Institute for Academic Development
Institute for Academic Development

IAD research into learning and teaching in Higher Education

Selected publications from IAD staff, secondees, and PTAS project grant holders.

There is a rich body of research considering the experiences of learners and teachers in higher education. These findings underpin our work in the Institute for Academic Development. Some of our staff and secondees are also active researchers in this area. 

Below we’ve listed some of our own publications then some funded by the Principal’s Teaching Award Scheme. The Principal’s Teaching Award Scheme is a great place to start if you want to do research in this area.

Selected recent publications by IAD staff and secondees

Anderson, C. and McCune, V. (2013). Fostering meaning: fostering community. Higher Education 66, 283-296.

Anderson, C. and McCune, V. (2013). Facing an uncertain future: curricula of dualities. Curriculum Journal 24(1), 153-168.

Ashwin, P., Boud, D., Coate, K., Hallett, F., Keane, E., Krause, K-L., Leibowitz, B., MacLaren, I., McArthur, J., McCune, V. and Tooher, M. (2015). Reflective teaching in higher education. London: Bloomsbury.

Bovill, C. (2017) Breaking down student-staff barriers: moving towards pedagogic flexibility. In I. Kinchin and N.E. Winstone. Pedagogic frailty and the University. Rotterdam: Sense Publishers. (Chapter 11 pp151-161) ISBN 978946300981

Bovill, C. (2017) A framework to explore roles within student-staff partnerships in higher education: which students are partners, when and in what ways? International Journal for Students as Partners 1 (1): https://mulpress.mcmaster.ca/ijsap/article/view/3062/2770

Boyd, S. and Paterson, J. (2016). Postgraduate peer tutors supporting academic skills in online programmes. Journal of Learning Development in Higher Education. Special Edition: Academic Peer Learning Pt 2.

Burge, A., Grade Godinho, M., Knottenbelt, M. and Loads, D. (2016) ‘… But we are academics!’ a reflection on using arts-based research activities with university colleagues, Teaching in Higher Education 21(6), 730-737.

Burge, A., Grade Godinho, M., Knottenbelt, M., Loads, D. (2017). The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach Journal of Perspectives in Applied Academic Practice, 5(3)

Casey, M., Bates, S., Galloway, K., Galloway, R., Hardy, J., Kay, A., Kirsop, P. and McQueen, H. (2014). Scaffolding student engagement via online peer learning. European Journal of Physics 35, 1-9.

Christie, H., Barron, P. and D’Annunzio-Green, N. (2013). Direct entrants in transition: becoming independent learners. Studies in Higher Education 38(4), 623-637.

Christie, H., Tett, L., Cree, V. and McCune, V. (2016): ‘It all just clicked’: a longitudinal perspective on transitions within university, Studies in Higher Education 41(3), 478-490.

Deeley, S. and Bovill, C. (2017). Staff-student partnership in assessment: enhancing assessment literacy through democratic practices. Assessment and Evaluation in Higher Education 42 (3) 463-477.

Entwistle, N. and McCune, V. (2013). The disposition to understand for oneself at university: Integrating learning processes with motivation and metacognition. British Journal of Educational Psychology 83, 267-279.

Grunefeld, H., Prins, F., van Tartwijk, J., van der Vaart, R. Loads D., Turner, J., Mårtensson, K., Nilsen Gibbons, A. M., Harboe, T., Poder, K. and Wubbels, T. (2017) Building Academic Staff Teaching Competencies: How Pedagogic Continuous Professional Development for Academic Staff Can Be Organised and Developed in Research-Intensive Universities. In Stensaker, B., Bilbow, G., Breslow, L. and van der Vaart, R.  (Eds) Strengthening Teaching and Learning in Research Universities. Palgrave Macmillan.

Hardy, J., Bates, S., Casey, M., Galloway, K., Galloway, R., Kay, A., Kirso, P.  and McQueen, H. (2014) Student-Generated Content: Enhancing learning through sharing multiple-choice questions, International Journal of Science Education, 36:13, 2180-2194

Herrmann, K., Bager-Elsborg, A. and McCune, V. (2016). Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education. Higher Education DOI:10.1007/s10734-016-9999-6

Hughes, K., McCune, V. and Rhind, S. (2011). Academic feedback in veterinary medicine: A comparison of school leaver and graduate entry cohorts. Assessment and Evaluation in Higher Education DOI: 10.1080/02602938.2011.614682

Kobayashi, S., Dolin, J., Søborg, S. and Turner, J. (2017). Building Academic Staff Teaching Competencies: How Pedagogic Continuous Professional Development for Academic Staff Can Be Organised and Developed in Research-Intensive Universities.  In Stensaker, B., Bilbow, G., Breslow, L. and van der Vaart, R.  (Eds) Strengthening Teaching and Learning in Research Universities. Palgrave Macmillan.

Loads, D. (2013) Collaborative close reading of teaching texts: one way of helping academics to make sense of their practice, Teaching in Higher Education 18(8), 950-957

Loads, D. and Campbell, F. (2015) Fresh thinking about academic development: authentic, transformative, disruptive?, International Journal for Academic Development, 20(4), 355-369.

Loads, D. and Collins, B. (2016). Recognising ourselves and each other in Professional Recognition. In Identity work in the contemporary university: Exploring an uneasy profession. Smith, J., Rattray, J., Peseta, T. and Loads, D. (eds.). Rotterdam/Boston/Taipei: Sense Publishers, p. 184-194.

McCune, V. and Rhind, S. (2014). Understanding students' experiences of being assessed: The interplay between prior guidance, engaging with assessments and receiving feedback. In C. Kreber, C. Anderson, N. Entwistle and J. McArthur (eds.) Advances and innovations in university assessment and feedback. Edinburgh: Edinburgh University Press, pp. 246-263.

McQueen, H., Shields, C., Finnegan, D., Higham, J., and Simmen, M. (2014). Peerwise provides significant academic benefits to biological science students across diverse learning tasks, but with minimal instructor intervention. Biochemistry and Molecular Biology Education 42(5), 371-381.

Ross, M., Macrae, C., Scott, J., Renwick, L., Moffat, M., Needham, G., Scott, H., Shippey, B., Jackson, C., Edgar, S., Aitken, D., Evans, P. and Irvine, S. (2014) Core competencies in teaching and training for doctors in Scotland: a review of the literature and stakeholder survey, Medical Teacher 36(6), 527-538.

Shovlin, A. Docherty, P.  (2017) 'This is Not Something You Solve in Week One of Third Year': Applying a Transitions Perspective to Honours Learning and Teaching in an Undergraduate Degree  Programme Journal of Perspectives in Applied Academic Practice 5(3)

Smart, F., & Loads, D. (2017). Poetic transcription with a twist: supporting early career academics through liminal spaces. International Journal for Academic Development. Published online

Smith, J., Rattray, J., Peseta, T. and Loads, D. (Eds.) (2016). Identity work in the contemporary university: Exploring an uneasy profession. Rotterdam: Sense Publishers.

Tett, L., Hounsell, J., Christie, H., Cree, V. E. and McCune, V. (2012). Learning from feedback? Mature students’ experiences of assessment in higher education. Research in Post-Compulsory Education 17(2), 247-260.

Whittington, R., Loads, D., Rhind, S. and Handel, I.  (2016). Exploring the link between mindset and psychological well-being in veterinary students. Journal of Veterinary Medical Education.

Selected recent publications from Principal’s Teaching Award Scheme projects

Bayne, S., Gallagher, M. and Lamb, J. (2014). Being ‘at’ university: the social topologies of distance students. Higher Education 67, 569-583.

McQueen, H., Shields, C., Finnegan, D., Higham, J., and Simmen, M. (2014). Peerwise provides significant academic benefits to biological science students across diverse learning tasks, but with minimal instructor intervention. Biochemistry and Molecular Biology Education 42(5), 371-381.

Osborne, N. and Connelly, L., (2015). Managing your digital footprint: Possible implications for teaching and learning. In Proceedings of the 2nd European Conference on Social Media ECSM 2015, 9-10th July, School of Accounting and Administration at the Polytechnic Institute of Porto, Portugal. Academic Conferences and Publishing International Ltd., Reading, UK.

Rhind, S. M., Pettigrew, G. W., Spiller, J. and Pearson, G. (2013) Student Experiences with Audio Feedback in a Veterinary Curriculum. Journal of Veterinary Medical Education 40 (1) p. 12.

Professional internships for PhD researchers: An integral part of doctoral training - Occasional paper C2 Paper based on workshop 'C2 - Professional internships for PhD researchers: An integral part of doctoral training' presented at the Vitae Researcher Development International Conference, 8-9 September 2015, Manchester, UK. (Volume 3)

Seery, M. K., Agustian, H. Y., Doidge, E. D., Kucharski, M. M., O’Connor, H. M., & Price, A. (2017). “Developing laboratory skills by incorporating peer-review and digital badges”, Chemistry Education Research and Practice, 18, 403-419.

Schwarz T, Smith J, Roe A, Collins R, Bell C, Gardiner A, Clarkson E, Paterson J, Mather B, Rhind S (2014): (poster) abstract in: Proceedings p. 62.

Schwarz T, Bell C, Collins R, Rhind S (2014): Generation of 3D printed models from animal CT scans for clinical and teaching purposes. 2014 EVDI Annual Meeting, Utrecht, The Netherlands, August 27-30, 2014 (oral presentation) abstract in: Proceedings p. 23; Vet Radiol Ultrasound 56 (2015), 699.

Spiegel S, Gray H, Bompani B, Bardosh K and Smith J (2016): Decolonising online development studies? Emancipatory aspirations and critical reflections – a case study, Third World Quarterly  38 (2)

Looking for a collaborator or supervisor?

If you are looking for a collaborator to do research in this area or maybe a PhD supervisor then contact Velda McCune and she can help you find the right person.

Professor Velda McCune

IAD Deputy Director / Head of Learning and Teaching

Contact details