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Outputs (34)

Designing an ecosystem to promote the development of key student competencies required in the future of work (2024)
Presentation / Conference
Hamshire, C., Grogan, S., & Barrett, N. (2024, June). Designing an ecosystem to promote the development of key student competencies required in the future of work. Paper presented at ICED 2024, Nairobi, Kenya

At the University of Salford our educational purpose is ‘to prepare students for life’. However, understanding students’ experiences of higher education is not always straightforward within institutional structures that quantify their learning, with... Read More about Designing an ecosystem to promote the development of key student competencies required in the future of work.

Embedding quality processes within the institutional ecosystem to support learning for the future (2024)
Presentation / Conference
Hamshire, C., & Barrett, N. (2024, June). Embedding quality processes within the institutional ecosystem to support learning for the future. Paper presented at ICED 2024, Nairobi, Kenya

Despite efforts to make Higher Education equitable to all those who can benefit from it student success rates are influenced by significant inequalities related to race, gender and social class. Both institutional and national policies within the Uni... Read More about Embedding quality processes within the institutional ecosystem to support learning for the future.

Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project (2024)
Journal Article
Hamshire, C., & Forsyth, R. (2024). Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project. International Journal for Academic Development, 1-13. https://doi.org/10.1080/1360144x.2024.2349929

Significant conversations provide a private and safe space for teachers to develop their thinking about teaching and learning. These conversations are important to academic development but may be limited by their privacy, although Roxå & Mårtensson n... Read More about Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project.

Taking a long view towards quality improvement: an intentional approach to solving wicked problems and improving student experience (2024)
Journal Article
Hamshire, C., Barrett, N., & Forsyth, R. (2024). Taking a long view towards quality improvement: an intentional approach to solving wicked problems and improving student experience. Quality in Higher Education, https://doi.org/10.1080/13538322.2024.2307063

Quality enhancement projects in universities frequently rely on short term, fragmented studies implemented in response to snapshot data linked to student feedback. Such projects may not address the complex interplay across stakeholder groups and do n... Read More about Taking a long view towards quality improvement: an intentional approach to solving wicked problems and improving student experience.

Birley Place: A digital community to enhance student learning (2023)
Book Chapter
Jack, K., Wilkinson, R., Hannan, E., & Hamshire, C. (2023). Birley Place: A digital community to enhance student learning. In U. Gitanjali Singh, C. Sid Nair, & S. Gonçalves (Eds.), Digital Teaching, Learning and Assessment: The Way Forward (99-119). Elsevier. https://doi.org/10.1016/c2021-0-03418-0

Over the last 20 years, advances in digital technologies have had the potential to expand our learning community spaces in ways that are unbounded by location, time, or physical presence. These technologies range from the basic use of managed learnin... Read More about Birley Place: A digital community to enhance student learning.

Supporting physiotherapy learners in practice settings: a mixed methods evaluation of experiences of physiotherapy educators (2023)
Journal Article
O’Connor, D. A., Baird, T., Jack, K., Wilkinson, R. G., Chambers, A., Hamshire, C., …Wilkinson, R. G. (in press). Supporting physiotherapy learners in practice settings: a mixed methods evaluation of experiences of physiotherapy educators. Physiotherapy Theory and Practice, 1-14. https://doi.org/10.1080/09593985.2023.2219313

Practice-based education is an essential component of pre-registration physiotherapy programs, and there is a need for a contemporary review of practice-based educational experiences. The aim of this study was to explore physiotherapy practice educat... Read More about Supporting physiotherapy learners in practice settings: a mixed methods evaluation of experiences of physiotherapy educators.

Student partnership to achieve cultural change (2022)
Journal Article
Gamote, S., Edmead, L., Stewart, B., Patrick, T., Hamshire, C., & Forsyth, R. (2022). Student partnership to achieve cultural change. International Journal for Students as Partners, 6(1), 99-108. https://doi.org/10.15173/ijsap.v6i1.4837

This case study offers reflections on a student-led collaboration between the university and its student representative body (the Students’ Union) and outlines the successes and challenges of partnership to address institutional cultural change. The... Read More about Student partnership to achieve cultural change.

PLATO: a practice development approach to reconsidering student learning partnerships (2021)
Journal Article
Hamshire, C., & Jack, K. (in press). PLATO: a practice development approach to reconsidering student learning partnerships. #Journal not on list, 11(2), 1-8. https://doi.org/10.19043/ipdj.112.008

Background: This article explores the use of a practice development approach to support nursing students’ engagement in learning partnerships in clinical practice settings. Aim: To reflect, using the model proposed by Rolfe and colleagues (2001),... Read More about PLATO: a practice development approach to reconsidering student learning partnerships.