[1]
Bovill, C. and Bulley, C.J., ‘A model of active student participation in curriculum design: exploring desirability and possibility’, in Improving Student Learning (ISL) 18: Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations, no. 18, Oxford Brookes University: Oxford Centre for Staff and Learning Development, 2011, pp. 176–188 [Online]. Available: https://eprints.gla.ac.uk/57709/
[2]
S. Brooman, S. Darwent, and A. Pimor, ‘The student voice in higher education curriculum design: is there value in listening?’, Innovations in Education and Teaching International, vol. 52, no. 6, pp. 663–674, Nov. 2015, doi: 10.1080/14703297.2014.910128.
[3]
Bryson C, Understanding and developing student engagement, vol. The staff and educational development series. London: Routledge, 2014 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1644416
[4]
A. W. Chickering and Z. F. Gamson, ‘Seven Principles for Good Practice in Undergraduate Education.’, AAHE Bulletin, 1987 [Online]. Available: https://eric.ed.gov/?id=ED282491
[5]
A. Cook-Sather, C. Bovill, and P. Felten, Engaging students as partners in learning and teaching: a guide for faculty, First edition. San Francisco, California: Jossey-Bass, 2014 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781118836262
[6]
G. Gibbs, ‘Student engagement, the latest buzzword - Times Higher Education’, Times Higher Education, May 2014 [Online]. Available: https://www.timeshighereducation.co.uk/news/student-engagement-the-latest-buzzword/2012947.article
[7]
M. Healey, A. Flint, K. Harrington, and Higher Education Academy, ‘Engagement through partnership: students as partners in learning and teaching in higher education’. 2014 [Online]. Available: https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education
[8]
Higher Education Academy, ‘Framework for student engagement through partnership | Higher Education Academy’, 2015. [Online]. Available: https://www.heacademy.ac.uk/enhancement/frameworks/framework-student-engagement-through-partnership
[9]
Higher Education Academy, V. Trowler, and P. Trowler, ‘Student Engagement Frameworks for Action Enhancing Student Engagement at the Institutional Level’. 2010 [Online]. Available: https://www.heacademy.ac.uk/resources/detail/studentengagement/Frameworks_for_action_index
[10]
Bryson C, Understanding and developing student engagement, vol. The staff and educational development series. London: Routledge, 2014 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1644416
[11]
Dunne E. and Owen, D., The student engagement handbook: practice in higher education, First edition. United Kingdom: Emerald Group Publishing Limited, 2013 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1593394
[12]
L. Wolf-Wendel, K. Ward, and J. Kinzie, ‘A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success’, Journal of College Student Development, vol. 50, no. 4, pp. 407–428, 2009, doi: 10.1353/csd.0.0077.
[13]
‘UK Quality Code for Higher Education : Part B Assuring and Enhancing Academic Quality’. The Quality Assurance Agency for Higher Education (QAA), 2012 [Online]. Available: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-b
[14]
C. Woolmer et al., ‘Student staff partnership to create an interdisciplinary science skills course in a research intensive university’, International Journal for Academic Development, pp. 1–12, Dec. 2015, doi: 10.1080/1360144X.2015.1113969.
[15]
C. Bovill, ‘An investigation of co-created curricula within higher education in the UK, Ireland and the USA’, Innovations in Education and Teaching International, vol. 51, no. 1, pp. 15–25, Jan. 2014, doi: 10.1080/14703297.2013.770264.
[16]
Bovill, C., ‘Students and staff co-creating curricula: a new trend or an old idea we never got around to implementing?’, in Improving Student Learning Through Research and Scholarship: 20 Years of ISL, no. 20, Oxford Centre for Staff and Learning Development, 2013, pp. 96–108 [Online]. Available: https://eprints.gla.ac.uk/82348/
[17]
C. Bovill, C. J. Bulley, and K. Morss, ‘Engaging and empowering first-year students through curriculum design: perspectives from the literature’, Teaching in Higher Education, vol. 16, no. 2, pp. 197–209, Apr. 2011, doi: 10.1080/13562517.2010.515024.
[18]
C. Bryson and L. Hand, ‘The role of engagement in inspiring teaching and learning’, Innovations in Education and Teaching International, vol. 44, no. 4, pp. 349–362, Nov. 2007, doi: 10.1080/14703290701602748.
[19]
A. Cook-Sather, ‘Multiplying perspectives and improving practice: what can happen when undergraduate students collaborate with college faculty to explore teaching and learning’, Instructional Science, vol. 42, no. 1, pp. 31–46, Jan. 2014, doi: 10.1007/s11251-013-9292-3.
[20]
S. J. Deeley, ‘Summative co-assessment: A deep learning approach to enhancing employability skills and attributes’, Active Learning in Higher Education, vol. 15, no. 1, pp. 39–51, Mar. 2014, doi: 10.1177/1469787413514649.
[21]
S. Deeley and R. Brown, ‘Learning Through Partnership in Assessment’, Teaching and Learning Together in Higher Education, no. 13, 2014 [Online]. Available: https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1107&context=tlthe
[22]
Department for Business, Innovation & Skills, ‘Higher Education : Students at the Heart of the System’. 2011 [Online]. Available: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/32409/11-944-higher-education-students-at-heart-of-system.pdf
[23]
Dunne E. and Owen, D., The student engagement handbook: practice in higher education, First edition. United Kingdom: Emerald Group Publishing Limited, 2013 [Online]. Available: https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1593394
[24]
E. Dunne and R. Zandstra, ‘Students as change agents - new ways of engaging with learning and teaching in higher education’. A joint University of Exeter/ESCalate/Higher Education Academy Publication, 2011 [Online]. Available: http://escalate.ac.uk/8064
[25]
Fleiszer, D, Fleiszer, T. and Russell, R., ‘Medical Teacher’, vol. 19, no. 3, 1997 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.tandfonline.com./toc/imte20/19/3#.Ve1xfqNwaUk
[26]
G. Gibbs, ‘Dimensions of Quality’. Higher Education Academy, York, 2010 [Online]. Available: https://www.heacademy.ac.uk/sites/default/files/dimensions_of_quality.pdf
[27]
J. Hardy et al., ‘Student-Generated Content: Enhancing learning through sharing multiple-choice questions’, International Journal of Science Education, vol. 36, no. 13, pp. 2180–2194, Sep. 2014, doi: 10.1080/09500693.2014.916831.
[28]
L. Hand, C. Bryson, and Staff and Educational Development Association, Student engagement, vol. SEDA special. London: SEDA, 2008.
[29]
J. Lea, Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice. Milton Keynes: Open University Press, 2015.
[30]
‘Students as partners in the curriculum | Higher Education Academy’, 2014. [Online]. Available: https://www.heacademy.ac.uk/services/change/change-programmes/students-partners-curriculum
[31]
M. Huxham, M. Hunter, A. McIntyre, R. Shilland, and J. McArthur, ‘Student and teacher co-navigation of a course: following the of academic enquiry’, Teaching in Higher Education, vol. 20, no. 5, pp. 530–541, Jul. 2015, doi: 10.1080/13562517.2015.1036730.
[32]
E. R. Kahu, ‘Framing student engagement in higher education’, Studies in Higher Education, vol. 38, no. 5, pp. 758–773, Jun. 2013, doi: 10.1080/03075079.2011.598505.
[33]
K.-L. Krause, ‘Understanding and Promoting Student Engagement in University Learning Communities’, 2005 [Online]. Available: https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0007/1761523/Stud_eng.pdf
[34]
G. D. Kuh, C. G. Schneider, and Association of American Colleges and Universities, High-impact educational practices: what they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities, 2008.
[35]
Professor George Kuh, University of Illinois, ‘What matters to student success: the promise of high impact practices. Keynote presentation video recording’, 2015. [Online]. Available: http://www.learningoutcomeassessment.org/Presentations/Kuh%202013%20New%20Mexico%20Assessment%20Conf%20HIPs%20afternoon%20session.pdf
[36]
‘Keynote slides Professor George Kuh, University of Illinois’, 2015. [Online]. Available: https://cuecon2014.commons.gc.cuny.edu/keynote/
[37]
S. Little, Staff-student partnerships in higher education. London: Continuum, 2011.
[38]
S. J. Mann, ‘Alternative Perspectives on the Student Experience: Alienation and engagement’, Studies in Higher Education, vol. 26, no. 1, pp. 7–19, Mar. 2001, doi: 10.1080/03075070020030689.
[39]
R. Mihans, D. Long, and P. Felten, ‘Power and Expertise: Student-Faculty Collaboration in Course Design and the Scholarship of Teaching and Learning’, International Journal for the Scholarship of Teaching and Learning, vol. 2, no. 2, 2008 [Online]. Available: https://digitalcommons.georgiasouthern.edu/ij-sotl/vol2/iss2/16/
[40]
N. Moore and M. Gilmartin, ‘Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates’, Journal of Geography in Higher Education, vol. 34, no. 3, pp. 327–344, Aug. 2010, doi: 10.1080/03098265.2010.501552.
[41]
National Union of Students, ‘A Manifesto For Partnership’. 2012 [Online]. Available: http://www.nusconnect.org.uk/resources/a-manifesto-for-partnership
[42]
Ryan, A. and Tilbury, D., ‘Flexible pedagogies: new pedagogical ideas | Higher Education Academy’, 2013. [Online]. Available: https://www.heacademy.ac.uk/flexible-pedagogies-new-pedagogical-ideas
[43]
J. Seale, ‘Doing student voice work in higher education: an exploration of the value of participatory methods’, British Educational Research Journal, vol. 36, no. 6, pp. 995–1015, Jan. 2009, doi: 10.1080/01411920903342038.
[44]
sparqs, ‘Student engagement framework for Scotland’. 2011 [Online]. Available: http://www.sparqs.ac.uk/upfiles/SEFScotland.pdf
[45]
L. A. J. Stefani, ‘Assessment in Partnership with Learners’, Assessment & Evaluation in Higher Education, vol. 23, no. 4, pp. 339–350, Dec. 1998, doi: 10.1080/0260293980230402.
[46]
The Student Engagement Partnership, ‘The principles of student engagement: The student engagement conversation Summer-Autumn’. 2014 [Online]. Available: http://tsep.org.uk/wp-content/uploads/gravity_forms/4-8f8ea0c4180f64d078700886483e4a08/2014/08/Student-Engagment-Conversation-Pamphlet-v11.pdf
[47]
L. Thomas and The Higher Education Academy, ‘Building student engagement and belonging in higher education at a time of change: final report from the What Works? Student Retention and Success programme’. 2012 [Online]. Available: https://www.heacademy.ac.uk/resources/detail/what-works-student-retention/What_works_final_report
[48]
V. Trowler and Higher Education Academy, ‘Student engagement literature review’. 2010 [Online]. Available: https://www.heacademy.ac.uk/resources/detail/evidencenet/Student_engagement_literature_review
[49]
Higher Education Academy and Trowler, P. and Trowler, V., ‘Student Engagement Case Studies’. 2010 [Online]. Available: https://www.heacademy.ac.uk/resource/student-engagement-case-studies
[50]
C. Werder and M. M. Otis, Engaging student voices in the study of teaching and learning, 1st ed. Sterling, Va: Stylus, 2010.
[51]
N. Zepke and L. Leach, ‘Improving student engagement: Ten proposals for action’, Active Learning in Higher Education, vol. 11, no. 3, pp. 167–177, Nov. 2010, doi: 10.1177/1469787410379680.