Paul Joseph-Richard
Biographic Data
| ID | 1500510 |
|---|---|
| NAME | Paul Joseph-Richard |
| GIVEN NAMES | Paul |
| FAMILY NAME | Joseph-Richard |
| SIGNATURE | JOSEPH-RICHARD P |
| AFFILIATIONS | School of Business, Law and Communications, Solent University, Southampton, UK |
| ORCID | 0000-0003-4176-419X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Doctoral students' well‐being through the lens of social practice theory
The aim of this study is to explore doctoral students' (DS) perceptions of social practices that contribute to their well‐being. Utilising social practice theory, specifically the framework of social practices as an interplay of ‘materials’, ‘meanings’ and ‘competences’, we examine which social practices enhance DS well‐being and the contexts in which these practices occur. We employ an auto‐photography methodology. Twelve UK‐based DS took photog…
Does research‐informed teaching transform academic practice? Revealing a RIT mindset through impact analysis
Integration of research into teaching is a major area of interest in the field of higher education. Considerable work has been done on how staff and students view this integration, how it can be achieved in practice and how it might best be researched by scholars. However, relatively little research has considered how research‐informed teaching (RIT) impacts teachers’ own practice, in multi‐disciplinary contexts. We interviewed a purposive sample…
Towards a model of resilience protection
A phenomenographic study of research informed teaching through the eyes of Masters' students
There has been a revival of interest in the relationship between research and teaching and its impact on student learning. Most studies have focused on the experience of research informed teaching (RIT) for undergraduate students, usually from teachers’ perspective. Here we explored the experience of 25 Masters’ students on a Management degree in a business school using phenomenography. We identified five different conceptions of RIT: the transmi…
Big brother or harbinger of best practice
Lecture capture is used increasingly in the UK , and has become a normal feature of higher education. Most studies on the impact of lecture capture have focused on benefits to student learning, the flipped classroom or student non‐attendance at lectures following its introduction. It is less clear how the use of lecture capture has impacted on lecturers’ own academic practice. In this study, we use a mixed‐methods approach to explore the impact o…
A phenomenographic study of research informed teaching through the eyes of Masters' students
There has been a revival of interest in the relationship between research and teaching and its impact on student learning. Most studies have focused on the experience of research informed teaching (RIT) for undergraduate students, usually from teachers’ perspective. Here we explored the experience of 25 Masters’ students on a Management degree in a business school using phenomenography. We identified five different conceptions of RIT: the transmi…
Big brother or harbinger of best practice
Lecture capture is used increasingly in the UK , and has become a normal feature of higher education. Most studies on the impact of lecture capture have focused on benefits to student learning, the flipped classroom or student non‐attendance at lectures following its introduction. It is less clear how the use of lecture capture has impacted on lecturers’ own academic practice. In this study, we use a mixed‐methods approach to explore the impact o…
Big brother or harbinger of best practice
Lecture capture is used increasingly in the UK , and has become a normal feature of higher education. Most studies on the impact of lecture capture have focused on benefits to student learning, the flipped classroom or student non‐attendance at lectures following its introduction. It is less clear how the use of lecture capture has impacted on lecturers’ own academic practice. In this study, we use a mixed‐methods approach to explore the impact o…
Towards a model of resilience protection
A phenomenographic study of research informed teaching through the eyes of Masters' students
There has been a revival of interest in the relationship between research and teaching and its impact on student learning. Most studies have focused on the experience of research informed teaching (RIT) for undergraduate students, usually from teachers’ perspective. Here we explored the experience of 25 Masters’ students on a Management degree in a business school using phenomenography. We identified five different conceptions of RIT: the transmi…
Does research‐informed teaching transform academic practice? Revealing a RIT mindset through impact analysis
Integration of research into teaching is a major area of interest in the field of higher education. Considerable work has been done on how staff and students view this integration, how it can be achieved in practice and how it might best be researched by scholars. However, relatively little research has considered how research‐informed teaching (RIT) impacts teachers’ own practice, in multi‐disciplinary contexts. We interviewed a purposive sample…
Doctoral students' well‐being through the lens of social practice theory
The aim of this study is to explore doctoral students' (DS) perceptions of social practices that contribute to their well‐being. Utilising social practice theory, specifically the framework of social practices as an interplay of ‘materials’, ‘meanings’ and ‘competences’, we examine which social practices enhance DS well‐being and the contexts in which these practices occur. We employ an auto‐photography methodology. Twelve UK‐based DS took photog…
Pedagogy (5 works) · Psychology (5 works) · Evaluation of Teaching Practices (3 works) · Mathematics education (3 works) · Political science (3 works) · Sociology (3 works) · Computer Science (2 works) · Doctoral Education Challenges and Solutions (2 works) · Higher education (2 works) · Higher Education Practises and Engagement (2 works)