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Social moderation and calibration versus codification: a way forward for academic standards in higher education? (2024)
Journal Article
O’Donovan, B., Sadler, I., & Reimann, N. (2024). Social moderation and calibration versus codification: a way forward for academic standards in higher education?. Studies in Higher Education, https://doi.org/10.1080/03075079.2024.2321504

A key responsibility of higher education providers is the accurate certification of the knowledge and skills attained by their students. However, despite an intense focus on developing relevant quality assurance regulations, academic standards in hig... Read More about Social moderation and calibration versus codification: a way forward for academic standards in higher education?.

Feedforward practices: a systematic review of the literature (2022)
Journal Article
Sadler, I., Reimann, N., & Sambell, K. (2023). Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education, 48(3), 305-320. https://doi.org/10.1080/02602938.2022.2073434

The notion of ‘feedforward’ has emerged as popular with practitioners, and there has been an upsurge in publications which include this term. This interpretivist and conceptual systematic review sought to consider the different forms of educational p... Read More about Feedforward practices: a systematic review of the literature.

Addressing the challenges of assessment and feedback in Business Schools: developing assessment practices which support learning (2021)
Book Chapter
Reimann, N., Sambell, K., Sadler, I., & Kreber, C. (2021). Addressing the challenges of assessment and feedback in Business Schools: developing assessment practices which support learning. In A. Kjaergaard, A. Lindgreen, E. Rosier, T. Thomsen, & A. Tuncdogan (Eds.), Handbook of Teaching and Learning at Business SchoolsA Practice-Based Approach (207-225). Edward Elgar Publishing. https://doi.org/10.4337/9781789907476.00025

The chapter outlines the paradigm shift that has characterised debates around assessment and feedback in higher education, triggered in particular by high levels of student dissatisfaction. It then presents contemporary models of assessment and discu... Read More about Addressing the challenges of assessment and feedback in Business Schools: developing assessment practices which support learning.

Student mental health nurses’ understanding of recovery: a phenomenographic study  (2021)
Journal Article
Watson, F., & Reimann, N. (2021). Student mental health nurses’ understanding of recovery: a phenomenographic study . Nurse Education in Practice, 53, Article 103082. https://doi.org/10.1016/j.nepr.2021.103082

Aim To explore the variation in mental health nursing students’ understanding of recovery. Background In mental health practice clinical understanding of recovery has been challenged with a new understanding based on the individualised experiences of... Read More about Student mental health nurses’ understanding of recovery: a phenomenographic study .

The importance of national and institutional context: implications for research on teaching development programmes (2020)
Journal Article
Reimann, N., Fabriz, S., & Hansen, M. (2021). The importance of national and institutional context: implications for research on teaching development programmes. Journal of Further and Higher Education, 45(4), 511-523. https://doi.org/10.1080/0309877x.2020.1792423

This paper offers reflections on the role of context for teaching development programmes, stimulated by participating in European staff mobility. It is presented in two parts. Part 1 discusses the differences between the national and institutional co... Read More about The importance of national and institutional context: implications for research on teaching development programmes.

What's in a word? Practices associated with 'feedforward' in higher education (2019)
Journal Article
Reimann, A., Sadler, I., & Sambell, K. (2019). What's in a word? Practices associated with 'feedforward' in higher education. Assessment & Evaluation in Higher Education, 44(8), 1279-1290. https://doi.org/10.1080/02602938.2019.1600655

The term ‘feedforward’ is increasingly employed in higher education, and this paper focuses on the way in which it fits into contemporary debates about feedback and its impact on practitioners. Semi-structured interviews were used to investigate the... Read More about What's in a word? Practices associated with 'feedforward' in higher education.

Fun and games in higher education: an analysis of UK student perspectives (2018)
Journal Article
Whitton, N., & Langan, M. (2019). Fun and games in higher education: an analysis of UK student perspectives. Teaching in Higher Education, 24(8), 1000-1013. https://doi.org/10.1080/13562517.2018.1541885

In an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyab... Read More about Fun and games in higher education: an analysis of UK student perspectives.

Engaging the wider academic community in a Postgraduate Certificate in Academic Practice: the issue of standards (2017)
Journal Article
Reimann, N., & Allin, L. (2018). Engaging the wider academic community in a Postgraduate Certificate in Academic Practice: the issue of standards. International Journal for Academic Development, 23(4), 286-297. https://doi.org/10.1080/1360144x.2017.1381966

This paper critically reflects on the challenges associated with academic standards in a postgraduate certificate in academic practice, which involved the wider academic community of the institution. It is underpinned by a socio-cultural constructivi... Read More about Engaging the wider academic community in a Postgraduate Certificate in Academic Practice: the issue of standards.

Learning about assessment: the impact of two courses for higher education staff (2017)
Journal Article
Reimann, N. (2018). Learning about assessment: the impact of two courses for higher education staff. International Journal for Academic Development, 23(2), 86-97. https://doi.org/10.1080/1360144x.2017.1375413

This interview-based study investigated the impact of two academic development courses about assessment. Participants learnt concepts and terminology that enabled them to better understand and communicate about assessment. The courses also stimulated... Read More about Learning about assessment: the impact of two courses for higher education staff.

Variation in the development of teachers’ understandings of assessment and their assessment practices in higher education (2017)
Journal Article
Sadler, I., & Reimann, N. (2018). Variation in the development of teachers’ understandings of assessment and their assessment practices in higher education. Higher Education Research & Development, 37(1), 131-144. https://doi.org/10.1080/07294360.2017.1344199

This paper reports a study into the development of staff understanding of assessment and assessment practice. Eight teachers from two universities constructed an initial concept map about assessment that was discussed in a one-to-one semi-structured... Read More about Variation in the development of teachers’ understandings of assessment and their assessment practices in higher education.

Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff (2016)
Journal Article
Reimann, N., & Sadler, I. (2017). Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff. Assessment & Evaluation in Higher Education, 42(5), 724-736. https://doi.org/10.1080/02602938.2016.1184225

The study investigates how higher education staff understand assessment, and the relationship between these understandings and their assessment practices. Nine individuals attended a workshop that guided them through the creation of a concept map abo... Read More about Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff.

Using seen examination questions in economics: an evaluation. (2012)
Journal Article
Reimann, N., & Robson, M. (2013). Using seen examination questions in economics: an evaluation. Journal of Further and Higher Education, 37(2), 224-241. https://doi.org/10.1080/0309877x.2011.645449

This paper presents a detailed quantitative analysis of the use of seen questions within examinations in Economics option modules at one UK university. 4622 marks for seen and unseen questions awarded over a period of three years were analysed; the i... Read More about Using seen examination questions in economics: an evaluation..

Academic Development in ‘Assessment for Learning’: the value of a concept and communities of assessment practice. (2011)
Journal Article
Reimann, N., & Wilson, A. (2012). Academic Development in ‘Assessment for Learning’: the value of a concept and communities of assessment practice. International Journal for Academic Development, 17(1), 71-83. https://doi.org/10.1080/1360144x.2011.586460

This interview-based study investigates staff perceptions of their involvement in a university centre which focuses on the development of assessment for learning (AfL) approaches. Learning about assessment is examined both as conceptual change and wi... Read More about Academic Development in ‘Assessment for Learning’: the value of a concept and communities of assessment practice..

To risk or not to risk it: student (non-)engagement with seen examination questions (2010)
Journal Article
Reimann, N. (2011). To risk or not to risk it: student (non-)engagement with seen examination questions. Assessment & Evaluation in Higher Education, 36(3), 263-279. https://doi.org/10.1080/02602930903311716

This case study explores students’ perceptions of seen examination questions about topics not covered by the formal curriculum of a final‐year economics module and of the associated group support sessions. Eight semi‐structured interviews with a tota... Read More about To risk or not to risk it: student (non-)engagement with seen examination questions.

Exploring Disciplinarity in Academic Development: Do “Ways of Thinking and Practicing” Help Higher Education Practitioners to Think about Learning and Teaching? (2008)
Book Chapter
Reimann, N. (2009). Exploring Disciplinarity in Academic Development: Do “Ways of Thinking and Practicing” Help Higher Education Practitioners to Think about Learning and Teaching?. In C. Kreber (Ed.), The University and its Disciplines: Teaching and Learning within and beyond disciplinary boundaries (84-95). Routledge

Threshold concepts in Economics: a case study. (2006)
Book Chapter
Reimann, N., & Jackson, I. (2006). Threshold concepts in Economics: a case study. In E. Meyer, & R. Land (Eds.), Overcoming Barriers to Student Understanding. Threshold concepts and troublesome knowledge (115-133). Routledge

First year teaching-learning environments in economics (2004)
Journal Article
Reimann, N. (2004). First year teaching-learning environments in economics. International Review of Economics Education, 3(1), 9-38. https://doi.org/10.1016/s1477-3880%2815%2930147-x

This paper offers an analysis of selected first-year teaching–learning environments in economics. Evidence is derived from 41 semi-structured interviews conducted as part of the Enhancing Teaching–Learning Environments in Undergraduate Courses (ETL)... Read More about First year teaching-learning environments in economics.

Calculating Non-completion Rates for Modules on Institution-wide Language Programmes: some observations on the nature of seemingly objective figures. (2004)
Journal Article
Reimann, N. (2004). Calculating Non-completion Rates for Modules on Institution-wide Language Programmes: some observations on the nature of seemingly objective figures. Journal of Further and Higher Education, 28(2), 139-152. https://doi.org/10.1080/0309877042000206714

This article discusses the issues and problems which typically arise in the process of compiling non‐completion statistics, using the example of an empirical investigation of student non‐continuation on an institution‐wide language programme. The res... Read More about Calculating Non-completion Rates for Modules on Institution-wide Language Programmes: some observations on the nature of seemingly objective figures..