Liz Cain
Biographic Data
| ID | 5985219 |
|---|---|
| NAME | Liz Cain |
| GIVEN NAMES | Liz |
| FAMILY NAME | Cain |
| SIGNATURE | CAIN L |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0002-1185-5616 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
What’s the Fucking Point of This?’
Quantitative methods (QM) are characterised as ‘hard to teach’ and often marginalised in undergraduate Sociology curricula particularly in the UK, due to many factors, including students’ attitudes towards numbers. This can lead QM to be viewed by students as not mainstream Sociology. This article argues that QM can support Sociology graduate futures due to clear transferable skills. But QM must be taught in a way that does not ‘trigger’ students…
Seeing behind the curtain
The following article presents the findings of a Reverse Mentoring evaluation project conducted at a modern university in northwest England, which has a high proportion of students from non-traditional educational backgrounds. Using a reverse mentoring framework, the traditional mentor–mentee relationship was flipped with students serving as senior partners and their tutors as junior partners. The purpose of this study was to investigate how staf…
No prominent works on this page.
Seeing behind the curtain
The following article presents the findings of a Reverse Mentoring evaluation project conducted at a modern university in northwest England, which has a high proportion of students from non-traditional educational backgrounds. Using a reverse mentoring framework, the traditional mentor–mentee relationship was flipped with students serving as senior partners and their tutors as junior partners. The purpose of this study was to investigate how staf…
What’s the Fucking Point of This?’
Quantitative methods (QM) are characterised as ‘hard to teach’ and often marginalised in undergraduate Sociology curricula particularly in the UK, due to many factors, including students’ attitudes towards numbers. This can lead QM to be viewed by students as not mainstream Sociology. This article argues that QM can support Sociology graduate futures due to clear transferable skills. But QM must be taught in a way that does not ‘trigger’ students…
Contemporary Sociological Theory and Practice (1 work) · Cultural capital (1 work) · Curriculum (1 work) · Futures contract (1 work) · Graduate students (1 work) · Habitus (1 work) · Higher Education Practises and Engagement (1 work) · Higher Education Research Studies (1 work) · Innovative Teaching Methodologies in Social Sciences (1 work) · Key (lock (1 work)