don’t blend: implications of ineffective communication and siloed working from a new lecturer perspective. In: Building Futures Block by Block, 2nd June 2023, University of Suffolk, Ipswich, UK. (Unpublished)

Havemann, Leo, Corti, Paola, Atenas, Javiera, Nerantzi, Chrissi and Martínez-Arboleda, Antonio (2023) Making the case: opening education through collaboration. Rivista di Digital Politics (2). pp. 305-326. ISSN 2785-0072

Huggins, Christopher (2023) Field trips and experiential learning in European Union politics. In: Teaching European Union Politics. Edward Elgar. (In Press)

Huggins, Christopher and Gravey, Viviane (2023) Introduction: teaching and learning European Politics in a time of crisis. In: Teaching European Union Politics. Edward Elgar. (In Press)

M

Mcerlain-Naylor, Stuart (2020) Experiences of undergraduates publishing biomechanics research. Journal of Applied Biomechanics. ISSN 1543-2688 (In Press)

S

Seal, Mike (2019) The interruption of heteronormativity in higher education, queer and critical pedagogies. Queer studies and education . Palgrave Macmillan, London, England. ISBN 9783030190880

Seal, Mike and Parkes, Sarah (2020) Pedagogy as transition: student directed tutor groups on foundation years. Journal of the Foundation Year Network, 1. pp. 7-20.

Seal, Mike, parkes, sarah, mathias, leoarna, hall, pheobe and maGowan, Kaece (2018) Becoming a Newman Foundation year student: conscientization to promote democratic engagement, meaningful dialogue and co-operative working. Journal of the Foundation Year network, 1 (1). pp. 71-86.

Strudwick, Ruth and Day, Jane (2013) A seminar series in practice for interprofessional learning (IPL). Health and Social Care Education, 2 (2). pp. 48-52. ISSN 2051-0888

Strudwick, Ruth and Harvey-lloyd, Jane (2017) Interprofessional interactions study. The journal of practice teaching and learning, 15 (1). pp. 81-93. ISSN 1759-5150

Strudwick, Ruth and Harvey-lloyd, Jane (2016) An innovative interprofessional assessment. International Journal of Practice-based Learning in Health and Social Care, 4 (2). pp. 88-100. ISSN 2051-6223

W

Willis, Reilly and Vieira braga, Paulo (2024) Understanding engagement in intensive learning: From fuzzy chaotic indigestion to eupeptic clarity. Journal of University Teaching and Learning Practice, 21 (2). ISSN 1449-9789