• L&T Publications from across Solent

    • We recognise and celebrate that SLTI are not the only members of Solent staff who research and publish learning and teaching practice. If you would like to contribute your own work to this list, please email slti@solent.ac.uk. 

    • L&T Publications from across Solent University
       

      • Budzynski-Seymour, E., Conway, R., Wade, M., Lucas, A., Jones, M., Mann, S., & Steele, J. (2020). Physical activity, mental and personal well-being, social isolation, and perceptions of academic attainment and employability in university students: The Scottish and British active students surveys. Journal of Physical Activity and Health, 17(6), 610-620. https://doi.org/10.1123/jpah.2019-0431 
      • Hanney, R. (2023). Play not tell: agency and becoming in the playful university. In Garnham, G. & Gowers, I. (Eds), Theoretical Approaches to Active Learning (pp. TBC). Routledge. https://doi.org/10.4324/9781003360032  
      • Hanney, R. (2020). Making Projects Real in a Higher Education Context. In D. A. Morley, & M. G. Jamil (Eds.), Applied Pedagogies for Higher Education: Real World Learning and Innovation across the Curriculum (pp. 163-185). Palgrave Macmillan Ltd. https://doi.org/10.1007/978-3-030-46951-1_8
      • Hanney, R. (2018), 'Doing, being, becoming: a historical appraisal of the modalities of project-based learning', Teaching in Higher Education, 23:6, pp. 769-783. 
      • Hanney, R. (2018), 'Problem topology: using cartography to explore problem solving in student-led group projects', International Journal of Research and Method in Education, 41:4, pp. 411-432.
      • Hanney, R. (2017), ‘Throwing away the textbook: a process drama approach to teaching ESL in China”, Dialogue 1: 1, pp.3-11.
      • Hanney, R. (2016), ‘Taking a stance: resistance, faking and Muddling Through’, Journal of Media Practice 17: 1, pp.4-20.
      • Hanney, R. (2013), ‘Towards a situated media practice: Reflections on the implementation of project-led problem-based learning’, Journal of Media Practice 14(1), pp.43-59. 
      • Hanney, R. (2012), ‘Are we any good at it, using risk as a tool for reflection and critical enquiry: Report of research in progress’, Art, Design & Communication in Higher Education 10(1), pp.101–107. 
      • Hanney, R. (2007), 'Thinking, Fixing, Delivering: Planning and evaluating student-led creative projects', Journal of Learning and Teaching No.2, pp. 20-28. 2007. 
      • Hanney, R. (2005), 'Enhancing Capability Through Problem Based Learning: a real-world context for media practice education', FWD (Journal of Foundation Degree Forward), Summer 2005.
      • Hanney, R. (2005), 'Competence or capability: Work-based learning and problem-based learning', Journal of Media Practice Volume 6 Issue 2, May 1, 2005. 
      • Hanney, R., Skirkeviciutey, G. (2020), ‘Reflection, identity, community: Affordances of blogging for social interaction and reflective dialogue’, Education and Information Technologies, 25(3), 1553-1569.
      • Hanney, R. & Savin-Baden, M. (2013), ‘The problem of projects: understanding the theoretical underpinnings of project-led PBL’, London Review of Education 11: 1, pp.7–19. 
      • Haywood, H. and Scullion, R. (2018). ‘It’s quite difficult letting them go, isn’t it?’ UK parents’ experiences of their child’s higher education choice process. Studies in Higher Education, 43(12), pp.2161-2175. 
      • Lowe, I., & Hawkey, A. (2015). Using sport as a context for learning. The Sport and Exercise Scientist, (46), 26-27.
      • Molesworth, M., Scullion, R. and Nixon, E. eds. (2011). The marketisation of higher education and the student as consumer. London: Routledge. 
      • Nixon, E. and Scullion, R. (2021). Academic labour as professional service work? A psychosocial analysis of emotion in lecturer–student relations under marketization. Human Relations, p.00187267211022270.
      • Nixon, E., Scullion, R. and Hearn, R. (2018). Her majesty the student: marketised higher education and the narcissistic (dis) satisfactions of the student-consumer. Studies in  Higher Education, 43(6), pp.927-943. Reprinted in special edition.
      • Ntokos, K. (2020) ‘CodePlay: A Tabletop Role-Playing Game System used in Teaching Game Programming Using Content Gamification’, The Computer Games Journal (Special Edition – Games in Higher Education 9(1), pp.45-60.
      • Ntokos, K. (2020) ‘The Blackthorn Manor: A Case Study in Teaching Software Engineering for Computer Games Courses Using CodePlay Framework’, The Computer Games Journal (Special Edition – Games in Higher Education) 9(1), pp.61-74.
      • Ntokos, K. (2019) ‘Swords and sorcery: a structural gamification framework for higher education using role-playing game elements’, Research in Learning Technology, 27.
      • Ntokos, K. (2019) ‘Techniques on Multiplatform Movement and Interaction Systems in a Virtual Reality Context for Games’, in Kenneth CC Yang (ed.) Cases on Immersive Virtual Reality Techniques, IGI Global, pp.199-216.
      • Ntokos, K. (2018) ‘“Level of Fear”: Analysis of Fear Spectrum into a Tool to Support Horror Game Design for Immersion and Fear’, Computer Game Development and Education: An International Journal (CGDEIJ), 1(1), pp.33-42.
      • Powis, Ben ; Saunders, Claire. (2019) Breaking the code: An academic literacies approach to building students’ reading and writing capability. Paper presented at SEDA Spring Teaching Learning and Assessment Conference 2019, Belfast, United Kingdom.
      • Scullion, R. (2017). Embedding Social Responsibility in HE Corporate Communications Degrees. The Place of CSR in Teaching Corporate Communications Programs (Advertising, Branding and Public Relations). In Corporate Social Responsibility in the Post-Financial Crisis Era (pp. 3-23). Palgrave Macmillan, Cham.
      • Scullion, R. & Molesworth, M. (2016) Normalisation of and resistance to consumer behaviour in higher education, Journal of Marketing for Higher Education, 26:2, 129-131.
      • Scullion, R., Molesworth, M. and Nixon, E. (2011). Arguments, responsibility and what is to be done about marketisation. In The marketisation of higher education and the student as consumer (pp. 241-250). Routledge.
      • Scullion, R. (2011). How choice in higher education can create conservative learners. In The marketisation of higher education and the student as consumer. Routledge pp. 210-222. 
      • Scullion, R. (2009). Having, Being and Higher Education: the marketisation of the university and the Transformation of the student into consumer. Teaching in Higher Education, Vol 14: 3.  
      • Scullion, R. (2005). Investigating Student tension on a marketed marketing degree. Journal of Higher Education Policy and Management, July. 
      • Slevin, T. (2021). Block Teaching in Art and Design: Pedagogy and the Student Experience. Art, Design & Communication in Higher Education, 20(2), 163-183
      • Steele, J., & Shaw, M. (2022). Exploring the Value of Double Marking in Dissertation Assessments: Classical Test Theory and Item Response Theory Approaches. https://doi.org/10.35542/osf.io/ug7yb
      • Stevens, P. (2022). I’m (Not) an Academic … Get Me Out of Here! In: T. BETTS and P. OPRANDI, eds. 100 Ideas for Active Learning. Brighton: Open Press University of Sussex. https://openpress.sussex.ac.uk/ideasforactivelearning/chapter/im-not-an-academic-get-me-out-of-here/
      • Vieth, S. (2019). Problem-solving in entrepreneurship education – Understanding how to pitch with the help of Lego prototypes. In Teaching and Learning Excellence - The Coventry Way (pp. 62). Coventry University. https://doi.org/10.18552/2019CUGCW1
      • Vieth, S., & Lewis, M. (2022). Critical Thinking Through Game Prototyping: An Innovative Practice for Education. In Handbook of Research on Digital-Based Assessment and Innovative Practices in Education (pp. 61-89). IGI Global. https://doi.org/10.4018/978-1-6684-2468-1.ch004
      • Velija, P., & Phipps, C. (2023). “That’s where you start to think like, does anyone actually listen to or watch women’s sport?” Gender Regimes and Students Experiences on Higher Education Sport Courses. International Review for the Sociology of Sport, 58(2), 233–252. https://doi.org/10.1177/10126902221097824
      • Wilcox, K. (2020). Interrogating the discourses of 'teaching excellence' in higher education. European Educational Research Journal, 20(1), 42-58. https://doi.org/10.1177/1474904120944783 .
      • Zoppellini, W., Cunliffe, D., & Cooper, J. (2019). Strategies to engage students in meaningful learning experiences. In SEDA AUTUMN CONFERENCE 2019: New frontiers in educational and curriculum development

    • Negotiating change via third space working File

      In this chapter draft, Julie Hall reflects on the role of third space professionals in higher education, in how actively blurring boundaries across teams can disrupt dominant discourses and transform learning and teaching cultures. 

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