Relevant bibliographies by topics / Edge Hill College of Higher Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Edge Hill College of Higher Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Edge Hill College of Higher Education"

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Appleton, Leo. "Using electronic textbooks: promoting, placing and embedding." Electronic Library 23, no. 1 (February 1, 2005): 54–63. http://dx.doi.org/10.1108/02640470510582736.

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PurposeThe paper illustrates the experiences of both academic and support staff in the use of electronic books within a higher education setting. The case studies report upon practice at Edge Hill College of Higher Education, which has allowed for successful e‐book development strategies to be employed in teaching and learning within the college. The paper will deal particularly with e‐book marketing, implementation and evaluation strategies, as well as embedding e‐books into virtual learning environments (VLEs).Design/methodology/approachThe paper reports upon two significant chapters within e‐book development at the college. The first of these is an initial evaluative e‐book research project, from which strategy and policy were formulated. The second part of the paper introduces case studies in which the findings of the initial research impact upon the embedding of e‐books into teaching and learning and subsequently into the college's VLE.FindingsUser evaluations provide qualitative analytic data into the benefits and disadvantages of using e‐books in higher education teaching and learning activity.Research limitations/implicationsThe findings are limited to one particular higher education institution and specific curriculum areas within.Originality/valueThe evaluative data, as well as particular e‐book strategies identified, make the paper of value to those researching e‐book usage and activity, in particular within online learning.
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Of Emergency Management, Journal. "College Program Directory." Journal of Emergency Management 17, no. 1 (January 1, 2019): 1. http://dx.doi.org/10.5055/jem.2019.0414.

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We are pleased to present the inaugural edition of our Journal of Emergency Management Higher Education Program Directory.Our goal was simple, to create an authoritative directory where persons looking towards emergency management could get comprehensive data on all the higher education programs in the field. This profession has a diverse number of entry points. From post-secondary school to professionals changing careers or leaders in the field seeking additional education, individuals need information to pick the programs that will allow for their success.The concept grew out of my recent travels with my sons to local "college fairs" in the Boston area. As we walked the isles past hundreds of colleges, there were signs for "STEM," "Journalism," "Medicine," "Biotech" and more, but there was not one sign promoting "Emergency Management" or "Disaster Sciences." I thought that was a real tragedy as we need leading edge trained professionals to expand the disaster sciences. We need new thought leaders who can do leading-edge research in the four phases of emergency management: mitigation, preparedness, response, and recovery and roll that into practical applications that will help reduce the exploding costs of disasters both in people and property.
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McFarlane, Stewart. "Footnotes to Play‐Doh: Reflections on the first British Consultation with Professor Matthew Lipman, Edge Hill College, July 1989." British Journal of Religious Education 13, no. 2 (March 1991): 101–8. http://dx.doi.org/10.1080/0141620900130205.

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Padgett, Charles S. "“Without Hysteria or Unnecessary Disturbance”: Desegregation at Spring Hill College, Mobile, Alabama, 1948–1954." History of Education Quarterly 41, no. 2 (2001): 167–88. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00083.x.

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Spring Hill College is Alabama's oldest institution of higher learning, one year older than the University of Alabama. Founded in 1830 by Michael Portier, the Catholic bishop of Mobile, it has been run by the Jesuits since 1847. When it desegregated in September, 1954, the four-year liberal arts college claimed 1,000 students, including its evening division in downtown Mobile. The desegregation of Spring Hill College (SHC) came just before the increased Ku Klux Klan (KKK) and White Citizens Council activity which led the backlash to the Supreme Court'sBrown v. Board of Educationdecision. Although volumes have been written about resistance to desegregation in the Deep South, almost no published research exists on the peaceful desegregation of white southern colleges, which anticipated and complied with Supreme Court rulings. This essay will place SHC's unique story in the context of the desegregation of higher education in the South and of race relations in Mobile, Alabama, in the decade before massive resistance. It will examine models for desegregation of Catholic colleges before theBrowndecision and, finally, will detail SHC's desegregation as a gradual process that occurred between 1948 and 1954.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 7, No. 4." Higher Education Studies 7, no. 4 (November 30, 2017): 111. http://dx.doi.org/10.5539/hes.v7n4p111.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 7, Number 4Arif Jawaid Moghal, Linton University College, MalaysiaBahar Gün, Izmir University of Economics, TurkeyCurtis L. Todd, Atlanta Metropolitan State College, United StatesDebra Lilley, Loughborough University, United KingdomDerry L. Stufft, University of Maryland Eastern Shore, United StatesGeraldine Norman Hill, Elizabeth City State University, United StatesHüseyin Serçe, Selçuk University, TurkeyJohn Cowan, Edinburgh Napier University, United KingdomLung-Tan Lu, Fo Guang University, Taiwan, Province of ChinaMiroslaw Kowalski, University of Zielona Góra, PolandOsman Cekic, Canakkale Onsekiz Mart University, TurkeyRafizah Mohd Rawian, Universiti Teknologi MARA Perlis, MalaysiaRafizah Mohd Rawian, Universiti Teknologi MARA Perlis, Malaysia
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 4." Higher Education Studies 9, no. 4 (November 29, 2019): 226. http://dx.doi.org/10.5539/hes.v9n4p226.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 9, Number 4 Abdelaziz Mohammed, Albaha University, Saudi Arabia Alina Mag, University Lucian Blaga of Sibiu, Romania Ana Maria Carneiro, University of Campinas, Brazil Anna Liduma, University of Latvia, Latvia Antonina Lukenchuk, National Louis University, USA Arwa Aleryani, Saba University, Yemen Aynur Yürekli, İzmir University of Economics, Turkey Bahar Gün, İzmir University of Economics, Turkey Bo Chang, Ball State University, USA Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India Donna.Smith, The Open University, UK Geraldine N. Hill, Elizabeth City State University, USA Hüseyin Serçe, Selçuk University, Turkey Jisun Jung, University of Hong Kong, Hong Kong Kartheek R. Balapala, University Tunku Abdul Rahman, Malaysia Laith Ahmed Najam, Mosul University, Iraq Lung-Tan Lu, Fo Guang University, Taiwan Mei Jiun Wu, University of Macau, China Meric Ozgeldi, Mersin University, Turkey Najia Sabir, Indiana University Bloomington, USA Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria Prashneel Ravisan Goundar, Fiji National University, Fiji Qing Xie, Jiangnan University, China Rafizah Mohd Rawian, Universiti Utara Malaysia, Malaysia Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia Sadeeqa Sadeeqa, Lahore College For Women University Lahore, Pakistan Samuel Byndom, Parkland College, USA Semiyu Adejare Aderibigbe, American University in the Emirates, UAE Suat Capuk, Adiyaman University, Faculty of Education, Turkey Teguh Budiharso, Center of Language and Culture Studies, Indonesia Tuija A. Turunen, University of Lapland, Finland Xiaojiong Ding, Shanghai Normal University, China Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Mills, David. "Life on the Hill: Students and the Social History of Makerere." Africa 76, no. 2 (May 2006): 247–66. http://dx.doi.org/10.3366/afr.2006.76.2.247.

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AbstractHow will history judge British late-colonial efforts to export its model of higher education to Africa? In this article I challenge any simple interpretation of the ‘Asquith Commission’ university colleges – such as Makerere or University College Ibadan – as alien impositions or colonial intellectual ‘hothouses’. Focusing on Makerere University in Uganda, and drawing on a variety of archival and personal sources, I show how its students and faculty engaged in an ambivalent recreation and subversion of the Western idea of the university and its foundational discourses. I suggest that the institution offered a space to question and debate the purpose of an African university education. Students and staff made use of their limited political autonomy to challenge and rework the colonial hierarchies of race and culture. As a result, Makerere remained an influential forum for intellectual debate, cultural expression and social critique until the mid-1970s. Whilst this legacy is made less visible by the subsequent years of political crisis, underfunding and expansion in student numbers, it remains an important historical legacy from which to rethink the future of African universities.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 9, No. 1." Higher Education Studies 9, no. 1 (February 28, 2019): 159. http://dx.doi.org/10.5539/hes.v9n1p159.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org. Reviewers for Volume 9, Number 1 Abdelaziz Mohammed, Albaha University, Saudi Arabia Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, Romania Anna Liduma, University of Latvia, Latvia Antonina Lukenchuk, National Louis University, USA Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Ausra Kazlauskiene, Siauliai University, Lithuania Barbara N. Martin, University of Central Missouri, USA Carmen P. Mombourquette, University of Lethbridge, Canada Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Dibakar Sarangi, Teacher Education and State Council for Educational research and Training, India Evrim Ustunluoglu, Izmir University of Economics –Izmir/Turkey, Turkey Firouzeh Sepehrianazar, Orumieh university, Iran Geraldine N. Hill, Elizabeth City State University, USA Gerard Hoyne, School of Health Sciences, University of Notre Dame Australia, Australia Gregory S. Ching, Fu Jen Catholic University, Taiwan Hüseyin Serçe, Selçuk University, Turkey Jayanti Dutta, Panjab University, India Jisun Jung, University of Hong Kong, Hong Kong John Cowan, Edinburgh Napier University, United Kingdom John Walter Miller, Benedict College in Columbia, USA Laid Fekih, University of Tlemcen Algeria, Algeria Lung-Tan Lu, Fo Guang University, Taiwan, Taiwan Mehmet Ersoy, Department of Computer Education and Instructional Technologies, Turkey Mei Jiun Wu, Faculty of Education, University of Macau, China Meric Ozgeldi, Mersin University, Turkey Mirosław Kowalski, University of Zielona Góra, Poland Nicos Souleles, Cyprus University of Technology, Cyprus Okedeyi Sakiru Abiodun, Adeniran Ogunsanya College of Education, Nigeria Philip Denton, Liverpool John Moores University, United Kingdom Rachida Labbas, Washington State University, USA Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia Sahar Ahadi, Islamic Azad University of Mashhad, Iran Tuija A. Turunen, University of Lapland, Finland Vasiliki Brinia, Athens University of Economic and Business, Greece Zahra Shahsavar, Shiraz University of Medical Sciences, Iran
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Balmuth, Alexa, Julie Miller, Samantha Brady, Lisa D’Ambrosio, and Joseph Coughlin. "Mothers, Fathers, and Student Loans: Contributing Factors of Familial Conflict Among Parents Repaying Student Loan Debt for Children." Journal of Family and Economic Issues 42, no. 2 (May 6, 2021): 335–50. http://dx.doi.org/10.1007/s10834-021-09761-9.

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AbstractAs college costs rise in the United States, many parents are forced to make difficult decisions about how to pay for their children’s higher education. Stress and conflict accompany financial issues and play a role in the financial picture for many families. Using Hill’s (Hill, Social casework 39:139–150, 1958) ABC-X model of family stress as a framework, this study describes results of a national survey of parents contributing to student loan payments for their child’s education and explores how this experience may play a role in familial conflict. Findings suggest marked gender differences in the relationship between contribution reason and the experience of conflict. Results also carry implications for financial professionals, suggesting a need for family-focused and gender-conscious financial education both before and during the student loan repayment process.
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Han, Zhong. "Research on Sports Balanced Development Evaluation System Based on Edge Computing and Balanced Game." Security and Communication Networks 2021 (April 5, 2021): 1–8. http://dx.doi.org/10.1155/2021/5557138.

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Sports can promote physical and mental health and the development of personality. How to build a balanced development evaluation system for sports and find a quality education suitable for the school are particularly important. In this article, we use edge computing technology to design a balanced development framework for sports. The framework will guide students to actively participate in physical exercise and develop sports to a higher, more comprehensive level. Then, the equilibrium game model is used to analyse the evaluation system of the balanced development of college sports. The research results show that the university sports balanced development evaluation system has good application prospects. The empirical analysis results verify its accuracy and reliability.
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Dissertations / Theses on the topic "Edge Hill College of Higher Education"

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"Title IX and the Big Time: Women's Intercollegiate Athletics at the University of North Carolina at Chapel Hill, 1950-1992." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29757.

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abstract: This project presents an institutional history of women’s intercollegiate athletics at the University of North Carolina at Chapel Hill. By looking to the individual campus, we learn about the ways in which administrators, coaches, faculty, and students understood the educational value of college sports. The UNC women’s program began in the 1950s as extramural play and quickly transformed into big-time college sports. By the early 1980s, the women experienced the same tension between academics and athletics at the heart of intercollegiate sports as the men. The National Collegiate Athletic Association, colleges, the media, and most Americans strongly associated the Big Time with the revenue-producing sports of football and men’s basketball. In Chapel Hill and across America, however, all sports teams, men’s and women’s, revenue and non-revenue, felt the effects of the increased professionalization and commercialization of the collegiate athletic enterprise. The history of women’s intercollegiate athletics provides a new window into exploring the benefits and challenges of big-time sports in higher education. Frances Burns Hogan, Director of Intercollegiate Athletics for Women, and her colleagues worked hard to expand sporting opportunities for women. They helped create the Association for Intercollegiate Athletics for Women, which provided governance and began hosting national championships in 1971. They collaborated with university administrators and athletic officials to implement Title IX compliance during the 1970s. Hogan and many directors eagerly joined men’s athletic conferences to commence regular season play, and by the 1980s, supported the move to the NCAA. Providing the best competitive experiences for Carolina female student-athletes motivated Hogan’s decisions. Frances Hogan and women’s directors nationwide determined the nature of women’s intercollegiate athletics. Hogan and her colleagues debated whether women’s sports should be inclusive and participatory or competitive and elitist. They struggled over the tension between the drive to expand women’s sporting opportunities and the desire to maintain educational priorities. They grappled with men in the athletic department who resisted their efforts to gain publicity, access to better facilities, adequate operational support, and the legitimacy enjoyed by men’s teams. By 1985, Hogan’s tireless efforts created the premier women’s athletic program in the Southeast.
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Doctoral Dissertation History 2015
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Books on the topic "Edge Hill College of Higher Education"

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Higher Education Quality Council. Quality Assurance Group. Edge Hill College of Higher Education: Quality audit report. Birmingham: Higher Education Quality Council, 1996.

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Montgomery, Fiona. Edge Hill University College: A History 1885-1997. Chichester, UK: Phillimore & Co Ltd, 1997.

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Great Britain. Department for Education. Her Majesty's Inspectorate. Edge Hill College of Higher Education: Aspects of geography and science provision. Stanmore: DFE, 1992.

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Department of Education & Science. Report by HM Inspectors on Edge Hill College of Higher Education, Ormskirk, Lancashire: Initial teacher training. Stanmore: Department of Education and Science, 1986.

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Great Britain. Department for Education. Her Majesty's Inspectorate. Edge Hill College of Higher Education: Aspects of humanities provision within the BA and BSc Combined Honours degree. Stanmore: DFE, 1992.

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Montgomery, Fiona A. Edge Hill College: A history 1885-1985. [s.l.]: [s.n.], 1985.

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The winning edge: Maximizing success in college. New York, NY: HarperCollins Publishers, 1992.

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1944-, Gee E. Gordon, and Breivik Patricia Senn, eds. Higher education in the Internet age: Libraries creating a strategic edge. Westport, Conn: Praeger Publishers, 2006.

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Faith and Learning on the Edge: A Bold New Look at Religion in Higher Education. Grand Rapids, Mich.: Zondervan, 2004.

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Morgan, Gordon D. The edge of campus: A journal of the Black experience at the University of Arkansas. Fayetteville: University of Arkansas Press, 1990.

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Book chapters on the topic "Edge Hill College of Higher Education"

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Kowalski, Robin M., Gary W. Giumetti, Amber N. Schroeder, and Heather H. Reese. "Chapter 14 Cyber Bullying Among College Students: Evidence from Multiple Domains of College Life." In Cutting-Edge Technologies in Higher Education, 293–321. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s2044-9968(2012)0000005016.

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Baldasare, Angela, Sheri Bauman, Lori Goldman, and Alexandra Robie. "Chapter 8 Cyberbullying? Voices of College Students." In Cutting-Edge Technologies in Higher Education, 127–55. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s2044-9968(2012)0000005010.

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Strickland, Jane, and Ying Xie. "Cooperating or Collaborating: Design Considerations of Employing Wikis to Engage College-Level Students." In Cutting-edge Technologies in Higher Education, 17–45. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s2044-9968(2012)000006a004.

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Korn, Karen Abney. "Facing Facebook in Higher Education." In Cutting-Edge Technologies and Social Media Use in Higher Education, 1–53. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5174-6.ch001.

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This chapter draws upon nine months of qualitative, netographic (Kozinets, 2010) research conducted both online and in face-to-face contexts on college student use of Facebook and explores the impact this online platform has on students by studying behaviors, experiences, and perspectives of undergraduate students at the University of Dayton in Dayton, Ohio. The primary question guiding this research is: How do college students use Facebook to fulfill social needs in the creation and maintenance of community while attending college? The data consists of an analysis of transcribed interviews, email communications, and the interactive content of student Facebook users’ Facebook walls. The results indicate that students use Facebook to undertake particular tasks and toward particular ends. These include, but are not limited to: fostering and maintaining community, nurturing relationships, making public statements and protecting privacy, establishing a personal identity, building social capital, establishing cultural competency, coping, and critiquing their peers and campus.
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Paradise, Angela. "Chapter 13 Picture Perfect? College Students' Experiences and Attitudes Regarding their Photo-Related Behaviors on Facebook." In Cutting-Edge Technologies in Higher Education, 261–92. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s2044-9968(2012)0000005015.

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Radclyffe-Thomas, Natascha. "Blogging is Addictive! a Qualitative Case Study on the Integration of Blogs Across a Range of College Level Courses." In Cutting-edge Technologies in Higher Education, 75–107. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s2044-9968(2012)000006a006.

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Diepenbrock, Amy, and Wanda Gibson. "The Use of Social Media in College Recruiting and the Student Job Search." In Cutting-Edge Technologies and Social Media Use in Higher Education, 274–93. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5174-6.ch011.

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This chapter addresses the gap in the literature regarding employer recruitment of college students, and more specifically, the use of social media in the recruitment and hiring processes by both students and employers. Background information on traditional recruiting strategies is briefly discussed as well as how employers are using social media. Additionally, how millennial college students typically communicate and how they should be using social media in the job search process are addressed. This chapter also includes data from a survey, administered by the authors, of U.S.-based employers who recruit college students with anecdotal information about how they utilize, or do not utilize, social media in their recruiting and hiring practices.
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Ruch, Cathleen Brandi. "Rebirth of a Program via Community, Industry, and Philanthropic Support." In Facilitating Higher Education Growth through Fundraising and Philanthropy, 144–66. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9664-8.ch006.

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In 2002, Lake Region State College closed their “Agricultural Farm Business Management” program, due to low enrollment and lack of interest. However considering that agriculture is one of the leading economic developers in North Dakota, Lake Region State College (LRSC) leaders and the community felt this might have been a premature closing, and decided to look at other agriculture workforce initiatives, considering ways to revitalize the agriculture workforce and its needs. This was an ambitious goal considering how rural LRSC is, with roughly 2000 in student matriculation in a given year. Before looking at reinventing, or “rebirthing” the ag program, challenges and steps needed to be addressed and employed. The following chapter will provide a case study on how LRSC leaders, its community, and the alignment of philanthropic support was able to revitalize or “rebirth” the agriculture program to the new cutting edge of Precision Agriculture.
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Murphy, Jenni, and Anna Keck. "Overcoming Organizational Obstacles and Driving Change." In Cutting-Edge Technologies and Social Media Use in Higher Education, 76–102. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5174-6.ch003.

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Social media channels are tools for communication, not new communication in and of themselves. Like any form of external communication, social media is ineffective without a strategy and plan. In 2009, the College of Professional Education (CPE) at State University North began an arduous process to gain support and resources for the organizational use of social media. The case history highlights the various mechanisms, projects, and models CPE experienced during the evolution of the Social Media Team and the “Year of Social Media” initiative. Using Kotter's 8-Step Change Model, the activities are discussed across 4 stages. This approach resulted in 32 segments of evaluation – 4 stages of development and 8 steps of change. The case history and analysis specifically focus on the organizational changes that occurred in order to enable organizational usage of social media for student engagement, advocacy, and marketing. The study does not focus on the actual use of social media tools or the impact on student engagement, advocacy, and marketing. The analysis sheds light on the experiences of change with a process model applied retroactively and provides a synopsis of lessons learned.
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Elliott, Willliam, and Melinda Lewis. "Moving from the Status Quo to a 21st-Century Financial Aid System." In Making Education Work for the Poor. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190621568.003.0008.

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With the creation of the first federal student loans as part of the National Defense Education Act of 1958, the US postsecondary financial aid system was set on a path from which it has not fundamentally deviated in the intervening decades. While college financing has trended almost inexorably toward greater reliance on student borrowing as costs have outpaced families’ incomes, the major components of the financing “mix” have remained unchanged. Financial aid policy is sometimes tweaked around the edges to lighten the burden of student debt, give colleges a competitive edge, or address undesirable disincentives. For the most part, however, these reforms bear more resemblance to the classic “shell game” than to authentic innovations. What American students need are more powerful tools with which to approach their futures—tools that help them prepare for higher education, persist to completion, and then leverage returns on their degrees. What they get, however, are repackaged versions of the same blunt instruments. While everyone wants improved outcomes from our financial aid investments, the nation’s apparent inability or unwillingness to innovate truly novel approaches to paying for higher education stands in the way of progress. The goal of financial aid policy has been narrowly framed as only helping young adults pay for college, a low bar that completely ignores the role financial aid could play in influencing early education, postsecondary completion, and post-college financial health. As a result, instead of receiving support at critical junctures along the opportunity pipeline to a prosperous adulthood, students are largely left to their own devices except at the moment when the tuition bill becomes due. To capitalize on the resulting missed opportunities, the United States needs more than different loan repayment schedules or loosened rules on grant disbursement. What we need is a fundamental shift in how we think about financing higher education and what we believe about why it matters.
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Conference papers on the topic "Edge Hill College of Higher Education"

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Bramley, Gareth, Kate Campbell-Pilling, and Carl Simmons. "Dont feedback in anger: enhancing student experience of feedback." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11216.

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This research explores three iterations of the delivery of audio feedback in relation to formative assessments at the School of Law, University of Sheffield. The evidence base includes similar practice at Edge Hill University and collaboration on good practice between the two institutions. This paper will set out the context for the implementation of audio feedback, namely to help address the difficult issues experienced with feedback from non-engagement by the student in the whole feedback process, to a lack of utilization of formative feedback for 'feedforward' purposes. Qualitative comments from both students and staff experiencing this model of feedback will be drawn upon, which include references to the perceived benefits and challenges of this mode of feedback by both sets of stakeholders. This paper will then take participants through the methods addressed to engage student with feedback on formative assessments, in order to create and encourage proper 'feedforward' to summative assessments, and to provide effective, focused, consistent and constructive feedback. This paper in particular aims to show how the provision of audio feedback has the potential to greatly enhance the student learning experience, and can provide a more positive attitude generally to the giving, and receiving of feedback from both staff and students alike.
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