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AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education
Number of Followers: 17  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2009-3160 - ISSN (Online) 2009-3160
Published by All Ireland Society for Higher Education Homepage  [1 journal]
  • The Recollections of a History Student on Summer Research

    • Authors: Caitríona Seery
      Abstract: My reflection on my personal experience with student engagement and partnership and the impact it had on me.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Authenticity in teaching and learning: How far do we need to go'

    • Authors: Ciara Duignan, Denise McGrath
      Abstract: Meaningful engagement with students in teaching and learning requires the
      interpersonal skills to develop trust and rapport, and the emotional intelligence
      and courage to be reciprocal in our interactions. In teaching contexts which seek
      to facilitate students’ wellbeing and lifelong personal and professional
      development skills, these requirements become personal – demanding honesty
      and vulnerability from the educator. We propose the value of reciprocal
      authenticity in these spaces and present the challenges this poses for the
      educator and team teacher. The context for this reflection is the development
      and delivery of a credit-bearing, discipline-agnostic student wellbeing and
      personal development module in an Irish university, wherein we describe our
      experience of the reflective process and use of the third space in co-creating a
      learning environment with students. As efforts to embed wellbeing in the
      curriculum gain traction, we ask whether we as educators are prepared to
      display this authenticity and consider how we can be supported to cultivate
      authentic spaces.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Increasing Representation in the Medical Curriculum through Student-Staff
           Partnership

    • Authors: Kathryn Haley, Avril Hutch
      Abstract: The Student Engagement and Partnership (StEP) programme at RCSI University of Medicine and Health Sciences is a truly progressive model of student-staff partnership. Together, the perspective of the students and the expertise of staff enables reform which is both innovative and enduring. Through the StEP framework, the REPRESENT project was proposed by a medical student as a result of the paucity of clinical images representing clinical presentations on Black, Asian and Minority Ethnic skin tones in the medical curriculum. The project resulted in a significant increase in the percentage of lecture slides shown to students which include clinical images on both white skin and skin of colour, highlighting the StEP framework as a catalyst for student-led curricular change. These projects are a true reflection of the university’s commitment to heralding students as the co-creators of their learning experience. It is inspiring to see how the university acknowledges the importance of contributions from every member of the academic community in driving progress and in shaping the future of the University.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Partnering with Students Through Peer Video Learning at University College
           Dublin

    • Authors: Crystal Fulton, Claire McGuinness, Paige Pope, Emma Owens, Gina Cohen, Marta Bustillo, Suzanne Guerin, Andrew Browne
      Abstract: Abstract. This paper reviews the experience and outcomes of video creation for peer learning within an online, self-paced undergraduate module centred on building digital research skills for social science students. The project was inspired by the ‘students as partners’ model and allowed students to contribute to future students' learning through original resource creation. This paper explores the background and context for the project, the process of student engagement and video creation, and project outcomes and future directions. Because student participation was at the heart of the project design and intention, the paper also includes reflective contributions from two students who participated as well as the experience of the Master’s student who served as the Video and Project Assistant.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Engagement, Evidence, and Ethics: Tensions in Pedagogical Research

    • Authors: Ciara Duignan, Denise McGrath
      Abstract: Abstract. Building effective partnerships with students and learning from their experiences to improve teaching and learning benefits from the conduct and dissemination of pedagogical research. However, tensions in the ethical and practical dimensions of carrying out such scholarship can be a barrier for educators. This contribution reflects our experience of planning and carrying out pedagogical research on a new student wellbeing module in an Irish university, wherein we discuss four key considerations from our experience: research ethics approval with respect to ensuring voluntariness and informed consent, access and timing with respect to the short window of time in a semester and competing academic influences, burden and information overload with respect to efforts to communicate the research, and promotion and incentives with respect to tensions in rewarding students for their contribution to scholarship but protecting their autonomy. We discuss the implications of these challenges for pedagogical research.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Student-staff partnership overcomes pandemic challenges in research:
           Establishment of a remote research programme

    • Authors: Carol Rizkalla, Katia Yajji, Celine Marmion
      Abstract: In light of the unfortunate circumstances of the COVID-19 pandemic, the RCSI University of Medicine and Health Sciences highly successful Research Summer School 2020 was cancelled to adhere to public health guidelines. This cancellation of the Summer School, while unavoidable in light of the impact of the pandemic, was nevertheless a significant setback for undergraduate students wishing to pursue research. The RCSI Research Skills Society (RSS) took the initiative to create, develop and launch a Remote Research Programme that would enlist principal investigators (PIs) with available projects and students interested in contributing to these projects remotely. The application process and selection criteria were deliberated to ensure a fair, blinded, and robust selection process. Applicants had the opportunity to read project descriptions before applying with their curriculum vitae (CV) via Google Forms. After setting the limit at 120 applications, all applicant slots were filled within two minutes of opening the application portal. The successful partnership between PIs and student research assistants resulted in 25 PIs enlisting 30 projects, with 45 successful applicants matched to these projects. Many of these projects were successfully published in academic journals such as The Journal for Wound Care, BMC Proceedings, and Journal of Personalised Medicine. A combination of students’ active engagement, co-creation of partnerships with PIs, and the support of key partners within the RCSI community were responsible for allowing the programme to be highly successful. The success of this project may have implications for the future in continuing to foster other remote research programmes to take place in order to increase accessibility to research projects. Keywords: Collaboration; Innovation; International; Networking; Research; Student engagement; Student partnership.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Building learning partnerships for innovation and transformation in
           education: An example from a creative and innovative programme for
           educators at a leading Irish university

    • Authors: Stergiani Kostopoulou , Marie Doyle, Ha Thu Truong, Jean-Christophe Jacquier, Joe Houghton, Alanna Swan, Grace O'Sullivan, Cécilia Travers, Alan Morgan
      Abstract: The need to engage students and staff effectively as partners in learning and teaching has been consistently emphasised in academic research and pedagogical practice. This article responds to this need by discussing the partnerships which were built in a creative education programme for educators from varied backgrounds, disciplines and institutions around the world at a leading Irish university. We discuss the different types of learning partnerships which are promoted during, outside and beyond the ‘Educators Programme’ and examine the pedagogical structures and processes which supported the development of partnership relationships. More specifically, we explain how the use of a Design Thinking methodology facilitated the formation of partnerships between programme facilitators and student-educators and also among student-educators, engaging them in i) collaborative learning ii) experiential learning, and iii) reflective practice. These processes were found to create an optimal environment for partnerships to grow. Psychological safety is presented as an essential foundational component for all of the above. Community of Practice is discussed as a positive outcome which naturally emerged from successful learning partnerships. Overall, it is argued that the successful learning partnerships built through the programme offered student-educators transformative learning experiences which empowered them to lead innovation and effect change in their teaching practice. This reflective case study contributes to discussions of the processes of building engagement and partnership between students and teachers and offers inspiration and practical ideas which can be applied in other local and international educational contexts. Keywords: Co-creation of learning; Community of practice; Design thinking; Experiential learning; Psychological safety; Reflective practice; Student engagement; Student-teacher partnership.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • From Students-as-Partners theory to Students-as-Partners practice:
           reflecting on staff-student collaborative partnership in an academic
           development context.

    • Authors: Jonathan Michael Johnston, Ben Ryan
      Abstract: Informed by principles of action research and presented in the form of a report-like reflective enquiry, this article outlines and contextualises key aspects of Students-as-Partners (‘SaP’) practice as implemented and experienced in an educational development context in academic year 2020/21. Reflecting on their own experiences of the SaP model, the authors set out principles and prompt questions that aim to support teaching and learning centres and/or academic departments to integrate SaP activity in their own practices. These reflections are outlined, discussed, and positioned in relation to the growing SaP literature base. The article is accompanied by a student-generated short resource pack intended to provide practical advice supporting a broad audience of staff and students to take first or next steps with staff-student partnership approaches in their own institutional contexts. Keywords: Resources; Students-as-partners; Student partnership.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • We cannot be who we cannot see – Exploring the extent to which
           Students' Union officers can be truly representative of an
           increasingly diverse student body.

    • Authors: Kevin McStravock
      Abstract: The last few decades have seen an increased diversification of the student body in higher education. Simultaneously, the collective representation of students through student representative bodies has become a central component of the higher education culture in Ireland, the UK and Europe. This paper aims to explore the challenges that student representatives, often known as student officers, face in effectively communicating the views of the entire diversity of students they represent. In exploring this issue, the paper outlines some of the key demographics typically referred to as ‘hard to reach’ (Shaw et.al, 2017) or ‘non-traditional’ (Smith, 2008) who tend to engage less visibly in student representative activities. In identifying some of the key student demographics that this issue tends to affect, the paper outlines some of the practical and cultural barriers that prevent them from fully engaging with student representation, and how this impacts the extent to which student representative bodies can effectively advocate on their behalf. In concluding, the paper identifies some existing practices that may warrant further exploration by student representatives and higher education institutions in order to ensure the diversity of the student body is effectively heard through representative structures.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Learning together in, and about, Student-Staff Partnership in Higher
           Education

    • Authors: Katharina Kurz, Morag Munro, Eddie Corr, Chris Abraham, Susan, Robyn Meyler, Julian Nagi, Michaela Waters
      Abstract: Student-staff partnerships are increasingly encouraged as a student engagement
      practice in Higher Education. By working in partnership, students and staff can learn
      from each other’s experiences and expertise, generating benefits for all. In this article,
      co-authored by students and staff, we offer insights into a student-staff partnership
      initiative at Maynooth University and Maynooth Students’ Union. Our partnership has
      its roots in the Enhancing Digital Teaching and Learning (EDTL) project, a crossinstitutional initiative that aims to enhance the digital educational experiences and
      digital attributes of Irish university students. We discuss the development of our
      partnership, and outline some of the work that we have cooperated on so far, including
      collaborative development of student supports, resources, and social media
      campaigns, as well as facilitating shared student-staff conversations and action around
      wider institutional and national concerns. We draw on concrete examples from our time
      working in this partnership, and in this context, we highlight the benefits we have
      experienced; outline the challenges we encountered; and provide insight into the
      learning and unique perspectives that Maynooth students and staff members of our
      partnership gained in the process. By reflecting on our journey and sharing both our
      learning and the challenges, we hope to contribute to the wider discourses around
      meaningful student-staff partnership approaches in Higher Education.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Tell me a story: Using personas to enhance student engagement

    • Authors: Emma O Brien, Aoife Chawke
      Abstract: Healey, Flint and Harrington (2014) suggest that engaging students in dialogue concerning learning and teaching is crucial to the future of higher education. Furthermore, the National Strategy for Higher Education to 2030 highlights the 'Involvement of students in course planning, feedback and evaluation' as a priority for HE institutes. Students participate in decision making regarding teaching and learning in a variety of ways, through surveys, student representation on committees, engagement with individual lectures and through class representation (HEA 2016; NStEP 2020; Algeo 2021). These methods, however, have limitations. The majority of feedback or evaluation on teaching and learning adopts quantitative approaches which provide limited opportunities to represent the needs of all students, and in particular non-traditional students. For example, representation on committees often over-relies on the students union and class representatives. This paper will explore the use of a narrative inquiry approach, using personas as a methodology, for large scale student involvement in decision making regarding teaching and learning.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Investigating students’ opinions on how university career services
           should operate in a post COVID-19 Ireland

    • Authors: Patrick Phillips, Lena Klein, Daniela Fernandez Duran, Dylan Tierney, Madeleine Granger Lobry, Niall Murphy, Olivia Orgias, Chiara Carcione
      Abstract: This article was written by current students and recent graduates of Trinity Business School, Trinity College Dublin in conjunction with a guidance counsellor from the college. The goal of the paper is to provide suggestions on what university careers services in Ireland could consider when providing services to students in a post COVID-19 world. The recommendations are as follows 1) embedding careers as a module in the course curricula so that students feel encouraged to engage with career exploration rather than perceive it as optional, 2) focus on developing closer relationships with students with a view to fostering more in depth career exploration, 3) using technology in a manner that supports the development of closer working relationships between student and guidance counsellors, and 4) guidance counsellors to consider introducing green guidance so as to encourage students to consider the wider ecological implications of their career decisions.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Introduction to the Issue

    • Authors: Oisín Hassan, Moira Maguire, Morag Munro, Ronan Bree
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Teaching, Learning and Assessment in the Covid era and beyond: Can student
           partnership have an impact'

    • Authors: Monica Ward, Marius Senchea, Clare Gormley
      Abstract: Student partnership has always played a role in Higher Education to a greater or lesser extent. In recent years, it has become increasingly common practice, underpinning the National Student Engagement Programme (NStEP). Student partnership is described as a collaboration between academics and students to improve teaching, learning and assessment (Mercer-Mapstone et al., 2017). It is widely agreed that student partnership should be more than a box ticking exercise and even in ‘normal’ times, it takes a focus and commitment to make it work. However, what happens when things are not normal' This paper looks at the influence of student partnership in Dublin City University (DCU) with a focus on the School of Computing and explores if partnership made a difference to the student learning experience in COVID-19 times. It considers the different phases of the COVID-19-era and the impact of student partnership over this period: Phase 1 Emergency online pivot (March - June 2020), Phase 2 Semester 1 2020/21 Planning (June - August 2020), Phase 3 Implementing blended approach (September - December 2020) and Phase 4 Consolidating blended approach (January - May 2021) The goal of this paper is to describe an example of the processes of student partnership and representation in place at DCU and examine the influence of these approaches in relation to teaching and learning before, during, and hopefully after the COVID-19 pandemic. This staff and student representative co-authored chapter shares both academic and class representative perspectives from first to fourth year with a view to highlighting experiences and lessons learned for the future. Student representative input on likes and dislikes regarding the hybrid/online learning experience offer practical insights in relation to practices that are potentially relevant across multiple disciplines.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Perceptions of the Challenges and Effectiveness of Students on Internal
           Quality Assurance Review Panels: A Study Across Higher Education
           Institutions.

    • Authors: Tom Lowe, Cassie Lowe
      Abstract: TThis study evaluates the challenges and the effectiveness of students engaging
      in quality assurance (QA) review processes in higher education institutions. The
      research team set out to uncover and explore the benefits of working in
      partnership with students in QA processes and highlight the potential barriers
      to a more inclusive engagement, in order to work towards widening the diversity
      of student voices in these initiatives and academic development opportunities
      more broadly. We used a snowball sampling methodology and received
      responses from 35 higher education institutions. The main findings of this study
      have demonstrated the value of working with students as partners in QA
      processes, due to their fresh perspectives and expertise in student experience
      that can challenge the status quo. However, this study has also importantly
      highlighted the potential pitfalls of the recruitment processes, in particular the
      need for further action to be taken to diversify the pool of students from which
      the Student Reviewers are recruited, and the need to develop effective training
      to support students to be successful in their roles.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Mitigating the impacts of confinement and distancing due to COVID-19
           through service learning in occupational therapy education: evaluation of
           the Build-A-Box campaign

    • Authors: Rebecca Boylan, Hazel Killeen, Sinéad M. Hynes
      Abstract: In response to the COVID-19 pandemic, students, service users and community partners have had to adapt and reform the collaborative approach to service learning. In this paper, we describe the Build-A-Box Campaign, an innovative, pilot, service-learning project that endeavoured to mitigate the impacts of COVID-19 on vulnerable communities. The partnership was between occupational therapy students from the National University of Ireland Galway, community partners and service users. The aim of this study was to explore the utility of the Build-A Box campaign with all stakeholders who participated in it. Student groups partnered with community organisations to develop custom-made boxes for “at risk” service-users. Once the boxes were delivered (n=103), a survey design was used to evaluate the impact of the campaign. Data were collected through postal and online questionnaires from 33 participants (10=students; 5-community partners; 18 service-users). Data were analysed using content analysis and describe the impact that the Build-a-Box campaign had on students, community partners, and service-users. Students and community partners acknowledge the challenges of virtual service learning and the effect of the loss of in-person meetings on relationship-building, the Box, and the student experience. The results indicate areas that should be addressed in planning a similar future project, and limitations of the research are acknowledged in the context of COVID-19.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • ‘You’re kind of taking this person under your wing…’: The
           experiences of cooperating primary teachers in engaging with student
           teachers during school placement in the Midwest of Ireland.

    • Authors: Mark O'Sullivan, Neil Ó Conaill
      Abstract: Abstract. This paper stems from a larger body of work undertaken as part of a postgraduate research study on co-operating primary teachers’ experiences of the school placement process in Ireland. Given that co-operating teachers play a key role in the initial teacher education process in Ireland (Teaching Council, 2013), the paper focuses on the types of engagement and interaction currently evident in the practice of a select number of co-operating primary teachers who intermittently host and work with student teachers in classrooms and schools. The factors which inhibit the development of significant pedagogy-focussed interactions are also explored. Through using a qualitative methodological and analytical lens, findings indicate that there are a range of factors which constrain engagement, and that co-operating teachers rely heavily on verbal pedagogic discussion to interact with student teachers. Participants also emphasised the challenges to engaging with student teachers as a result of uncertainty or unwillingness from the perspective of either party. The implications of this research are considered in terms of future research to extend the findings presented herein, and the current national priority to develop a formalised programme of co-operating teacher professional development in the Irish context (Teaching Council, 2019). While the research was conducted prior to the COVID-19 pandemic, the pandemic has underlined the key role of co-operating teachers in the placement process and has highlighted the need to formally acknowledge and support them in their work with students.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Steps to Partnership: Developing, supporting, and embedding a new
           understanding for student engagement in Irish higher education.

    • Authors: Oisín Hassan, Stephen Foley, Jeffrey Cox, Diana Young, Caitríona McGrattan, Ruth Ní Bheoláin
      Abstract: This reflective article outlines the development of Steps to Partnership (NStEP, 2021a), a new national framework for Irish higher education to support authentic student engagement in decision-making across four key domains – governance and management, teaching and learning, quality assurance and enhancement, and student representation and organisation. Steps to Partnership represents a reimagining of an earlier ‘conceptual framework’ for student engagement in decision-making published by Ireland’s Higher Education Authority in 2016. It reflects the evolution of understanding, policy, and practice at the national and institutional levels, as well as increasing emphasis on embedding meaningful student voice practices within decision-making at all levels. The co-authors reflect on the development of the new framework, particularly on efforts to co-create national understandings, as well as outlining some of the ways in which the newly published framework has begun to inform current and future endeavours to strengthen student engagement in decision-making.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • The establishment of a national student assembly in the National Forum:
           Student partnership in action.

    • Authors: Eoin Crossen, Brian Gormley, Niall Henry, Rhiannon Kavanagh, Laura Kenneally, Caitriona McGrattan, Michaela Waters
      Abstract: In 2020, the National Forum for the Enhancement of Teaching and Learning in Higher Education in Ireland, hereafter referred to as the National Forum, established a student assembly comprised of student associates from every Higher Education Institution (HEI) in Ireland.  The aim of the assembly is to reinforce the importance of student engagement and partnership as core enablers of student success in Irish higher education.  The student assembly mirrored the existing staff associate assembly in the National Forum.  This article outlines the rationale for the establishment of the assembly; the recruitment process and the practical arrangements for establishing a student assembly; engagement activities and topics covered; and finally the lessons learned from the operation of the assembly. The operation of a national student assembly was made easier by the move to online meetings as a result of the COVID-19 pandemic.  The diverse make-up of the assembly, interactive and engaging activities, peer-led activities, and authentic dialogue were key factors in the success of the assembly.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • Considering the impact of StudentSurvey.ie nationally and internationally
           after nine years of the survey

    • Authors: Siobhan Nic Fhlannchadha, Sue Hackett, David Denieffe, Karena Maguire, Maura McGinn, Frances O'Connell, Megan O'Connor, Sean O'Reilly, Vivienne Patterson, Patrick Ryan, Nora Trench Bowles
      Abstract: In this short article, the StudentSurvey.ie Steering Group offers some observations about the development of the Irish Survey of Student Engagement since its inception in 2012. The article also considers what impact means for StudentSurvey.ie, before discussing some of the ways in which the results of StudentSurvey.ie (and PGR StudentSurey.ie) have had impact nationally and internationally. One way is the inclusion of StudentSurvey.ie in national quality assurance reviews, which has highlighted some of the opportunities and challenges in demonstrating the impact of StudentSurvey.ie within participating institutions. The publication of this article coincides with the publication of the StudentSurvey.ie Trend Analysis Research 2016-2021, which is briefly discussed. Some final remarks are offered.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • The results of the StudentSurvey.ie Trend Analysis Research 2016-2021

    • Authors: Siobhan Nic Fhlannchadha
      Abstract: Development and implementation of StudentSurvey.ie is driven by the intention to inform, support, and encourage enhancement discussions and activities throughout institutions, and to inform national policy. Nearly 235,000 first and final year undergraduate and taught postgraduate students responded to StudentSurvey.ie between 2016 and 2021. Over this time the national response rate increased to 31%. Part one of the results features six years of student feedback, from 2016 to 2021, using the same set of questions. The use of the same questions every year allows for comparison across the six years to explore change, if any, in students’ perception of their experience and engagement with their institution. Part two of the results draws on international results to consider how the results of StudentSurvey.ie from 2016 to 2019 compare with results on the same questions in a broad range of international contexts, including Australia , Chile, China, South Korea, South Africa, UK and the USA and Canada. The unprecedented change brought about by the COVID-19 global crisis cannot be overlooked. Feedback from a national survey over a number of years has enduring value in understanding the experience of students in higher education in Ireland and brings student voices to the heart of national policy and decision-making in Irish higher education.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
  • The Postgraduate Certificate & Master’s in Student Engagement in Higher
           Education: A professional development opportunity to critically examine
           and influence research, policy and practice.

    • Authors: Maria Moxey, Tom Lowe, Cathy Bovill, Colin Bryson, Mike Neary, Jill LeBihan, Maisha Islam, Paula Green, Jennifer Marie
      Abstract: Every member of staff within a higher education institution (HEI), whether professional services
      or academic, holds the potential to contribute towards the student experience through the
      engagement of students. Indeed, there has been a growth in universities recognising the
      importance of student engagement as a priority area, with sector regulators endorsing such
      practices too (Office for Students, 2020). This is manifested through strategies that highlight the
      key role of student engagement, and numerous staff at HEIs tasked with meeting HE sector
      regulations in relation to student engagement and enhancing the student experience. Yet, there
      are virtually no student engagement professional development qualifications available for those
      working in HE beyond discipline specific or teaching and learning focused programmes. The
      University of Winchester, having recognised this gap therefore launched the Postgraduate
      Certificate (PgCert) and Master’s (MA) in Student Engagement in Higher Education. This brings
      together sector experts to look critically at student engagement research, policy and practice.
      The University of Winchester validated the PgCert in 2018 and the MA was validated in 2019.
      This case study will provide an overview of the blended approach taken to running the first MA
      and PgCert in Student Engagement in Higher Education programme in the UK, through offering
      our reflections on the academic programme three years on from its inception.
      PubDate: 2022-02-28
      Issue No: Vol. 14, No. 1 (2022)
       
 
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