Paul Ashwin

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Andrea AbbasProfessor, Department of Education, University of Bath.Dirección de correo verificada de bath.ac.uk
Keith TrigwellUniversity of SydneyDirección de correo verificada de sydney.edu.au
Jan McArthurLancaster UniversityDirección de correo verificada de lancaster.ac.uk
Sari Lindblom-YlänneFull Professor, University of HelsinkiDirección de correo verificada de helsinki.fi
Anne NevgiAssociate ProfessorDirección de correo verificada de helsinki.fi
Kelly CoateRichmond American University LondonDirección de correo verificada de richmond.ac.uk
Velda McCuneSenior LecturerDirección de correo verificada de ed.ac.uk
Kathy LuckettUniversity of Cape Town, South AfricaDirección de correo verificada de uct.ac.za
Gregory Light, PhDNorthwestern UniversityDirección de correo verificada de northwestern.edu
David BoudDeakin University, University of Technology Sydney, Middlesex UniversityDirección de correo verificada de deakin.edu.au
Katarina MårtenssonSenior lecturer, Lund UniversityDirección de correo verificada de ahu.lu.se
Jennifer CaseDepartment Head, Virginia TechDirección de correo verificada de vt.edu
Elena MillanUniversity of Reading, United KingdomDirección de correo verificada de reading.ac.uk
Paul TrowlerProfessor of Higher Education, Lancaster UniversityDirección de correo verificada de lancaster.ac.uk
Murray SaundersLancaster University, UKDirección de correo verificada de lancaster.ac.uk
Didi M.E. GriffioenProfessor of Higher Education, Research & InnovationDirección de correo verificada de hva.nl
Antonia ScholkmannAssociate Professor, Aalborg University, Department of Culture and LearningDirección de correo verificada de ikl.aau.dk
Manja KlemencicAssociate Senior Lecturer on Sociology, Harvard UniversityDirección de correo verificada de g.harvard.edu
Rosemary DeemProfessor of Higher Education Management Dirección de correo verificada de rhul.ac.uk
Suellen ShayUniversity of Cape TownDirección de correo verificada de uct.ac.za

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Paul Ashwin

Professor of Higher Education, Lancaster University

Dirección de correo verificada de lancaster.ac.uk - Página principal

Higher Education learning-teaching knowledge-curriculum higher education policy phenomenography


Título Ordenar por citas Ordenar por año Ordenar por título	Citado por Citado por	Año
How approaches to teaching are affected by discipline and teaching context S Lindblom‐Ylänne, K Trigwell, A Nevgi, P Ashwin Studies in Higher Education 31 (03), 285-298, 2006	1011	2006
Analysing teaching-learning interactions in higher education: Accounting for structure and agency P Ashwin Continuum International Publishing Group, 2009	325*	2009
The meanings of student engagement: Implications for policies and practices P Ashwin, D McVitty The European higher education area: Between critical reflections and future …, 2015	316	2015
Reflective teaching in higher education P Ashwin, D Boud, S Calkins, K Coate, F Hallett, G Light, K Luckett, ... Bloomsbury Publishing, 2020	295	2020
Peer support: Relations between the context, process and outcomes for the students who are supported P Ashwin Instructional science 31, 159-173, 2003	168	2003
Evoked prior learning experience and approach to learning as predictors of academic achievement K Trigwell, P Ashwin, ES Millan British Journal of Educational Psychology 83 (3), 363-378, 2013	165	2013
Variation in students’ experiences of the ‘Oxford tutorial’ P Ashwin Higher Education 50 (4), 631-644, 2005	163	2005
An exploratory study of situated conceptions of learning and learning environments K Trigwell, P Ashwin Higher Education 51, 243-258, 2006	145	2006
Transforming University Education: A Manifesto P Ashwin Bloomsbury Publishing, 2020	131	2020
Accounting for structure and agency in ‘close-up’research on teaching, learning and assessment in higher education P Ashwin International Journal of Educational Research 47 (3), 151-158, 2008	123	2008
Knowledge, curriculum and student understanding in higher education P Ashwin Higher Education 67 (2), 123-126, 2014	122	2014
Investigating staff and educational development P Ashwin, K Trigwell Enhancing staff and educational development, 117-131, 2004	117	2004
The use and value of Bernstein’s work in studying (in) equalities in undergraduate social science education M McLean, A Abbas, P Ashwin British Journal of Sociology of Education 34 (2), 262-280, 2013	99	2013
How do students’ accounts of sociology change over the course of their undergraduate degrees? P Ashwin, A Abbas, M McLean Higher Education 67, 219-234, 2014	97	2014
How often are theories developed through empirical research into higher education? P Ashwin Studies in Higher Education 37 (8), 941-955, 2012	95	2012
Changing higher education: The development of learning and teaching P Ashwin Routledge, 2005	90	2005
Variation in academics’ accounts of tutorials P Ashwin Studies in Higher Education 31 (6), 651-665, 2006	83	2006
Undergraduate students' experience of learning at the University of Oxford K Trigwell, P Ashwin Institute for the Advancement of University Learning, 2003	77	2003
Academics' perceptions of what it means to be an academic K Rosewell, P Ashwin Studies in Higher Education 44 (12), 2374-2384, 2019	64	2019
Peer facilitation and how it contributes to the development of a more social view of learning P Ashwin Research in Post-Compulsory Education 8 (1), 005-018, 2003	59	2003

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