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Cast, About Universal Design for Learning https://www.cast.org/impact/universal-design-for-learning-udl [accessed: 8 November 2021]

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References and sources from the Manager Development Programme

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Locke, E. A., & Latham, G. P. (Eds.). (2013). New developments in goal setting and task performance. Routledge/Taylor & Francis Group
- a source for objective setting

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Land, R., Meyer, J.H.F. & Smith, J. (2008) Threshold concepts within the disciplines. Rotterdam: Sense Publishers

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Fry, H., Ketteridge, S., & Marshall, S. (2008). A handbook for teaching and learning in higher education: Enhancing academic practice. Routledge.

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Ashwin, P., and Boud, D., et al. 2nd ed. (2020) Reflective teaching in higher education. Bloomsbury Academic

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Biggs, J (1982) Evaluating the quality of learning: the SOLO taxonomy, New York: Academic Press

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Johns, C. (2009) Becoming a reflective practitioner. Oxford: Wiley.

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Kolb, D.A, 2nd ed. (2015) Experiential learning – experience as the source of learning and development, Pearson Education

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Murray, R. (Ed.). (2008). The Scholarship of Teaching and Learning in Higher Education. Maidenhead, Society for Research into Higher Education and Open University Press.

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Bloom, B.S., (1956) Taxonomy of educational objectives: the cognitive domain. David McKay, New York.

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Brown, S., Why are learning outcomes (often) so dreadful? Online at: https://thesedablog.wordpress.com/2019/03/07/sally-brown/ SEDA [accessed: 21 September 2021]

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Minton, D. (2015). Teaching skills in further & adult education. Macmillan International Higher Education.

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Race, P., (2015) 4th ed. The lecturer’s toolkit: a practical guide to assessment, learning and teaching. Routledge

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Biggs, J., and Tang, C., 4th ed. (2011) Teaching for quality learning at university. Buckingham: Open University Press/McGraw Hill

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Carroll, J. & Ryan, J. (2007) Teaching international students: improving learning for all. Routledge

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Christersson, C., & Staaf, P. (2019). Promoting active learning in universities: Thematic peer group report. European University Association.

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Boud, D. and Falchikov, N. (2007) Rethinking assessment in higher education: learning for the longer term. Routledge

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Brimble, Mark. (2015). Why students cheat: an exploration of the motivators of student academic dishonesty in higher education. 10.1007/978-981-287-079-7_58-1 [accessed: 17 December 2021]

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Lancaster, T. and Clarke, R., (2017) Plagiarism across Europe and beyond 2017

https://academicintegrity.eu/conference/proceedings/2017/Glendinning_Exploring.pdf [accessed: 11 November 2021]

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The Higher Education Academy (2012) A marked improvement: transforming assessment in higher education. Online at:  https://www.heacademy.ac.uk/system/files/A_Marked_Improvement.pdf [accessed: 17 December 2021]

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Race, P (20021) A briefing on self, peer and group assessment. LTSN Generic Centre: Learning and Teaching Network Support. Online at: https://phil-race.co.uk/wp-content/uploads/Self, peer and group assessment.pdf.

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University of Technology Sidney, Assessment Futures https://www.uts.edu.au/research-and-teaching/learning-and-teaching/assessment-futures/key-assessment-elements [accessed: 17 December 2021]

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Laurillard, D (2012) Teaching as a design science: building pedagogical patterns for learning and technology. Abingdon, Routledge

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Redmond, P., Abawi, L.-A., Brown, A., Henderson, R., & Heffernan, A. (2018). An online engagement framework for higher education. Online learning, 22(1), 183-204.

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Wenger, E., 18th ed. (2008) Communities of practice – learning, meaning and identity. Cambridge University Press

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Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge: epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373–388. http://www.jstor.org/stable/25068074

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See The Quality Assurance Agency for Higher Education for Subject Benchmark Statements https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements

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Jackson, N., Oliver, M., Shaw, M. and Wisdom, J., eds (2006) Developing creativity in higher education: an imaginative curriculum. London and New York: Routledge

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Entwistle, N.J (2009). Teaching for understanding at university: Deep approaches and distinctive ways of thinking. Basingstoke: Palgrave Macmillan.

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Giesen, J. (2005) Constructivism: a holistic approach to teaching and learning. Online at https://ssl.niu.edu/facdev/programs/handouts/constructivism.pdf

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Garrison, D.R., 2nd ed. (2011) E-learning in the 21 st century – a framework for research and practice, Routledge

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JISC (2009) Thriving in the 21 st century: learning literacies for the digital age.

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QAA, Enhancing inclusion and accessibility: a range of resources using technology to make teaching more inclusive. https://www.qaa.ac.uk/scotland/focus-on/technology-enhanced-learning/enhancing-inclusion-and-accessibility

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Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and instruction, 43, 27-38. https://doi.org/10.1016/j.learninstruc.2016.01.002

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Advance HE, Inclusive Learning and Teaching in Higher Education. https://www.advance-he.ac.uk/knowledge-hub/inclusive-learning-and-teaching-higher-education

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JISC, Supporting an Inclusive Learner Experience. https://www.jisc.ac.uk/guides/supporting-an-inclusive-learner-experience-in-higher-education

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Su, F., & Wood, M. (2017). Towards an ‘ordinary’ cosmopolitanism in everyday academic practice in higher education. Journal of Educational Administration and History, 49(1), 22-36.

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Refer to subject specific literature as well as professional and quality assurance bodies such as QAA, TESQA, OfS, Advance HE (HEA), TES, internal quality documents such as the LTA framework, partner university policies.

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Kruger and Rootman (2010) How do small business managers influence employee satisfaction and commitment?
- a source for how important recognition and feedback are

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Otto Scharmer (2009), Theory U – Leading from the Future as it Emerges, Berrett Koehler, San Francisco
- 4 levels of listening – including generative listening

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Sir John Whitmore (2017), Coaching for Performance: The Principles and Practice of Coaching and Leadership

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Stephen Gilligan and Robert Dilts (2021) Generative Coaching Volume 1

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Downey, M (2003) Effective Coaching: Lessons from the Coach's Coach

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Edwin A. Locke, Gary P. Latham (2002) Building a practically useful theory of goal setting and task motivation - a 35-year odyssey, American Psychologist
- a source for objective setting

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Situation-Behavior-Impact™ feedback model, Center for Creative Leadership, Weitzel, SR, 2000
(SBI feedback model source)

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Sefcik, L., Striepe, M., and Yorke, J. (2020) Mapping the landscape of academic integrity education programs: what approaches are effective? Assessment and Evaluation in Higher Education [accessed: 17 December 2021]

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Bowden, J. L.-H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in higher education (Dorchester-on-Thames)  https://doi.org/10.1080/03075079.2019.1672647

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Gibbs, G. (2010) Dimensions of quality. Higher Education Academy. Online at: https://wwww.heacademiy.ac.uk/sites/default/files/dimensions of quality.pdf

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Grant Wiggins & Jay McTighe (2005), Understanding by Design (2nd ed.). Alexandria

(PDF) Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development ASCD.

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(PDF) Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development ASCD

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PDF | Writers and curriculum experts Grant Wiggins and Jay McTighe present in this second edition of their best-seller Understanding by Design not only... | Find, read and cite all the research you need on ResearchGate

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Jisc (2020) The future of assessment: five principles and five targets. Online at:

The future of assessment: five principles, five targets for 2025 - Jisc - Jisc [accessed: 11 November 2021]

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David Nicol & Debra Macfarlane-Dick (2006), Formative assessment and self‐regulated learning. Studies in Higher Education, 31(2), 199–218.

Nicol, Macfarlane-Dick - Formative Assessment and Self-Regulated Learning | PDF | Educational Assessment | Motivation

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Nicol, Macfarlane-Dick - Formative Assessment and Self-Regulated Learning | PDF | Educational Assessment | Motivation

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Scribd is the world’s largest social reading and publishing site.

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Warwick, P (2006) Ten tips for teaching international students. The York Management School, Higher Education Academy. Online at: https://www.heacademy.ac.uk/resources/ten-tips-teaching-international-students

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Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day (pp. 120-190). Washington DC: International Society for Technology in Education.

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Graham Gibbs (2010), Dimensions of quality, York: Higher Education Academy

ERIC - ED562081 - Implications of "Dimensions of Quality" in a Market Environment. HEA Research Series, Higher Education Academy, 2012

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ERIC - ED562081 - Implications of “Dimensions of Quality” in a Market Environment. HEA Research Series, Higher Education Academy, 2012

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Do prospective students get the information they need to assess what can be gained from attending a particular higher education institution? Professor Gibbs’ highly influential 2010 report, “Dimensions of Quality”, found that student outcomes can be affected by the way that institutions choose to use available resources; class size, the level of student effort, the teacher who is delivering a course or module, and the quantity and quality of feedback. Professor Gibbs’ new report examines how the HE community can apply the dimensions of quality he identified in 2010 to make a real difference to the student experience and to inform students’ decision-making about where they study.

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Diana Laurillard (2012), Teaching as a Design Science, London: Routledge

Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology

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Richard Mayer (2009), Multimedia Learning (2nd ed.), Cambridge, Cambridge University Press.

Multimedia Learning Mayer 2009 | PDF | Multimedia | Instructional Design

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Multimedia Learning Mayer 2009 | PDF | Multimedia | Instructional Design

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John Hattie (2009), Visible Learning, London: Routledge

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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Zhang, M., Liu, S., & Matthews, K. E. (2025), Recognising cultural capital through intercultural dialogue: An exploration of pedagogical partnership. Teaching in Higher Education

Recognising Cultural Capital Through Intercultural Dialogue: An Exploration of Pedagogical Partnership - Meng Zhang, Shuang Liu, Kelly E. Matthews, 2025

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Brookfield, S.D. (2017), Becoming a Critically Reflective Teacher, 2nd edition, San Francisco

Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). San Francisco, CA: Jossey Bass. | Journal of Applied Learning and Teaching

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Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). San Francisco, CA: Jossey Bass. | Journal of Applied Learning and Teaching

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Stephen Brookfield’s famous book Becoming a critically reflective teacher was first published in 1995. It earned rave reviews after its initial publication, and several friends recommended it highly to me years ago. The second edition that is being reviewed here saw the light of day in 2017, more than two decades after the first. Between editions, Brookfield’s core thesis remains largely unchanged. The critically reflective teacher identifies and scrutinises her assumptions that shape her practice by using the four lenses of critical reflection: (1) students’ eyes, (2) colleagues’ perspectives, (3) theory and (4) personal experience. Despite the continuity of the core thesis in the second edition, Brookfield has done something rather unusual for a new edition in completely rewriting “the whole book from the opening sentence to the last” (ix). Consequently, there are six completely new chapters – on assumptions of power; hegemony; team teaching; the social media; race and racism; and leadership – that provide us with a useful update on Brookfield’s current thinking and also situate the critically reflective teacher firmly in the roller coaster of 21st century teaching.

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Bovill, C. (2019), Co-creation in Learning and Teaching: The Case for a Whole-Class Approach in Higher Education, York, Advance HE

https://www.researchgate.net/publication/337698647_Co-creation_in_learning_and_teaching_the_case_for_a_whole-class_approach_in_higher_education