Kathleen M Quinlan
Biographic Data
| ID | 116596 |
|---|---|
| NAME | Kathleen M Quinlan |
| GIVEN NAMES | Kathleen M |
| FAMILY NAME | Quinlan |
| SIGNATURE | QUINLAN K M |
| AFFILIATIONS | University of Kent |
| ORCID | 0000-0003-3606-4148 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Ethical dilemmas of early career teachers in UK higher education: Conflicts of values and policies
Consequential feedback as a mechanism of action in educational leadership simulations
Evaluative feedback offered by experienced mentors is known to be essential in developing educational leadership, particularly via simulation exercises. However, the role of consequential feedback – naturally arising information about the consequences of learners’ actions – has been overlooked as a mechanism in simulation-based learning in teacher education, though it is beginning to be recognised in simulation studies in other professional devel…
Diversifying curricula: How are people of colour represented in lecture slide images
Diversifying higher education curricula has been called for as one way to reduce racial inequalities in higher education. This study makes an original contribution by focusing on images of people in lecture slides. We explored how people of colour versus white individuals were portrayed in images (n = 250) used in lecture slides in four first-year core social sciences modules and whether the images were likely to be 'inspiring' to racially minori…
Educationally authentic assessment: Reframing authentic assessment in relation to students’ meaningful engagement
With increasing calls for authentic assessment in higher education, the reference point for authenticity has been questioned. Typically, researchers define authenticity in relation to purposes of higher education, which are contested. Advancing the notion of educational authenticity rather than professional, societal, disciplinary, or developmental authenticity, we shift the reference point from outcomes to the process of meaningful student engag…
Evaluative feedback isn’t enough: Harnessing the power of consequential feedback in higher education
Most research on feedback in higher education focuses on evaluative feedback and its recipience, uptake, and enactment. Evaluative feedback information includes judgments, critiques and suggestions for improvement provided by a teacher, peer, self, pre-programmed automatic feedback, or artificial intelligence tutoring systems. In contrast, we elaborate the neglected concept of consequential feedback. Consequential feedback offers information abou…
Equity with equality? Contextualising everyone can widen participation in medical school admissions
Widening participation outcomes in admissions to UK medical schools have not changed 2007–2018, partly due to inequity in selection. This study models the effects of changing selection, using a novel method of contextualising applicants, on widening participation. We studied 1084 English school leaver applicants to a single medical school over two years, using data from their public exams taken 2 years pre-application (GCSE) and recent admissions…
Promoting students’ interest through culturally sensitive curricula in higher education
Previous studies have emphasized culturally sensitive curricula in the context of enhancing minoritized students’ education. We examined the relationship between second-year higher education students’ perceptions of the cultural sensitivity of their curriculum and both majoritized and minoritized students’ interest in their course. A total of 286 (228 F) students rated the cultural sensitivity of their curriculum on six scales using a revised ver…
How and why do students' career interests change during higher education
With increasing emphasis on employability in higher education (HE), there is an urgent need to understand how HE influences students’ career interests. Vocational psychological interest literature has assumed that career interest is stable from adolescence to adulthood. Newer conceptions of interest, drawn from developmental-educational perspectives, instead emphasise the mutability of interest and the ways in which the environment can support it…
Reimagining curricula: Effects of Cultural (In)sensitivity of Curricula on Racially Minoritised Students' Engagement
Imperatives to eliminate racial inequalities in higher education (HE) have led to calls for diversification of curricula. Qualitative evidence is growing about racially minoritised students' perceptions of their curricula and its impact on them. Yet there are no specific instruments to facilitate evaluation of curricular diversification and its impact on students. We examined the relationship between students' perceptions of the cultural sensitiv…
Rethinking employability: How students build on interest in a subject to plan a career
As universities prioritise employability, there is increased attention to promoting students’ career decidedness. In this mixed method, cross-sectional study, we explore whether and how students’ interest in their academic subject affects their career decidedness. Using surveys of 428 undergraduates studying sciences in a UK university (60% F, average age = 19.9) and case examples from follow-up interviews with 15 students, we examine students’ i…
Towards an educational humanities for teacher education: Building the relational, emotional, and ethical bases of teaching practice
In medicine, concern about preserving the humanity, empathy, and moral reasoning of prospective doctors during their medical education has spawned the field of medical humanities. Building on the logic of the medical humanities, I propose an educational humanities to support the relational, emotional, and ethical bases of teaching practice. After a brief review of other attempts to bring the humanities into the preparation of educational professi…
Holding True or Caving in? Academics’ Values, Emotions, and Behaviors in Response to Higher Education Reforms
Staying local: How Mature, Working-Class Students on a Satellite Campus Leverage Community Cultural Wealth
This paper presents the experiences of mature students at a satellite campus of an English higher education institution. Twenty students over age 25 who fit various widening participation criteria were interviewed at four points during their first two years of bachelor’s level study at a higher education (HE) centre in an area underserved by HE. Three aspects (familial, aspirational and social capital) of Yosso’s model of community cultural wealt…
Thriving on challenges: How Immigrant Academics Regulate Emotional Experiences During Acculturation
Transnational academic mobility is of growing importance in higher education. Yet, the acculturation for individual academics is challenging. Taking a phenomenological approach, we interviewed twenty foreign-born academics, who had been living and working in the UK for at least one year, and analysed their emotional experiences of acculturation by chronological stages. Then, using Gross's (Gross, J. J. 1998. “Antecedent-and Response-Focused Emoti…
What triggers students’ interest during higher education lectures? personal and situational variables associated with situational interest
Lecturing is often touted as a means to inspire students’ interest, despite evidence that most lectures fail to do so. This study examines triggers of students' situational interest during lectures. Students (N = 706) in 12 different individual one hour first year lectures in a UK university were surveyed at the end of the lecture. They described the moment they were most interested; rated a series of 5 point Likert scale items on their situation…
How do we integrate skills and content in classics? An inquiry into students’ use of sources
Engagement with primary sources is a key feature of arts and humanities subjects, particularly classics and ancient history. Recent instructional trends emphasise integrating skills with content, particularly in the first year of higher education. We investigate how successfully first-year university students used a variety of sources in an integrated skills and content course, through analysis of 84 final essays. Most students used four to nine …
Emotion and moral purposes in higher education teaching: Poetic Case Examples of Teacher Experiences
Although teaching is emotionally and ethically demanding, higher education teachers’ emotions, values and sense of moral purpose are under-researched. This study examines 66 case examples of teachers’ emotional experiences to see whether and what kinds of moral concerns underpin those emotional moments. Analysis was based on Graham, Nosek, Hadit, Iyer, and Ditto's ([2011]. “Mapping the Moral Domain.” Journal of Personality and Social Psychology 1…
Developing student character through disciplinary curricula: An analysis of UK QAA subject benchmark statements
What aspects of student character are expected to be developed through disciplinary curricula? This paper examines the UK written curriculum through an analysis of the Quality Assurance Agency's subject benchmark statements for the most popular subjects studied in the UK. It explores the language, principles and intended outcomes that suggest students are expected to embrace or embody particular affective outcomes, values or virtues, or demonstra…
Writing the First Person Singular
A poem that explores the boundaries of what can be written in the social sciences and how far we can push those norms of social science. It addresses the discomfort many social scientists feel when writing in the active, first person singular, while raising questions about qualitative inquiry that plague those who choose to venture into literary writing styles that offer a greater expressive range and more emotive language
Bridging the Research-Practice Gap: Concept Mapping as a Mixed-Methods Strategy in Practice-Based Research and Evaluation
The purpose of this article is to familiarize social work researchers and practitioners with Concept Mapping (Trochim, 1989), a mixed-methods strategy that can be useful in practice-based research. Using two case examples, the steps involved in concept mapping are illustrated. Practice strengths of concept mapping are discussed, including that it is participatory, accessible, permits immediate application of findings, and enhances service effecti…
Adapting the Scoring Matrix: A case study of adapting disciplinary tools for learning centred evaluation
The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management. The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed. The matrix represents an innovative approach to evaluation that may be …
Generating Productive Learning Issues in PBL Tutorials: An Exercise to Help Tutors Help Students
The development of productive, manageable, appropriate learning issues is central to students’ achievement of content objectives in problem-based learning. Students’ reflection on their learning issues is also an important part of the development of their self-directed learning skills. The use of an exercise to support tutors in helping students develop and apply criteria for productive learning issues is described and analyzed. According to feed…
Commonalities and controversy in context: A study of academic historians’ educational beliefs
Enhancing Mentoring and Networking of Junior Academic Women: What, Why, and How
There is a variety of career?supportive relationships that provide career guidance and psycho?social support vital to career success. Each person's network contains a range of different types of relationships and contacts that serve different purposes. This paper clarifies some of these different types of relationships, the benefits each offers, and what they have to offer academic women. Formal mentoring, networking and peer support programmes a…
Enhancing Mentoring and Networking of Junior Academic Women: What, Why, and How
There is a variety of career?supportive relationships that provide career guidance and psycho?social support vital to career success. Each person's network contains a range of different types of relationships and contacts that serve different purposes. This paper clarifies some of these different types of relationships, the benefits each offers, and what they have to offer academic women. Formal mentoring, networking and peer support programmes a…
Developing student character through disciplinary curricula: An analysis of UK QAA subject benchmark statements
What aspects of student character are expected to be developed through disciplinary curricula? This paper examines the UK written curriculum through an analysis of the Quality Assurance Agency's subject benchmark statements for the most popular subjects studied in the UK. It explores the language, principles and intended outcomes that suggest students are expected to embrace or embody particular affective outcomes, values or virtues, or demonstra…
Bridging the Research-Practice Gap: Concept Mapping as a Mixed-Methods Strategy in Practice-Based Research and Evaluation
The purpose of this article is to familiarize social work researchers and practitioners with Concept Mapping (Trochim, 1989), a mixed-methods strategy that can be useful in practice-based research. Using two case examples, the steps involved in concept mapping are illustrated. Practice strengths of concept mapping are discussed, including that it is participatory, accessible, permits immediate application of findings, and enhances service effecti…
Reimagining curricula: Effects of Cultural (In)sensitivity of Curricula on Racially Minoritised Students' Engagement
Imperatives to eliminate racial inequalities in higher education (HE) have led to calls for diversification of curricula. Qualitative evidence is growing about racially minoritised students' perceptions of their curricula and its impact on them. Yet there are no specific instruments to facilitate evaluation of curricular diversification and its impact on students. We examined the relationship between students' perceptions of the cultural sensitiv…
Staying local: How Mature, Working-Class Students on a Satellite Campus Leverage Community Cultural Wealth
This paper presents the experiences of mature students at a satellite campus of an English higher education institution. Twenty students over age 25 who fit various widening participation criteria were interviewed at four points during their first two years of bachelor’s level study at a higher education (HE) centre in an area underserved by HE. Three aspects (familial, aspirational and social capital) of Yosso’s model of community cultural wealt…
Thriving on challenges: How Immigrant Academics Regulate Emotional Experiences During Acculturation
Transnational academic mobility is of growing importance in higher education. Yet, the acculturation for individual academics is challenging. Taking a phenomenological approach, we interviewed twenty foreign-born academics, who had been living and working in the UK for at least one year, and analysed their emotional experiences of acculturation by chronological stages. Then, using Gross's (Gross, J. J. 1998. “Antecedent-and Response-Focused Emoti…
Commonalities and controversy in context: A study of academic historians’ educational beliefs
Commonalities and controversy in context: A study of academic historians’ educational beliefs
Enhancing Mentoring and Networking of Junior Academic Women: What, Why, and How
There is a variety of career?supportive relationships that provide career guidance and psycho?social support vital to career success. Each person's network contains a range of different types of relationships and contacts that serve different purposes. This paper clarifies some of these different types of relationships, the benefits each offers, and what they have to offer academic women. Formal mentoring, networking and peer support programmes a…
Adapting the Scoring Matrix: A case study of adapting disciplinary tools for learning centred evaluation
The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management. The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed. The matrix represents an innovative approach to evaluation that may be …
Generating Productive Learning Issues in PBL Tutorials: An Exercise to Help Tutors Help Students
The development of productive, manageable, appropriate learning issues is central to students’ achievement of content objectives in problem-based learning. Students’ reflection on their learning issues is also an important part of the development of their self-directed learning skills. The use of an exercise to support tutors in helping students develop and apply criteria for productive learning issues is described and analyzed. According to feed…
Bridging the Research-Practice Gap: Concept Mapping as a Mixed-Methods Strategy in Practice-Based Research and Evaluation
The purpose of this article is to familiarize social work researchers and practitioners with Concept Mapping (Trochim, 1989), a mixed-methods strategy that can be useful in practice-based research. Using two case examples, the steps involved in concept mapping are illustrated. Practice strengths of concept mapping are discussed, including that it is participatory, accessible, permits immediate application of findings, and enhances service effecti…
Writing the First Person Singular
A poem that explores the boundaries of what can be written in the social sciences and how far we can push those norms of social science. It addresses the discomfort many social scientists feel when writing in the active, first person singular, while raising questions about qualitative inquiry that plague those who choose to venture into literary writing styles that offer a greater expressive range and more emotive language
Developing student character through disciplinary curricula: An analysis of UK QAA subject benchmark statements
What aspects of student character are expected to be developed through disciplinary curricula? This paper examines the UK written curriculum through an analysis of the Quality Assurance Agency's subject benchmark statements for the most popular subjects studied in the UK. It explores the language, principles and intended outcomes that suggest students are expected to embrace or embody particular affective outcomes, values or virtues, or demonstra…
What triggers students’ interest during higher education lectures? personal and situational variables associated with situational interest
Lecturing is often touted as a means to inspire students’ interest, despite evidence that most lectures fail to do so. This study examines triggers of students' situational interest during lectures. Students (N = 706) in 12 different individual one hour first year lectures in a UK university were surveyed at the end of the lecture. They described the moment they were most interested; rated a series of 5 point Likert scale items on their situation…
How do we integrate skills and content in classics? An inquiry into students’ use of sources
Engagement with primary sources is a key feature of arts and humanities subjects, particularly classics and ancient history. Recent instructional trends emphasise integrating skills with content, particularly in the first year of higher education. We investigate how successfully first-year university students used a variety of sources in an integrated skills and content course, through analysis of 84 final essays. Most students used four to nine …
Emotion and moral purposes in higher education teaching: Poetic Case Examples of Teacher Experiences
Although teaching is emotionally and ethically demanding, higher education teachers’ emotions, values and sense of moral purpose are under-researched. This study examines 66 case examples of teachers’ emotional experiences to see whether and what kinds of moral concerns underpin those emotional moments. Analysis was based on Graham, Nosek, Hadit, Iyer, and Ditto's ([2011]. “Mapping the Moral Domain.” Journal of Personality and Social Psychology 1…
Thriving on challenges: How Immigrant Academics Regulate Emotional Experiences During Acculturation
Transnational academic mobility is of growing importance in higher education. Yet, the acculturation for individual academics is challenging. Taking a phenomenological approach, we interviewed twenty foreign-born academics, who had been living and working in the UK for at least one year, and analysed their emotional experiences of acculturation by chronological stages. Then, using Gross's (Gross, J. J. 1998. “Antecedent-and Response-Focused Emoti…
Towards an educational humanities for teacher education: Building the relational, emotional, and ethical bases of teaching practice
In medicine, concern about preserving the humanity, empathy, and moral reasoning of prospective doctors during their medical education has spawned the field of medical humanities. Building on the logic of the medical humanities, I propose an educational humanities to support the relational, emotional, and ethical bases of teaching practice. After a brief review of other attempts to bring the humanities into the preparation of educational professi…
Holding True or Caving in? Academics’ Values, Emotions, and Behaviors in Response to Higher Education Reforms
Staying local: How Mature, Working-Class Students on a Satellite Campus Leverage Community Cultural Wealth
This paper presents the experiences of mature students at a satellite campus of an English higher education institution. Twenty students over age 25 who fit various widening participation criteria were interviewed at four points during their first two years of bachelor’s level study at a higher education (HE) centre in an area underserved by HE. Three aspects (familial, aspirational and social capital) of Yosso’s model of community cultural wealt…
Rethinking employability: How students build on interest in a subject to plan a career
As universities prioritise employability, there is increased attention to promoting students’ career decidedness. In this mixed method, cross-sectional study, we explore whether and how students’ interest in their academic subject affects their career decidedness. Using surveys of 428 undergraduates studying sciences in a UK university (60% F, average age = 19.9) and case examples from follow-up interviews with 15 students, we examine students’ i…
How and why do students' career interests change during higher education
With increasing emphasis on employability in higher education (HE), there is an urgent need to understand how HE influences students’ career interests. Vocational psychological interest literature has assumed that career interest is stable from adolescence to adulthood. Newer conceptions of interest, drawn from developmental-educational perspectives, instead emphasise the mutability of interest and the ways in which the environment can support it…
Reimagining curricula: Effects of Cultural (In)sensitivity of Curricula on Racially Minoritised Students' Engagement
Imperatives to eliminate racial inequalities in higher education (HE) have led to calls for diversification of curricula. Qualitative evidence is growing about racially minoritised students' perceptions of their curricula and its impact on them. Yet there are no specific instruments to facilitate evaluation of curricular diversification and its impact on students. We examined the relationship between students' perceptions of the cultural sensitiv…
Equity with equality? Contextualising everyone can widen participation in medical school admissions
Widening participation outcomes in admissions to UK medical schools have not changed 2007–2018, partly due to inequity in selection. This study models the effects of changing selection, using a novel method of contextualising applicants, on widening participation. We studied 1084 English school leaver applicants to a single medical school over two years, using data from their public exams taken 2 years pre-application (GCSE) and recent admissions…
Promoting students’ interest through culturally sensitive curricula in higher education
Previous studies have emphasized culturally sensitive curricula in the context of enhancing minoritized students’ education. We examined the relationship between second-year higher education students’ perceptions of the cultural sensitivity of their curriculum and both majoritized and minoritized students’ interest in their course. A total of 286 (228 F) students rated the cultural sensitivity of their curriculum on six scales using a revised ver…
Diversifying curricula: How are people of colour represented in lecture slide images
Diversifying higher education curricula has been called for as one way to reduce racial inequalities in higher education. This study makes an original contribution by focusing on images of people in lecture slides. We explored how people of colour versus white individuals were portrayed in images (n = 250) used in lecture slides in four first-year core social sciences modules and whether the images were likely to be 'inspiring' to racially minori…
Educationally authentic assessment: Reframing authentic assessment in relation to students’ meaningful engagement
With increasing calls for authentic assessment in higher education, the reference point for authenticity has been questioned. Typically, researchers define authenticity in relation to purposes of higher education, which are contested. Advancing the notion of educational authenticity rather than professional, societal, disciplinary, or developmental authenticity, we shift the reference point from outcomes to the process of meaningful student engag…
Evaluative feedback isn’t enough: Harnessing the power of consequential feedback in higher education
Most research on feedback in higher education focuses on evaluative feedback and its recipience, uptake, and enactment. Evaluative feedback information includes judgments, critiques and suggestions for improvement provided by a teacher, peer, self, pre-programmed automatic feedback, or artificial intelligence tutoring systems. In contrast, we elaborate the neglected concept of consequential feedback. Consequential feedback offers information abou…
Ethical dilemmas of early career teachers in UK higher education: Conflicts of values and policies
Consequential feedback as a mechanism of action in educational leadership simulations
Evaluative feedback offered by experienced mentors is known to be essential in developing educational leadership, particularly via simulation exercises. However, the role of consequential feedback – naturally arising information about the consequences of learners’ actions – has been overlooked as a mechanism in simulation-based learning in teacher education, though it is beginning to be recognised in simulation studies in other professional devel…
Psychology (20 works) · Pedagogy (17 works) · Sociology (15 works) · Political science (14 works) · Higher education (13 works) · Mathematics education (8 works) · Social Psychology (8 works) · Computer Science (7 works) · Evaluation of Teaching Practices (7 works) · Social science (7 works)