Michael Priestley
Biographic Data
| ID | 4219869 |
|---|---|
| NAME | Michael Priestley |
| GIVEN NAMES | Michael |
| FAMILY NAME | Priestley |
| SIGNATURE | PRIESTLEY M |
| AFFILIATIONS | Durham University |
| ORCID | 0000-0002-7071-7336 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Belonging, Defined
Belonging is increasingly positioned as central to student success, retention, equity, and mental health in higher education policy and practice. Yet the construct remains conceptually fragmented, with hundreds of different measures in use and limited agreement about what belonging fundamentally comprises. This lack of clarity constrains evaluation, comparison across studies, and institutional action. We conducted a three-round Delphi study to id…
How to measure belonging in higher education
Belonging is crucial for student engagement, academic success, and well-being, yet its measurement in higher education lacks consistency. This review examines how belonging is conceptualised and measured, assessing the psychometric properties of instruments. A systematic search, following PRISMA guidelines, of six databases identified 485 studies using quantitative measures of belonging. We identified 198 measures, 76% used only once, with freque…
“No One Told You Life Was Gonna Be This Way”
INTRODUCTION: Young adulthood (ages 18-25) is a high-risk period for loneliness, particularly during educational transitions. Loneliness has negative consequences for mental health, physical health, and educational achievement. Psychologists conceptualize loneliness as emerging from a discrepancy between expected and experienced social connection, but this has been under-explored during young adulthood. METHOD: Drawing on thematic analysis of eig…
Their wellbeing affects our wellbeing
A “whole university approach” has been recommended for addressing concerns about the wellbeing of UK university lecturers and students. Previously, staff wellbeing has been explored from staff perspectives. Student wellbeing has been explored from the perspectives of both students and staff. However, little research has been conducted on student perspectives on staff wellbeing and its possible impact on students. Addressing this gap, this study e…
Stretched at Both Ends
The role and responsibility of universities in supporting student mental health has been the subject of high-profile legal debate. Drawing on a thematic analysis of twelve semi-structured focus groups conducted during the Student Minds UK University Mental Health Charter consultations, this paper elucidates the experiences, perceptions, and practices of 75 staff working within student services to support student mental health, with the aim of cla…
Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education
Independent learning is frequently identified as instrumental to student success within higher education. Although there is a significant body of literature demonstrating the importance of independent learning for retention and progression, to date, the relationship between independent learning and student wellbeing within higher education has been under-explored. This article addresses the gap in the literature by interrogating this relationship…
Online learning and assessment during the Covid-19 pandemic
Where traditional learning and assessment approaches have previously been found to negatively impact on student well-being, the Covid-19 pandemic provided a novel opportunity to explore alternative online learning and assessment conditions conducive to student well-being and academic performance as part of a whole university strategy. To this end, the present study employed a mixed-methodological approach using a quantitative survey and 10 focus …
The Epistemology and Ethics of Analysing Lived Experience Data
Analysis of lived experience data is increasingly advocated as an enabling strategy to inform ethical and effective policy and practice, particularly in the university mental health field. However, where Michel Foucault's work is often drawn on to frame subjectivity of lived experience in the neoliberal university, this brings forth epistemological, methodological, and ethical tensions in using student voice to inform changes in mental health pol…
Student wellbeing and assessment in higher education
This paper draws on staff and student consultations conducted during the development of Student Minds’ University Mental Health Charter to identify five key tensions which can arise in assessment design and strategy when seeking to balance the wellbeing of students with pedagogical, practical and policy considerations. It highlights the need to acknowledge the pressures of assessment on staff wellbeing as well as students. The particular tensions…
Urban Pollutant Transport and Infiltration into Buildings Using Perfluorocarbon Tracers
People spend the majority of their time indoors and therefore the quality of indoor air is worthy of investigation; indoor air quality is affected by indoor sources of pollutants and from pollutants entering buildings from outdoors. In this study, unique perfluorocarbon tracers were released in five experiments at a 100 m and ~2 km distance from a large university building in Manchester, UK and tracer was also released inside the building to meas…
The Epistemology and Ethics of Analysing Lived Experience Data
Analysis of lived experience data is increasingly advocated as an enabling strategy to inform ethical and effective policy and practice, particularly in the university mental health field. However, where Michel Foucault's work is often drawn on to frame subjectivity of lived experience in the neoliberal university, this brings forth epistemological, methodological, and ethical tensions in using student voice to inform changes in mental health pol…
Urban Pollutant Transport and Infiltration into Buildings Using Perfluorocarbon Tracers
People spend the majority of their time indoors and therefore the quality of indoor air is worthy of investigation; indoor air quality is affected by indoor sources of pollutants and from pollutants entering buildings from outdoors. In this study, unique perfluorocarbon tracers were released in five experiments at a 100 m and ~2 km distance from a large university building in Manchester, UK and tracer was also released inside the building to meas…
Student wellbeing and assessment in higher education
This paper draws on staff and student consultations conducted during the development of Student Minds’ University Mental Health Charter to identify five key tensions which can arise in assessment design and strategy when seeking to balance the wellbeing of students with pedagogical, practical and policy considerations. It highlights the need to acknowledge the pressures of assessment on staff wellbeing as well as students. The particular tensions…
Online learning and assessment during the Covid-19 pandemic
Where traditional learning and assessment approaches have previously been found to negatively impact on student well-being, the Covid-19 pandemic provided a novel opportunity to explore alternative online learning and assessment conditions conducive to student well-being and academic performance as part of a whole university strategy. To this end, the present study employed a mixed-methodological approach using a quantitative survey and 10 focus …
The Epistemology and Ethics of Analysing Lived Experience Data
Analysis of lived experience data is increasingly advocated as an enabling strategy to inform ethical and effective policy and practice, particularly in the university mental health field. However, where Michel Foucault's work is often drawn on to frame subjectivity of lived experience in the neoliberal university, this brings forth epistemological, methodological, and ethical tensions in using student voice to inform changes in mental health pol…
Stretched at Both Ends
The role and responsibility of universities in supporting student mental health has been the subject of high-profile legal debate. Drawing on a thematic analysis of twelve semi-structured focus groups conducted during the Student Minds UK University Mental Health Charter consultations, this paper elucidates the experiences, perceptions, and practices of 75 staff working within student services to support student mental health, with the aim of cla…
Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education
Independent learning is frequently identified as instrumental to student success within higher education. Although there is a significant body of literature demonstrating the importance of independent learning for retention and progression, to date, the relationship between independent learning and student wellbeing within higher education has been under-explored. This article addresses the gap in the literature by interrogating this relationship…
“No One Told You Life Was Gonna Be This Way”
INTRODUCTION: Young adulthood (ages 18-25) is a high-risk period for loneliness, particularly during educational transitions. Loneliness has negative consequences for mental health, physical health, and educational achievement. Psychologists conceptualize loneliness as emerging from a discrepancy between expected and experienced social connection, but this has been under-explored during young adulthood. METHOD: Drawing on thematic analysis of eig…
Their wellbeing affects our wellbeing
A “whole university approach” has been recommended for addressing concerns about the wellbeing of UK university lecturers and students. Previously, staff wellbeing has been explored from staff perspectives. Student wellbeing has been explored from the perspectives of both students and staff. However, little research has been conducted on student perspectives on staff wellbeing and its possible impact on students. Addressing this gap, this study e…
Belonging, Defined
Belonging is increasingly positioned as central to student success, retention, equity, and mental health in higher education policy and practice. Yet the construct remains conceptually fragmented, with hundreds of different measures in use and limited agreement about what belonging fundamentally comprises. This lack of clarity constrains evaluation, comparison across studies, and institutional action. We conducted a three-round Delphi study to id…
How to measure belonging in higher education
Belonging is crucial for student engagement, academic success, and well-being, yet its measurement in higher education lacks consistency. This review examines how belonging is conceptualised and measured, assessing the psychometric properties of instruments. A systematic search, following PRISMA guidelines, of six databases identified 485 studies using quantitative measures of belonging. We identified 198 measures, 76% used only once, with freque…
Higher education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Mathematics education (4 works) · Mental health (4 works) · Evaluation of Teaching Practices (3 works) · Higher Education Research Studies (3 works) · Medical education (3 works) · Medicine (3 works) · Political science (3 works)