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Centre for Academic Practice

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29

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Author: search.filters.author.Bamber, VeronicaStart date: 2010

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Now showing 1 - 10 of 23
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    Evidencing the value of educational development: Charting a course on the waves and winds of change
    (Michigan Publishing, 2023-12-18) Groen, Jovan; Hoessler, Carolyn; Ives, Carolyn; Bamber, Veronica
    Across higher education, educational developers and theirsupporting campus communities are being called upon to scale up evidence-informedpractices, to enhance student experiences, and to document the changes. Thisarticle builds on the work of scholars who have taken up this evaluativechallenge, by examining varied aspects of the evidencing process using anadaptation of Saunders’s (2000) RUFDATA framework for evidencing value.Reflections on emerging patterns and tensions in the evidencing of educationaldevelopment are subsequently discussed. We argue for making evidencing value apurposeful and intentional process, and we chart a path forward for creatingand implementing a vision for the age of evidence.
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    From student representation to student partnership
    (Wonkhe Ltd., 2023-04-18) Bamber, Veronica
    Roni Bamber reflects on a 20 year journey through quality enhancement in Scotland.
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    Our days are numbered – how metrics are changing academic development
    (Wonkhe Ltd., 2020-12-18) Bamber, Veronica
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    Learning and Teaching in the Disciplines: Challenging Knowledge, Ubiquitous Change
    (Routledge, 2012-01) Bamber, Veronica; Bamber, Veronica; Saunders, Murray; Trowler, Paul
    The 'tribes and territories' metaphor for the cultures of academic disciplines and their roots in different knowledge characteristics has been used by those interested in university life and work since the early 1990s. This book draws together research, data and theory to show how higher education has gone through major change since then and how social theory has evolved in parallel. Together these changes mean there is a need to re-theorise academic life in a way which reflects changed contexts in universities in the twenty-first century, and so a need for new metaphors.
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    Learning and Teaching, Disciplines and Social Practice Theory
    (Routledge, 2012-01) Bamber, Veronica; Bamber, Veronica; Saunders, Murray; Trowler, Paul
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    Academic practices and the disciplines in the 21st century
    (Routledge, 2012-01) Trowler, Paul; Saunders, Murray; Bamber, Veronica; Bamber, Veronica; Saunders, Murray; Trowler, Paul
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    Challenging Students: Enabling Inclusive Learning
    (Routledge, 2015-07) Bamber, Veronica; Jones, Anna
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    Postgraduate taught students and preparedness for Master's level study: polishing the facets of the Master's diamond
    (Taylor & Francis, 2017-08-09) Bamber, Veronica; Choudhary, Carolyn J.; Hislop, Jane; Lane, Judith
    Transitions are increasingly recognised as difficult, and less has been written about transitions to postgraduate taught programmes than about transitions into undergraduate or doctoral study. A Scotland-wide project found that new taught Post-graduate (PG), and staff teaching them, can be unclear about what is expected at Master's level, and proposed a framework of seven facets that indicate how students are expected to engage with Master's study. The facets and accompanying resources were designed to be discussion tools, to promote staff and student discussion of what is expected in their programme and subject. In a follow-up project at one university, a questionnaire was designed and distributed to postgraduate students asking them to rate their current level of ability against the skills and capabilities identified as facets for Master's level study. The project found students felt ill-prepared for particular aspects of Master's level study, with sub-group differences between disciplines. Master's courses are intensive and fast-moving, so this has implications for students' preparedness for successfully navigating through their programmes. Some suggestions on how students can be better briefed on what to expect are made.
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    Principles and practices of good university governance
    (2012-05-29) Bamber, Veronica
    This presentation outlined some of the key characteristics of university governance in UK institutions, highlighting the four elements of university management, structures, staff participation in governance, and the student voice